The Effectiveness of Microcomputers in Education: A Review of the Research from 1980-1987

By Roblyer, M. D. | T H E Journal (Technological Horizons In Education), September 1988 | Go to article overview

The Effectiveness of Microcomputers in Education: A Review of the Research from 1980-1987


Roblyer, M. D., T H E Journal (Technological Horizons In Education)


The Effectiveness of Microcomputers in Education: A Review of the Research From 1980-1987

If measured strictly by the articles, attention and popular acclaim directed toward them since their introduction, it would seem that the impact o microcomputer applications on instruction has been substantial. The advent of other technologies--typewriters, film projectors and television--has generated high expectations among educators, but none has enjoyed the sustained interest and growth nor the funding that microcomputers have experienced during the past ten years.

The educational computing literature since 1980 provides ample evidence of some dramatic changes that have com about in education as a result of microcomputer use. Clerical and administrative tasks for both teachers and school administrators have been revolutionized through increased use of productivity tools and other applications software, and students at all levels are learning practical computer skills as preparation for college work and for a life in an information-oriented society.

However, the impact of microcomputer applications on instruction is less clear from the literature. Of critical importance at this time is evicence of the impact on the traditional measures of educational effectiveness: student achievement, attitudes, dropout rate and learning time. A new text to be published this fall by The Haworth Press, which I co-authored, reviews this evidence and summarizes what has been learned from research in this area since 1980. In this article, I'll summarize the main points of the research. The following key questions are addressed in this summary of the book:

* Can computer applications help improve performance in basic skills and other important areas?

* For what specific skills, grade levels and content areas do computer applications seem most effective?

* Which kinds and levels of students seem to profit most from using computer applications?

* Which kinds of computer applications are most effective for which skills and content areas?

* Can computer applications improve student attitudes toward school, toward learning and toward their own abilities to learn?

* Will improved attitudes translate into better performance in school and lower dropout rates?

Why Another Reveiw?

Many reviews of literature have been done in the area of instructional computing, but they have not been very useful in helping school administrators decide how best to allocate their resources for computer uses. Most of them have focused on studies of older, mainframe-type technology that were done prior to 1980, and few of the more recent reviews look at all levels and content areas at once in a comparative way. The current review aims at providing the best information available from recent research and presents it in ways that will be of maximum assistance to decision-makers.

The following features characterize the review:

* Up-to-date information--Studies are all from 1980 to the present, and most are microcomputer-based.

* Comprehensive coverage--All grade levels and content areas in which research has been done are included in the analyses. Measures of both achievement and attitudes related to the use of computer-based instruction are summarized.

* Focus on specific areas--Rather than providing just overall statistical summaries, the review summarizes results for specific content areas, computer uses and target groups. A measure of effectiveness is computed for each of these areas so that the comparisons of effectiveness can be made more easily.

* Answers to specific questions of interest to educators--Based on the findings, the reviewers made recommendations for computer use in several content and skill areas and for certain groups of students. Special emphasis is placed on popular topics such as the use of LOGO to promote problem-solving and creativity, and the use of word processing applications for writing instruction. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Effectiveness of Microcomputers in Education: A Review of the Research from 1980-1987
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.