Microcomputers and Classroom Organization: The More Things Change the More They Change Each Other. Interactive Technology Laboratory Report #10
This study examined the effect of microcomputer use on classroom social organization and curriculum. To determine whether teachers who have a microcomputer available for instruction use time and space differently and make modifications in what they teach and how they teach, observations of four elementary school teachers (grades two through six) in San Diego were conducted as they introduced and used microcomputers in their classrooms. The students represented a diverse population in terms of measured ability, socioeconomic status, and ethnicity. Their teachers had varying degrees of computer knowledge. Findings indicate that there was no significant change in the way in which teachers arranged the space and used time in their classrooms as a result of having microcomputers available for instruction on a full time basis. The microcomputers were incorporated into previously established practices for organizing instruction, regardless of the teacher's previous knowledge of computers, demonstrating the resilience of classrooms when attempts are made to introduce change. A different sense of social relations developed. Students assisted each other at the computer and cooperated in the completion of assigned tasks. Microcomputers had an impact on the curriculum by providing a means to meet previously established goals as well as a means through which previously unattainable goals could be reached. (31 references) (GL)
Mehan, H. Microcomputers and Classroom Organization: The More Things Change the More They Change Each Other. Interactive Technology Laboratory Report #10.