Relevant bibliographies by topics / Computer-assisted instruction (CAI)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Computer-assisted instruction (CAI)'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2025

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Journal articles on the topic "Computer-assisted instruction (CAI)"

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Keengwe, Jared, and Farhan Hussein. "Computer-Assisted Instruction." International Journal of Information and Communication Technology Education 9, no. 1 (January 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.
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Skudrna, Vincent J. "Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course." Journal of Educational Technology Systems 25, no. 4 (June 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.
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Mevarech, Zemira R. "Who Benefits from Cooperative Computer-Assisted Instruction?" Journal of Educational Computing Research 9, no. 4 (November 1993): 451–64. http://dx.doi.org/10.2190/g98f-16vb-0kty-unh5.

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The purpose of the present study was to examine the differential effects of cooperative and individualized computer-assisted instruction (C-CAI vs. I-CAI) on mathematics achievement, amount of invested mental effort (AIME), academic recognition, and social acceptance of high and low achieving students. Participants were third grade students ( N = 110) who were randomly assigned to either C-CAI or I-CAI settings. Results showed that while high achievers benefited equally well in C-CAI and I-CAI settings, low achievers tended to progress faster and to expend greater AIME in C-CAI than in I-CAI settings. In addition, the study showed that interpersonal relationships relating to both academic recognition and social acceptance were more positive in C-CAI then in I-CAI settings. The theoretical and empirical implications of the results are discussed.
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Ugwuanyi, Christian Sunday, and Chinedu I. O. Okeke. "Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction." International Journal of Higher Education 9, no. 5 (July 17, 2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.
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Widya Lestari, Aprillia, and Fenny Thresia. "THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING." Intensive Journal 4, no. 1 (April 30, 2021): 27. http://dx.doi.org/10.31602/intensive.v4i1.4750.

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The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental group. The result of average score of pre-test at experimental group and control group are 1.36 and 1.39. It shows that the control group is higher than the experimental group. However, the result of the post test of the experimental group is higher the control group, they are 1.71 for the experimental group and 1.41 for the control group. It can be conclude that, there is significant influence in students’ reading comprehension after being taught by using Computer Assisted Instruction (CAI )
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Kustandi, Cecep. "PENGEMBANGAN Computer Assisted Instruction MODEL TUTORIAL UNTUK MENINGKATKAN KEPEKAAN ANAK TERHADAP ALAM SEKITAR." Perspektif Ilmu Pendidikan 28, no. 1 (August 25, 2017): 24. http://dx.doi.org/10.21009/pip.281.4.

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Abstract: This study aimed to develop a Computer Assisted Instruction (CAI) with tutorial model, in shapingstudents’ sensitivity to the surrounding environment on the local content of Environmental Education which wasdeveloped to improve students’ attitudes toward the environment. If the goal of EE is concerned with changes inthe attitudes, the Computer Assisted Instruction (CAI) Model Tutorial contains learning that can be taken toexpose students to environmental problems that exist, then proceed with value clarification, the students are giventhe opportunity to assess the conditions, make a choice of available solution alternatives and determine the troubleshooting steps that are reinforced by increasing the sample by the CAI program. Therefore, its use is expected tocounter environmental issues, particularly fundamental change of students’attitudes toward the environment.This study used employed the research and development method with evaluative models, and experimental researchmethod that is used to produce a particular product in this case Computer Assisted Instruction (CAI). Keywords: Computer Assisted Instruction (CAI), tutorial model, Environmental Education
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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder, and W. Thomas Hawley. "Cognitive Styles and Feedback in Computer-Assisted Instruction." Journal of Educational Computing Research 12, no. 2 (March 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.
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Gourgey, Annette F. "Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction." Journal of Educational Computing Research 3, no. 2 (May 1987): 219–30. http://dx.doi.org/10.2190/6tyu-m4tc-lgng-8pge.

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Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.
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Ganguli, Aparna B. "Brief Reports: The Microcomputer as a Demonstration Tool for Instruction in Mathematics." Journal for Research in Mathematics Education 21, no. 2 (March 1990): 154–59. http://dx.doi.org/10.5951/jresematheduc.21.2.0154.

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A number of educators have indicated that for successful implementation of computer-assisted instruction (CAI), much more attention is needed in the area of teachers' use of this technology (Allinger, 1985; Lawton & Gerschner, 1982; Jay, 1981; Simmons, 1975). Although studies on CAI for large-group instruction demonstrate favorable results (Sherwood & Hasselbring, 1986; Berger, 1984; Phillips, Burkhardt, Coupland, & Fraser, 1984), relatively little research has been conducted on the use of CAI with teachers as the instructional leaders.
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Fells, R. E., and J. R. Weaver. "Computer-Assisted Instruction in Industrial Relations Teaching." Journal of Industrial Relations 30, no. 2 (June 1988): 215–29. http://dx.doi.org/10.1177/002218568803000202.

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The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.
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Dissertations / Theses on the topic "Computer-assisted instruction (CAI)"

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Crews, Janna Margarette. "Principles and methodology for computer-assisted instruction (CAI) design." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280509.

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As the role of computer-assisted instruction (CAI) rapidly expands in the educational and training efforts of all types of organizations, the need for well-designed, learner-centered CAI continues to grow. The CAI design principles and methodology proposed herein provide systems designers with a framework for designing effective, learner-centered CAI systems that support learning with information technologies. Implementing the framework should lead to CAI that better supports learners in the development of their mental schemas, and ultimately, in achieving their learning objectives. The primary goals of this research are two-fold. First, derive a theoretically and empirically-based set of CAI design principles directed at purposefully exploiting the unique capabilities of information technology to help learners develop their mental schemas. Second, codify a methodology for implementing these principles in the systems analysis and design process. Both goals are accomplished as follows. First, a literature review was undertaken to uncover features important for designing CAI to improve learning. Concurrently, the design features and functionality of several existing CAI were reviewed. A field study of one distinctive CAI was conducted to investigate and substantiate its effectiveness. Results indicated that learners using the CAI improved their achievement significantly more than learners who did not use the CAI. Moreover, learners attributed their improved performance to using the CAI. Based on the literature review, review of existing CAI, and the results of the field study, a set of principles and a methodology for designing CAI were derived. The design principles and methodology focus the CAI design process on supporting learners' development of their mental schemas. Finally, we designed, developed and implemented a prototype web based, multimedia training system in accordance with the proposed CAI design principles. As a partial instantiation of the proposed principles and methodology, this prototype CAI provides a proof-of-concept. The design and effectiveness of the prototype CAI has been tested in a series of experiments. The corroborating evidence from these studies indicates that the prototype CAI is well-designed, usable, and an effective training tool. The demonstrated success of the prototype provides evidence of the merits of the proposed principles and methodology.
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Ambellan, Steven Charles. "Can computer assisted instruction (CAI) effectively assist incarcerated juveniles in learning introductory woodworking skills?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1881.

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Konukman, Ferman. "The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis in Physical Education Teacher Education." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28258.

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The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech. Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6). The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI. There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5. Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported. The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity.
Ph. D.
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Hibshman, Chad. "Can computer assisted instruction (CAI) increase test scores in a reading intervention program for at-risk middle school students?" Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2005. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2005.
Source: Masters Abstracts International, Volume: 45-06, page: 2807. Typescript. Abstract precedes thesis as 1 leaf (v). Includes bibliographical references (leaves 36-40).
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O'Prey, Evelyn A. "Effects of CAI on the achievement and attitudes of high school geometry students." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/735.

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Dixon-Thompson, Tonya L. "The relationship between the usage of a Computer Assisted Instructional (CAI) program, Ticket to Read (T2R) and reading achievement in third grade." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742959.

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The purpose of this study was to determine if there was a statistically significant, positive relationship between utilizing the Computer Assisted Instruction (CAI) program, Ticket to Read (T2R), as measured by the accumulated number of passages read and reading achievement, as measured by the statewide North Carolina End of Grade (NCEOG) reading assessment scores, within a third-grade elementary school sample. This quantitative, non-experimental correlational study examined the NCEOG reading assessment standardized scores and determined if third-grade students obtained reading achievement with the supplemental use of the T2R program during the 2013-2014 school year. The methodology examined and compared the NCEOG reading assessment scores for third-grade students from schools that utilized T2R schools and NTR schools that did not utilize the T2R program. Archival data were analyzed from a sample of 478 third-grade students of which included 281 students from T2R schools and 206 third-grade students from NT2R schools and conclusions were made about the students’ reading achievement performance. Using a Pearson r correlational statistic test, this study revealed that the null hypothesis should be rejected because T2R utilization and reading achievement scores were positively correlated and statistically significant with an obtained p value less than .05 (r=.250, p=.000). The study’s findings supported the theory that CAI promotes independent opportunities for students to practice and strengthen their reading skills and exhibit reading achievement. The findings can be used to provide educators an evidence-based practical approach or doable practices for planning instruction, monitoring learner’s progress, and fostering students’ reading achievement.

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Pilli, Olga. "The Effect Of Computer Assisted Instruction On The Achievement, Attitudes And Retention Of Fourth Grade Mathematics Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609336/index.pdf.

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The purpose of this study was to examine the effects of the computer software Frizbi Mathematics 4 on 4th grade student&rsquo
s mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of primary school students from &ldquo
Sht. Osman Ahmet&rdquo
primary school in Gazimagusa, North Cyprus were used in this study. Control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students where the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study was conducted in spring semester of 2006-2007 academic year and included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times
at the beginning of the study, immediately after the intervention, and 4 months later. Mathematics attitude scale and computer assisted learning attitude scale were administrated only two times
at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of treatment group, on the retention tests was attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in Turkish Republic of Northern Cyprus (TRNC) is an effective tool.
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Nuckols, Terri L. "Issues of technology adoption in 9–12 computer based instruction." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2494.

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This study was designed to examine computer based instruction in the 9-12 public high school. All high schools included in the study were part of the original Digital High School grants, and had a student population of over 1000 students. The purposes of the study were to examine factors affecting technology implementation, to explore how teacher attitudes, expertise, and cultural and pedagogical beliefs affected adoption, to determine how critical staff development and resources were in successful implementation, and to investigate organizational variables that were in place for successful adoption of computer based instruction. The study was conducted using Everett Rogers' five stages of the innovation-decision process. Nine technology coordinators were interviewed for this study. Following the interviews, 13 categories emerged and a grounded theory was formed. The study concluded with five recommendations for practitioners who would like to successfully implement technology on their school sites.
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Nordhoff, Helga Irene. "The design and implementation of a computer-based course using Merrill's model of instructional design." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022002-094043/.

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Tennent, Leanne Janene. "Multimedia: Perceptions and Use in Preservice Teacher Education." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15841/.

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Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
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Books on the topic "Computer-assisted instruction (CAI)"

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Chong-ha, Han, O. Chin-sŏk, and Yi Nam-ho, eds. Kʻŏmpʻyutʻŏ kyoyuk hwalsŏnghwarŭl wihan CAI pʻŭrogŭraem kaebal mit hyŏnjang chŏgyong yŏnʼgu. Sŏul-si: Hanʼguk Kyoyuk Kaebarwŏn, 1988.

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Johnson, Gavin. Multimedia: CAI aid or anathema. Dublin: University College Dublin, 1995.

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Stan, Koki, Chang Juvenna M, and Educational Resources Information Center (U.S.), eds. Effect of computer-assisted instruction (CAI) on reading achievement: A meta-analysis. [Honolulu, HI]: Pacific Resources for Education and Learning, 2000.

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Kitao, Kenji, and Kazunori Nozawa. Konpyūta riyō no gaikokugo kyōiku: CAI no dōkō to jissen. Tōkyō: Eichōsha, 1993.

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Yoder, Sharon. Improving CAI in BASIC. Eugene Ore: International Council for Computers in Education, 1985.

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1933-, Sakamoto Takashi, and Nihon Nōritsu Kyōkai. Sōgō Kenkyūjo., eds. Saishin CAI jijō: Miraigata kyōiku shisutemu to kyōiku sangyō no taiō = Computer assisted instruction. Tōkyō: Nihon Nōritsu Kyōkai, 1985.

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Takuma, Shinpei. Komyunikēshon shōgaiji e no CAI shisutemu no tekiyō ni kansuru kenkyū: Heisei 2-nendo kagaku kenkyūhi hojokin (jūten ryōiki kenkyū) kenkyū seika hōkokusho. Yokosuka-shi: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo, 1991.

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1951-, Selfe Cynthia L., and Hawisher Gail E, eds. Literate lives in the Information Age: Narratives of literacy from the United States. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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Lee, William W. Multimedia-based Instructional Design. New York: John Wiley & Sons, Ltd., 2004.

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1947-, Pratt Keith, ed. The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass, 2003.

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Book chapters on the topic "Computer-assisted instruction (CAI)"

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Culley, Gerald R. "From Syntax to Semantics in Foreign Language CAI." In Computer-Assisted Instruction and Intelligent Tutoring Systems, 47–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315044361-3.

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Perciful, Eileen Grow. "Curriculum Planning and Computer-Assisted Instruction (CAI) Within Clinical Nursing Education." In Nursing and Computers, 560–68. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_75.

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Dong-Dong, Cui, Qu Yang, and Lin Qiu-Ping. "A Study of Application of Computer Assisted Instruction (CAI) in Wushu Teaching." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 561–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_76.

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Wulansari, Rizky Ema, Siska Miga Dewi, Rizkayeni Marta, Rizki Hardian Sakti, Primawati, and Chau Trung Tin. "Designing the Computer Assisted Instruction (CAI) Integrated Case Method-Flipped Classroom on Engineering Education." In Proceedings of the 9th International Conference on Technical and Vocational Education and Training (ICTVET 2022), 198–205. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-050-3_22.

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Meng, Qinghong, and Wenxing Liu. "Brief Discussion on the Application of Computer-Assisted Instruction (CAI) in Chinese Teaching Methodology in Normal College." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 147–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25437-6_22.

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Ganasen, Sumathi, and Mageswary Karpudewan. "The Effectiveness of Computer-Assisted Instruction (CAI) in Promoting Pre-university Students’ Understanding of Chemical Bonding and Remediating Their Misconceptions." In Overcoming Students' Misconceptions in Science, 111–32. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3437-4_7.

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Fouz-González, Jonás. "Chapter 13. Using technology to facilitate the integration of pronunciation into the classroom." In IVITRA Research in Linguistics and Literature, 207–21. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/ivitra.42.13fou.

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This chapter explores the potential of technology to facilitate the teaching and learning of pronunciation, with special emphasis on how technology can enhance the integration of pronunciation into the language classroom. First, the chapter discusses the role of technology in pronunciation instruction. Next, it offers an overview of the field of computer assisted pronunciation training (CAPT), presenting the tools and techniques available as well as relevant research findings and pedagogical implications. The chapter covers a range of techniques traditionally adopted in the field of CAPT, and also more recent uses of technology that hold great potential for pronunciation practice. Finally, it puts forward recommendations on how to facilitate Spanish pronunciation instruction with technology and it offers directions for future research and practice.
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Pradipta, Rizqi Fajar, Ryadi, Husein Fuat Imanudin, and Ilham Afrizal Chusna. "The Effect of Land Transportation Educational Game (GETAR) Based on Computer Assisted Instructional (CAI) on Cognitive Ability of Children with Intellectual Disabilities." In Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022), 295–305. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-494069-95-4_35.

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"Computer-Assisted Instruction (CAI)." In Encyclopedia of the Sciences of Learning, 713. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_3523.

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J., Banumathi. "Instruction Process and Learning Issues in Computer-Assisted Learning." In Computer-Assisted Learning for Engaging Varying Aptitudes, 36–54. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5058-1.ch004.

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Computer assisted learning (CAL) has grown in popularity over the past and is also known as computer based instruction (CBI), computer aided learning (CAL), or computer aided instruction (CAI) . For the purpose of this study, we might tell exactly CAL as computer-assisted learning techniques and settings. However, collaboration is the key to comprehending CAL. On numerous levels, computers can help with engagement during the learning process. This chapter looks at CAI in general because CALL and CAI share many aspects. It also goes over broad learning topics like learning styles and tactics, personalized knowledge, as well as the elements that determine the consequences of gaining knowledge. Where necessary, the education learning setting is mentioned, as well as how contemporary CAI knowledge can be applied to the education learning circumstance.
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Conference papers on the topic "Computer-assisted instruction (CAI)"

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Attia, Farouk, and Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Brunda, A., and J. Bhavithra. "Adaptive computer assisted instruction (CAI) for students with dyscalculia (learning disability in mathematics)." In the 1st Amrita ACM-W Celebration. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1858378.1858390.

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Sundari, Sri, Dika Nurhasanah, and Dwijoko Purbohadi. "Developing learning anytime, anywhere, and any device using CAI (Computer Assisted Instruction) synchronization." In ICEEL 2018: 2018 2nd International Conference on Education and E-Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3291078.3291105.

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Sanmorino, Ahmad. "Development of computer assisted instruction (CAI) for compiler model: The simulation of stack on code generation." In 2012 International Conference on Green and Ubiquitous Technology (GUT). IEEE, 2012. http://dx.doi.org/10.1109/gut.2012.6344164.

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Ijonris, Yusuf, Baharuddin Baharuddin, and Sriadhi Sriadhi. "Development of Computer Assisted Instruction (CAI) Based Learning Media in Microeconomic Theory Courses in the Management Study Program, Faculty of Economics, Methodist University of Indonesia." In Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2023, 19 September 2023, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340540.

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Oprescu, Claudia, and Bogdan Tiganoaia. "STUDENTS' PERCEPTIONS TOWARD THE QUALITY OF ONLINE EDUCATION DURING COVID-19 PANDEMIC." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-127.

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COVID-19 pandemic has not only impacted human life but also impacted quality of online education, right after the shift from traditional face-to-face to e-learning. This study was conducted to investigate the perception of this type of learning amongst UPB students, being focused around the following areas: number of students taking online courses and the geographic areas served, quality standards for online learning and supportive services, planning and leadership in online learning.This study utilized quantitative methods and was conducted by distributing an online questionnaire to UPB's students. A total of 231 valid unduplicated responses were used to investigate the perceptions of online course-management, underlying factors that contribute to those perceptions (positive or negative), reconsidering the overall online learning activities initiated by university teachers. The following independent variables were investigated in this survey, based on students own online learning experiences, in contrast to traditional learning: interactivity, teacher facilitation, structure, learning style and self-motivation. The findings of this research revealed that electronic learning, the core method of teaching the curriculum due to the wide worldwide spread the COVID-19 pandemic, requires an improvement of online instructional practices, in terms of a more interactive active approach, a well-thought-out strategy, a conceptual framework of online education combining knowledge from different domain: Pedagogy, Didactic, Computer Assisted Instruction (CAI), IT and Psychology - as potential determinants of a successful online learning. The observations captured in this report reflect the measure of satisfaction of UPB's students regarding the educational services offer of the learning program, adapted to the online environment, taking into account the specificities of this organization and communication environment.
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Elena simona, Nicoara. "THE IMPACT OF MASSIVE ONLINE OPEN COURSES IN ACADEMIC ENVIRONMENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-105.

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The use of computer in education passed through different stages, from early computer assisted instruction (CAI) movement of the 1950s to web-based learning and lately to online distributed education. A real revolution seems to appear in the traditional academic environment as large-scale online classrooms develop and proliferate. This new educational system, based on network technologies, proved in a quite short time many advantages, much over the initial estimates, especially from students' perspective. First of all, human interactivity between many people - students and tutors - brings the major beneficial results; other advantages are: an exploratory learning model that motivate the student by active participation, combining personal experience with group experience (by forums, feedback etc.), using modern computer-based teaching technologies alongside with the traditional educational materials, using virtual laboratories for various types of simulations, using evaluation methodologies favoring learning and the very wide range of options for the students: they are free to learn in the own pulse, they can be 14 years old or 70 years old, they can have whatever knowledge background. The teacher benefits also in this kind of tutoring especially through the feedback from the vast number of students; the educational material is hence iteratively improved so that covers more and more learning needs. The online distributed education is described as a tutoring system adequate to the actual working marketplace, made for hundreds or even millions of students for a long time. Though these results could concern the traditional educational institutions, at least for the moment they should enrich the current learning models in academic environment.
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Ahmed, Alex A., and Matthew S. Goodwin. "Automated Detection of Facial Expressions during Computer-Assisted Instruction in Individuals on the Autism Spectrum." In CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025472.

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Bodnar, Stephen. "The instructional effectiveness of automatically generated exercises for learning French grammatical gender: preliminary results." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190002.

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Research into Automatic Exercise Generation (AEG) contributes new tools aimed at reducing the barrier to creating practice material, but few have been deployed in actual instruction with real learners. The present study extends previous work by employing AEG technology in instruction with L2 learners to evaluate its pedagogical effectiveness. Thirty-two second language learners of French were assigned to either a treatment condition, who practised with generated exercises, or a control condition that did no extra work. Both groups completed pre-, post-, and delayed post-tests. Participants in the treatment condition also completed questionnaires that elicited data on their in-practice emotions and the situations in which they arose. Our preliminary results suggest that AEG-based instruction can be pedagogically effective and support positive learning experiences, help to identify aspects of the instruction that could be improved, and suggest that a peer review mechanism could have an important role in future CALL platforms that use generated exercises.
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Munteanu, Dan, and Nicoleta Munteanu. "COMPARISON BETWEEN ASSISTED TRAINING AND CLASSICAL TRAINING IN NONFORMAL LEARNING BASED ON AUTOMATIC ATTENTION MEASUREMENT USING A NEUROFEEDBACK DEVICE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-041.

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The non-formal education consists in the expression of personal interests through the voluntary participation of the young person in activities that are of interest or attract him directly in order either to spend free time in a constructive manner, or to develop personality or to grasp special talents in - an institutionalized framework. Attention is the process that ensures the active orientation of the body to the message selection, the anticipatory reception and executory adjustment, as well as the intermittent focusing. In general, in the educational instructive process, attention is monitored by direct observation of students. A neurofeedback device (mini-electroencephalograph) has been used in our study to measure attention, a Neurosky device called MindWave Mobile 2 designed to record the electrical impulses emanating from different brain areas (areas G for ground and A1/FP1 of the 1020 system - on standardized placement of electrodes on the head for EEG measurements). With the help of the device and its related software, the level of attention has been recorded from several students over multiple lessons for Logic Games subject, first using a classical teaching method, and then using predominantly didactic play, the transmission of learning contents in interdisciplinary ways through computer-assisted instruction or using musical background. The MindWave Mobile 2 headset connects wireless to computer through Bluetooth and, using the built-in electrode, raw EEG power spectrum is analyzed and an integer value per second in interval 0 and 100 is delivered for attention. Distraction, lack of focus, or anxiety can reduce the level attention. To facilitate further input data analysis, we considered the following reference intervals: - under 40 = lack of concentration; - between 40-60 = diffuse attention; - between 60-80 = state of concentration; - between 80-100 = state of maximum concentration. To complete the experiment, we counted, analyzed, and compared the total number of minutes with different levels of attention within each lesson type - classical and computer-assisted instruction - per student, and the resulted data was illustrated in a graph. As a result, it was observed that the average level of attention was increased on the use of assisted training. Through this device, the teacher will know exactly what each student's intellectual effort curve is, when, how, and how much to intervene to resuscitate students' interest in the lesson.
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Reports on the topic "Computer-assisted instruction (CAI)"

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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, January 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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