Computer Assisted Instruction According to Mandell and Mandell (1

Lemonick (1992) reports that computers and related technology will play a major role in future education. As Lemonick puts it:

Lifelong education will be a national priority in the 21st century. Year-round, personalized education based on individual achievement goals will replace the ten-month classroom system. Advanced, multi-media computers will be the tutors and teaching will become a prestigious profession. (p.59)

Similarly, O'Malley (1989) feels that computers can play such a critical role in student learning that it will call for a change in both curriculum and instructional formats. As O'Malley sees it, the switch from textbook learning to learning via computer has made students much more active participants in how they learn, and sometimes in what they learn as well.

Because of this increased student participation in instructional efforts, O'Malley feels that teachers must be willing to relinquish some instructional control in the classroom. He states that in the future teachers will more often ac

. . .
omparison group consisted of 147 fourth and fifth grade students at a different school in the same school district. Students levels' of achievement in math, reading, and language were assessed using the California Achievement Test and the Comprehensive Test of Basic Skills, 4th edition. The dependent variables were the change in scale scores from the pretest to the posttest. The independent variable of interest was the presence or absence of the learning activities associated with the computer project. Classification variables of interest were sex, academic aptitude, socioeconomic status, the year(s) of the project, and the amount of time involved in the study. A repeated measures design was used with the Testing variable (pretest and posttest scores) serving as the within factor. The variables of school, gender, academic aptitude, socioeconomic status, and the year(s) of the project were used as between factors. According to Miller (1992), extensive analysis examining for relationships between CAI, achievement levels, and the various background and demographic variables indicated that: (1) There was no effect on achievement after one year in the project. (2) There was no effect on achievement after two years in the p
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Approximate Word count = 4802
Approximate Pages = 19 (250 words per page)

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