David Thomas Lauret

Bio: David Thomas Lauret is an academic researcher from Nova Southeastern University. The author has contributed to research in topics: Auditory display. The author has an hindex of 1, co-authored 1 publications receiving 7 citations.

The auditory display in interactive courseware: Moving human factors into computer education

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Information and Communication Technologies in Elementary and Secondary Education: A State of the Art Review

Abstract: The literature devoted to technology and education is replete with claims regarding the contribution of computer technologies to teaching and learning in elementary and secondary schools. The claims have fuelled expectations and encouraged local and provincial school jurisdictions to expend significant resources on new technologies. This review of research is a response to the call by the Canadian Education Statistics Council to prepare a paper addressing some dimension of the impact of information and communication technology (ICT) on teaching and learning in elementary, secondary, or post secondary education in Canada. We have focussed our review on two major areas: 1) the efficacy of ICTs for achievement, motivation, and metacognitive learning; and 2) the impact of ICTs on instruction in content areas in elementary and secondary schools. Mindful of the importance of contextual factors such as ethno-cultural and linguistic diversity, we have attempted to focus on Canadian research. Nevertheless, because the material devoted to Canada is scarce, we have augmented our review with international research on these topics. It was our intention to identify claims that would enable those responsible for the formation or implementation of policy to make informed decisions. Few, if any, claims were sufficiently well researched or well evidenced to provide direction for policy. We conclude our review with a discussion of policy, the impact of research in the classroom, and suggestions of further research. Introduction Notwithstanding the significant attention and literature devoted to technology and education, there appears to be comparatively little empirically sound research upon which policy makers might base informed decisions. By empirically sound we mean research that addresses testable hypotheses using experimental or quasi-experimental methods, subjecting the data to appropriate statistical treatment, and drawing conclusions consistent with the purposes and methods employed. What follows is a review of the literature devoted to technologies, especially the use of computers and computer related techniques, and their educational impact on student socialization and learning from kindergarten to grade 12. In the review we critique the literature in education, psychology, sociology, and technology; suggest its strengths and shortcomings; and identify areas where future work is required. Although our focus is on Canada, of necessity we included international research on these topics. According to the most recent Pan-Canadian Education Indicators Program (PCEIP) report (Canadian Education Statistics Council, 2000), 88 per cent of elementary and 97 per cent of secondary school students attend a school that has Internet access for instructional purposes. With such widespread use of information and communication technologies (ICT), there is understandable interest in the impact of ICT on teaching and learning. Although it is often claimed that computer technologies and the Internet have the potential to change both teaching and learning, teachers have been subjected to public pressures to use new technologies before they, and we, have a clear understanding of their impact on classroom practices and student learning (Stuve, 1997). Schools and classrooms are being equipped without adequate research or attention to the professional preparation of teachers (Nicol et al. 1996; Ungerleider, 1997). Despite the PCEIP statistics reported above, the most recent Statistics Canada report (Tremblay et al., 2001) found that 70 per cent of teachers in Ontario schools reported that their students had either limited access or no access to a computer at school. This might be explained by any one of a number of reasons, including: a poor ratio of Internet connections to students, poor distribution of equipment, insufficient teacher preparation time, and structural impediments to the incorporation of new technologies in teaching (c.f. Cuban, et. al., 2001). The belief that classrooms should be equipped with technology is predicated on the belief that technology can improve the rate, quality, amount, and effectiveness of learning (Henchey, 2001). Although attractive, this belief must be tested with sound research. As Abrami (2001) states: “To date, there is much promise but less substance, especially long-term evidence, regarding the effective use of technology for learning” (p. 114). It is thus critical that the available research be assembled, reviewed, and critiqued as a prelude to pinpointing areas of future research and policy development. In this review we begin this process by focussing on two major areas: 1) the efficacy of ICTs for achievement, motivation, and metacognitive learning; and 2) the role of ICTs in instruction in content areas. Both of these foci relate directly 1 By design our approach eliminated consideration of material of a rhetorical nature without appropriate evidential support. Our focus also meant that we would not address work such as the Second Information Technology in Education Study conducted under the auspices of the International Association for the Evaluation of Educational Achievement with the participation of Canada (see, http://www.cmec.ca/stats/international/indexe.asp ), SITES provides information about the use of information and communication technologies in Canada and other countries, and addresses such issues as barriers to the use of information and communication technologies in schools.

Sound's Use in Instructional Software to Enhance Learning: A Theory-to-Practice Content Analysis.

Abstract: Sound may hold great promise for instructional software by supporting learning in a variety of ways. Conceptual and preconceptual barriers, however, still appear to prevent software designers from using sound more effectively in their instructional products. Interface books seldom discuss the use of sound and when they do, it is most often simple verbatim narration of on-screen text. This content analysis of 12 award-winning instructional software products indicated that, while sound is being incorporated into many learning environments, many instructional designers are using sound only for literal, information conveyance and not yet exploring how to exploit the associative potential of music, sound effects, and narration to help learners process the material under study more deeply.

The Use of Audio and Animation in Computer Based Instruction.

Abstract: This study investigated the effects of audio, animation, and spatial ability in a computer-based instructional program for biology. The program presented instructional material via test or audio with lean text and included eight instructional sequences presented either via static illustrations or animations. High school students enrolled in a biology course were blocked by spatial ability and randomly assigned to one of four treatments (Text-Static Illustration, Audio-Static Illustration, Test-Animation, Audio-Animation). The study examined the effects of instructional mode (Text versus Audio), illustration mode (Static Illustration versus Animation), and spatial ability (Low versus High) on practice and posttest achievement, attitude, and time. Results for practice achievement indicated that high spatial ability participants achieved more than low spatial ability participants. Similar results for posttest achievement and spatial ability were not found. Participants in the Static Illustration treatments achieved the same as participants in the Animation treatments on both the practice and posttest. Likewise, participants in the Text treatments achieved the same as participants in the Audio treatments on both the practice and posttest. Findings for time-in-program and time-in-instruction indicated that participants in the Animation treatments took significantly more time than participants in the Static Illustration treatments. No time differences of any type were found for participants in the Text versus Audio treatments. Implications for the design of multimedia instruction and topics for future research are included. (Contains 32 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. THE USE OF AUDIO AND ANIMATION IN COMPUTER BASED INSTRUCTION