E-Based Learning

The Effectiveness of Using Computer in Teaching and Learning in Primary Education

Table of Contents

Chapter 1: Introduction3

Chapter 2: Literature Review5

Practice Makes Perfect19

Interaction with Computers21

Presenting Information in Different Ways23

Chapter 3: Methodology26

Research Method26

Search Technique26

Chapter 4: Conclusion27

References30

Chapter 1: Introduction

In the UK we have invested heavily in information and communications technology (ICT) for use by teachers and pupils in schools. Some of this investment has been directly by the government through initiatives such as the National Grid for Learning and the New Opportunities Fund ICT Training for Serving Teachers. Substantial sums have also been spent by Local Education Authorities, Education Action Zones and schools themselves on ICT equipment and resources, though this is harder to quantify. The purposes of this investment have not always been clear or made explicit. Part of the drive towards greater use of technology in education is aimed at modernizing schools and equipping the pupils of today with skills that will make them able to use such technology in the workplace once they leave school. Other stated goals have been to reduce teacher work-load by making planning and resources available over the internet or to reduce bureaucracy by providing and exchanging information in electronic form.

Perhaps the ultimate goal in promoting the use of ICT in schools has been to increase the effectiveness of teaching and improve pupils' learning. It is this goal that is the focus for the questions underpinning this review:

What is the evidence that ICT can have a positive impact on pupils' learning in school?

How can ICT be used effectively in schools to improve pupils' learning?

Aims of the Research

The am of the research is to discover the effectiveness of using computer in teaching in primary education

Chapter 2: Literature Review

Early personal computers were stand-alone, desk-top machines with an average of 16,000 bytes of memory. Today many personal computers are networked to intranets and the global Internet; some are portable; and most have 128,000,000 bytes of memory that process multimedia forms of information. Programming for personal computers was unstructured, and the limitations of languages, such as Basic, resulted in programs that were largely sequential routines limited by "If Then" and "Go To" statements that allowed for designing sequential branching programs primarily based upon principles of programmed instruction. Educational software was mostly textbooks presented in electronic print formats. Often the software was short, self-contained lessons created by non-educators with unintended results, such as third-grade math software with a tenth-grade reading level. Teacher roles consisted of finding time in the day to send students to a computer lab for drill and practice or electronic tutorials; and student roles usually consisted of selecting predetermined correct answers within such programs. The Behavioural Learning Approach

No period in time was exclusively devoted to a particular use of technology. However, if research is any reflection, the dominant use in the 1980s was for computer-based instruction characterized by the use of behavioural-based branching software that relied heavily on drill-and-practice to teach segmented content and/or skills.

Although the education field had a history of rudimentary philosophies and methods ...