Search

During the past ten years, radical changes in hardware and software have transformed the way instructional design and technologists do business in the classroom. The microcomputer has now become the standard operating tool when designing, developing, implementing and evaluating instruction at every level of our educational systems. Yet up until fifteen years ago, the microcomputer was the exclusive tool for engineers and mathematicians and computer scientists. It was hardly as ubiquitous in every classroom environment as it is today. This paper examines the radical changes in hardware and software that transformed the computer from a complex data processing tool to a common gadget that is now the standard communications tool in most households throughout this world. The paper explores some of the phenomenal changes in the following; the assumptions and the legacy of Moore's law; the advances in creating single-threaded and low- level programs; the advances in the use and manipulation of virtual memory; the continual sophistication of output devices; and the advances in hierarchical file systems. Most of the these changes have emanated from computer science and mathematics related fields without any direct input from the field of instructional design and technology. [ABSTRACT FROM AUTHOR]

This study examined the effect of computer-assisted instruction, used as a supplement to traditional classroom instruction, on students' understanding of selected algebra topics, their attitude towards mathematics, and computer-assisted instruction at a laboratory high school. Four classes received supplementary instruction on factoring, radicals and simple quadratics expressions delivered via a computer-assisted instruction. A mixed method approach was employed where both qualitative and quantitative data collection techniques were used. The data were analyzed using both quantitative and qualitative methods. The study found that students' scored significantly higher in posttests than pre- tests both in terms of content and attitudes towards mathematics and use of computer-assisted instruction. [ABSTRACT FROM AUTHOR]

The proliferation of on-line or computer-based learning environments has become a major concern for some educators when it comes to whether they are valid and reliable strategies in delivering instruction. The purpose of this essay is to examine how any organization, including indeed governments and training institutions, can incorporate a needs assessment and strategic plan when implementing any instructional innovation that is governed by basic learning principles. The fact is in any educational setting, the needs assessment and strategic planning process can serve to clarify and encourage all stakeholders to look at observable outcomes which can be managed, controlled and even predicted. The study also recommends best practices of conducting needs assessment and strategic planning particularly in elearning. [ABSTRACT FROM AUTHOR]

This paper examines eLearning from three related perspectives, two of which address the planning and administration of online courses. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. The initial phase thoroughly explores current and recommended front-end approaches to improving online instruction. It looks at the organizational alms and the vision within which eLearning can be applied. The second phase examines the planning, implementation and administration of online courses. It investigates characteristics of effective eLearning environments that address physical, technical, pedagogical, professional and environmental elements. The third and final phase explores several reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. [ABSTRACT FROM AUTHOR]

Examines the extent to which information technology has been applied in the public and private sectors in Zimbabwe. Managerial areas that utilize information technology; Effect of previous computer experience on a manager's perception of information technology; Components of a technology-based information system.