This study examined the effect of a technology-enriched classroom on student development of higher-order thinking skills and student attitudes toward computers. A sample of 80 sixth-grade and 86 fifth-grade students was tested using the Ross Test of Higher Cognitive Processes and surveyed using the Computer Attitude Questionnaire. The creation of a technology-enriched classroom environment appears to have had a positive effect on student acquisition of higher-order thinking skills. This study identified several implications related to classroom design to enhance the development of higher-order thinking skills. Teachers reported that the technology-enriched classroom differed from the traditional classroom in several significant ways.

Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills

An item bank is defined as a relatively large collection of easily accessible test questions. A wide variety of item bank schemes that meet this relatively unrestricted definition is illustrated. Advantages and disadvantages of item banking and the conditions under which item banks have the most potential value are identified. An extensive list of questions to be asked in designing item banking systems is provided. The following five questions were singled out for further discussion: How many items should be in the bank? Should users develop their own item collections or use the collections of others? How should the items be classified? Should items be calibrated? Will each test have different items or will the same test be administered to all?

Issues in item banking

This study investigated the use of the computer as a tool for improving students’ correlational reasoning skills. A total of 42 teachers and 483 geography students in Grades 9 and 10 participated in the research. Four student treatment groups outperformed a control group on four dimensions of correlational reasoning. Students in task-specific computer, cooperative group learning, and whole-class treatments performed equally well and significantly better than those in a general-purpose computer treatment. Increased sophistication of software may have distracted students in the general-purpose computer treatment. Within the two computer groups, student attitudes toward computing and geography were found to predict performance on the thinking-skills test. Implications for research about tool-mode, computer-based instruction are discussed.

Improving Higher Order Thinking Skills by Teaching "with" the Computer: A Comparative Study.

Since computers first entered British Columbia schools in the early 1980's the call for their increased use has risen to a clamour. Despite increased numbers of computers, it is not clear to what extent and on what basis teachers use them in their teaching. This study investigates factors affecting classroom teachers' decisions about computer use. The study involves a review of publications influencing teachers' decisions, a survey of teachers in a single district and interviews with a sample of these teachers. A four-page questionnaire was distributed to all of the K-7 teachers in a medium sized British Columbian school district. Responses of 126 classroom teachers were analysed. A sample of 1 1 teachers were interviewed in order to assist in clarifying the data from the questionnaire and to probe for deeper insights into teachers' use of computers for instruction. The literature review found that professional, government and lay publications describe computer use in schools in enthusiastic and uncritical terms and often promised revolutionary benefits for schools as a result of computer use. The questionnaire and interviews found that, while most teachers believed they should use computers, their actual practice involving computers was minimal in comparison to the level and quality of use implied in the literature. The results of the study suggest that the disparity arises predominantly from two sets of factors. First, teachers' use of computers is restricted by three practical impediments: lack of access to hardware and software, lack of knowledge of computers and the instructional use of computers, and lack of time to learn about, plan for and implement the

http://summit.sfu.ca/system/files/iritems1/3725/b14255807.pdf

Revolution or rhetoric : factors affecting teachers' decisions about computers in classrooms

Marxist Criticisms of IQ: A Defense of Jensen.

The development of computer literacy among teachers requires pre-service education, in-service training, and graduate education. These methods would be more effective if based on an analysis of computers as communications media, and on the assessed needs of teachers. Curriculum-based and iterative needs assessment would provide continuous guidance in professional development work, suggest implementation strategies, and inform the relationship between teachers and innovation.

Teacher Development: The Implications of Using Computers in Education.

Robitaille and O'Shea (1983) used the Rasch model in developing a set of 40-item mathematics achievement tests using multi-choice items for the British Columbia item bank. The present paper argues that (a) the Rasch model is inappropriate for such a purpose, (b) their article presents the model in a far more favourable light than it deserves, and (c) continued application of the model encourages less desirable educational practice and misdirects scarce resources. A fundamentally different approach is suggested and illustrated by work on the Ontario Assessment Instrument Pool (OAIP).

The Rasch Model for Achievement Tests--Inappropriate in the Past, Inappropriate Today, Inappropriate Tomorrow.

A myth may have an empirical basis through chance occurrence. Some people would classify Aptitude-Treatment Interactions (ATIs) as such a myth. ATIs have great utility in describing, planning, and implementing instruction as well as their intuitive appeal. However, few disordinal interactions have been found, and those that have been found may apply to only a small portion of the population. In view of the scatter-gun approach that has had limited results, it is suggested that the ATI search be narrowed, with replications and estimates of effect sizes emphasized.

Ronald G. Ragsdale

Papers

Teacher Development: The Implications of Using Computers in Education.

The Rasch Model for Achievement Tests--Inappropriate in the Past, Inappropriate Today, Inappropriate Tomorrow.

Empirically Based Myths: Astrology, Biorhythms, and ATIs.