I NS~{lUCTlONAL'

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R~PO~r-~O N

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ENTI TLED'"D AT ~BASE AND SPREADSHEETAfPllCATlONS"

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^{A p "jee,' Repo rt eubmit 'e d}

inpartis l r ulf-J..!!_ment~f ^the e eour eeeente for the-ce qee e of

Ma s t er o'r Edu c a t i o n'

~ivision O;rLe a r n i n g (rea'o u'rces 'Memo ri al, Un'i .ver s 1t y'of,Newf ou n dla nd.

Augus't,198 6

Newf o u n d la nd

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Permission has been,qranted to the National Libr a·r y of Canada ec:micro'film this thes.fs and to le nd or se ll ___~oPiesof the film ~. .0

The auth"or'(copyright owner)

has rese rved other

publication.rtcne e, and , .neither the cn-ests .no r

extensive extracts.from it ma y be printed or ot he r wi s e

~e;f~d~~e: W~~h~~\

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L"aut oriB at i o~a.flt fl ecccr eee

~:.la Bi b liothDqu e nationale

du .c e n e ce de microfilme r

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d'auteurf se r.serve les aut res droitsde pUblicat'ion, ni la thDs e nt' de.l onY8 extrait s de ce11e-ci .ne .doiven t⁰ @t re imp i i m ~ s ou au'tre me nr reprodui tssans son autorisation sc rtee ,

ISBN 9- 315-3364 6 _ 3

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ABSTRACT

Th e purpose".of t:h.1sp~oJect"i8 tb deve Lcp supplementary mat_arisison ap reedeheeb and data base 8ppl~8tionfJ^ror'USB _.~~· h i 9.h.·SChO dlce jnp ute e sl.udies clUS~.S. ~p~e~:~t

applic",t..ions wer,s 'drawnfrom budget, workshop and kitchen ueeej deta'b889.

8PPl i\~8t~~n9

^'c h o s e n were's m'adios1'd a ta'base.

P'l1'~ '~" ,~ ^vehloei l, e' e. , end

'e o

ilb'~', ','e'o<Oh · e, . I : . .. ,;

1\~ . , ., . ~,,____

lh e y werecho8e~for lh,eir fllimili~r.~tyan'c;Io....~r1ety. .,--,~, .A combinatl'on'o r,CO\lnPuter"sllnulation end.print,sl u de nl'

~~

snd·t'ellcherguide sW8 8,.cilosen8Sthe'medium-or"d e l i v e r y..

ThisW~9dictated.

in

^{part by.t ne} ~~tu're'o f thetopic. A p ecce es~o r'c ~n t i n u 8 1'eve LuetLo n-wee followed In -rne p r ejeet ;

_~_s.~ th r~· ~\l8~U !t10.r:!:;_ con8id~ration

^{was given}

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~n the development to:t he nee eae Ityof.:the.project, the nature,of the lesrner, and the choice of medi~. followirlg

" . ' .

thenr ccuctJcnstage,"~v a~u8 t i o nw8sconductBd't o e aae ea the

"a~p ropr1 8tene ss~^ccnient , instructionel-me t hod'ology: ~^"

-.potatltisl~las'sr.oom,us e and,qua'Uty o~thed~velopm~nt procedures,.

The c::lsssroom phase-of:the' r e rmetrve and aummetive

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eVelu'::~.10~8,wsr'e,ccn~uctsd/~it.h"t wo!lairclasses'snd't w~full -~la8a'e'B,"rifhigh,Bc h oo.! co~put~rst ud ie s'Btudents~.: Th~iB

evs'i u a t1 ons~owed^{that the} i~tended^{-Le veI} of learning had,

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take n pIece: Thepro gr uI8_an~ relllt e d.•eterial enthu;i ee tt c e ll y."recehe dby thestude nts-endte e cher e eeneeene e,

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ACKNOWLEDGEMENTS

t.wish to thank"my'~d"' l S'o~^{Dr. Har )'Kennedyfor her} eeat e te nce and'patie nce 1n ·this p eojec r ,

I wo~l d

also llk a to thank

D~ .

Gar fie l d

r ~ zz,a'rd ,

Dr •

•

~ "T "-Br8f.fe ~·Hr . 'jUl1i8~ fl~9~'

^B'nd'

H ~: Wi~li8m

^{Walsh fo r}

- ' ," . '

th eirkind8ssi ~t8nceinreviewing my material.\ .n addition. I wish to thank I1s. fion a Roc hes te r forher 89s1 tanc e in the classroo m test in gof the pecject , •

finally, l owea sp ec i a l thankyou to Illywlr Sylv ie for her p8q ~.nceenc.he lp

in

proof-: re a d i ng the ma n us c ri p tand"tc ,my_son'Micha sl

f o~

^his

P8 t'ie~IC~

^{'wh i le}

~he proj ~c t -;~'8

^oe1ng,

;c omp l e.te d • ••

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, h TABLEOf CONTENTS

CHAP TER I -.~^{•••••}~ ^{'•••••}r••• • •• •'•••••.• • ••••••'.

B.!\.CKGROUND••••• • • •• ;.~^{••••• •••••0'••}~:.:^{'," :\0••••"}

Genera l Sjihoc I Use ~0'•• • • • • • •• ; .'0"'.

Compu t e ,.'e.istmd.Inet , uctio n••••••• ••• ••\ . Implementotion:or'CAl ••• .•~^{•.• •: ••.:••• ••}~^.••~\

Proble ms

wi th" computer~ ⁱⁿ ~Ch~(d8 ·.l ~ .·'

¹⁰

Oat /baseandSpreads heet,AP l;ll~c ~ ti0':ls

.: !. ... .. .

11 CO(lc l us ion •••• •:••0.. ... . ;. . . ... ...~~.:^{-':'• •:-.};.'~",^{:- . ·1 2} CHAPTERII ••~^••• • • • • •.••~•• • •• • • •••.••~^••';;~^.•~^{.v , ' ,}'~. ~:-.. .. ¹⁴

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rR O ~ T-END A~ALYS IS ••• •• : •••' .;•••~•••~••• •-.; 14 CHAPT£R Ul •••••• ••• • •••••••••••••• •~^{••••,••••••.• • •_... 20} LEARNER.ANAl. YSI S~""" "" ,;" ,~.,••..•/•.••• ••• •' 2'0

pe n e r a l stu d en t:Chara cteris'ti.cs:..-...•".,. 20 -.:Age/Grad e.lev e l " •.• , ••~•••~_:." " '" ~•••••••: 21

AC8~emi cAbili t y ! ' , " . 21

S'ub j e ct Matter.c0mpetancy•.•~••••• • ••••• • ••• • 22 .-'Re8·ding/Wri ~ing.language Skills ~•••••'.•'.:'"

So c i a l;'aa c k 9 r,? u~H:I ••• • •.•••• •~.•, . . .. . . ... "2 }

~To o l Skil ls •••••,•••••_~.••• •••••_~••:... . . . .... 2J' .

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CHAPTER IV••,•.:-~; ~;,••• • ••~ ' ·2>

'TAS'K AN,ALYSIS·,:•••••.•'

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^{.2 5}

Entr y.8 e~8v l o r

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CHAPTER V 29

92 39

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82 '0

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38

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,98 CHOIC E Of MEDIA ••• ••• ••• •••••• • • •••••••',•• • •• •••• CHAP TERVI,.•• ••• •••••'•• • •_{. '}•• •• • •••••••

t.

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.PRODUCTIONPROCEOURES ••••••• •••• • •••••••••••••••• CHAPTERVI •• •• ••-..~"" " " ' ';'' ''' ' '' ''~^{•••••',;•••0" 0• • ••• •}

•EVALUATiON•••y.-..

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::: :::U::P:"~;::::'::: : : : . : ' ::'I::: : ::: :::::: ::::

Pilot Run ..\ :

J :•.

Analys i s'of'Re.su lts ...•

1 .

Su mIQ ative

Eva'l~atiOn

^{•• •••}

l.. : : .,

.Con clusi o n s and"

R ec·O.;.IIIC1ndal~i·ons

^{'••• •• •••• • • ••}

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AP~ END IX

^{A: Te a che r Guide •}

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^{•••• :.;••1• • ••• ••-••••••••• •••}

APPENDI X;·B: St ude n t Cuide

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^{••• • ••}

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APPENDIX;·Ct

E Va1uat"i~n for·m~ ~'

^•••.:

J -:..

Te sta ••• •••••• •• •• • ••

~. I : _~ ..

~,PPENlHX,^0:

" A~tE~DlX[I Programlisti ngs

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LIST OF" fIGURES

F" IfURE PAGE

1. In8t~uction81.Design~odel ••••• • • •• •••• •: ••:•• ••"":~.' 1~

2. Le akAna l y sis (neteb ee e) •• • • • • ••• • •••••• • • ••••• •• 27

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3. ~ssk Anslysi s.(Sp r_ e l!l dshe e ~) •••, p'• • • '," .~.. 28' 4.

c~oice.:f

H9"d.i.S.••

,~

^{•• ;}

~

^••: •.• ••••.••••_•••

r .:%lj:

30 56'. Objec ~j. veeMatch ed.w1thTest .I ~ e ms .,~.•

4 ···r ·! , ',1

2

" Summa ry of Pre-teel/Post -le stScore s ...~ ~••_. 7.

Spre8d'~heet

'S t u de n t

;cor~s ~ .~

^••

~ ~ . ~ . 4~

8. Database.St ud e n t Sc o r es .. . ...•.••••••••• •••••••••• '41

,/

C"enera l Schoo l Us e

/

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I!mconvinced tha t ecuoetot-e c~nIgnor e.th e ~only at thei r peri l. .~omputer8 have.theP?ten.l1~ lto individualize ro eteuctLcn , impr oveBe'hoo l

.-..-.>. _~'. _ . ;'

~r O.duc:ti...itY. and 88 8( \\ in theomeOi ? ementsnd 8dm in l~ tr8tiollof.ele men t ar y schools. .._.~ .

(Bevan,

1.~81.

^{p, 2) \ .}

! .

As Wil l,

b~ :~l~ent, ~omputers/.tl8v~

be co me par t of our lives ingene ra l and Bt'S bl!let:mrtn.;9 art of oursc h ool liV~8ⁱⁿ par'Ucule r.

/ /

Taylor ( 980 ) divides"s c hool us e s inlo three cere c e e ree

tu~or ( ins tr~ctiO~al ^{s id),} 'too~

(ad ministratio n

and

^simllal'

US8S ) ,.s ndtute a

(h8V~t9

^{the lltude n t tee ch , JU'ogrslII , the .}

computer).,Oth er s !vamademOdifieS-tions t:o

T8'Yl~r' 8

cIeee rfrc e ttcn,

Me r rill et r.(1986) list six .app licatio ns of com~ute r8 to ~ct'!o o l8J

\

,

'2

}) ga mes ,

4) toolapp lica tio ns, and

5) pr o 9r 8 mmi ~lj endpr o b le m ecIv Lnq, (pp. ~-~ l) Simmo ns (1

.

9 83 ) assig ns pr i o t:H y to

^.

the imp,la men tst!p,,'or' th e s acomput e r"opp l i ca t i on s ina sttu:iol. He. claims tn'at the '~nt ro~ucuon^{ah'Qu l d} be don e1nthe,eequence

o r:

compu ter11.t !ll' SC )/ ,

"b} \omputer awareness,.

c),;' f10,8 ue e (attend8 I'fCe;grading, sche du li ng),

d)

!c:o~pute r 8~8is.ted ' i~structi~n

^In

~U8ine8S educati~n

^and

:. Ir'e me iliBl I'e-adln g, • .

':' H:

⁰⁾

'.~"."o

u,""etlon!,n'heebcve e r e ee , end

'. ;,) ~)·,~ e.v el o pcompu te r ~ssist8dinst r uctioni,:,-ot hera eee s,

;,ii:\: i, (PP,

75 -76 ) .

;:'

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-(

~~mpu ter ^s't'udiesin Newfo und lan dschoolsals~emphesiss.e:

;,-I1 tl8r8 0y end ewe eeneee , The Compu t er Studi.as 2206'Co u r s e

<i

^,"I,',I

';'',~ei~ r ip ti o n (19 8 2) 8t.!l-es~

, 1, ',: 'r~e^{·o ver-s'Usim ofathe courseis toe stebLlah s}

. :, ,:j,

; .ilL· ~ei'gree

^o'f

'co;:e~

^{literacywh i ch wi ll}

8-~pe&1 a~d

'. '" n,, · ' , .

.:',:~.,; relate·'~~the ed ucati o n~f'^al,l atudents,~r~ther

~_,: ' th.snspe c ia liz e I,:,ons are s.a~ one r e.g., co repu te e

t··f~ pr~gram·~ing.

^{{p, 3) .}

~._{:.1~h e}. '_{st r e ~ e}.' _on ewer en ll ~ s and'l H,erac y is supported by

,

'.,lle:~1~e ~

^{:(1983 )•. In}

s~dHion lo 'ii~"t'ing t~~lve

^{t;sditi on a i}

ch a r.s o l e r i s l ic s,of an leduc s te d' man, he"8d dsl

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(p , 6) In 1983it La-8PP" OPl'ia t,s ;to eese rt th a t 8 men may be. ,c:le s sif iedas educat B.d only'ift

1,)

':1\

ha s aome..knowl~dge of c~mpu ter.8. ',2 ) he'ccoe tue ee,t h at he ca nknow and

unde rs t a"nd'c omp ut e rs fa aoe e extent.

. .

":Whe t is lit e r a cy?In.eteur veyaT'computer.e d uca t or s , Ch e n g an_,

_.

d'Ste " no

(l~'85 )

^found

·'ho t. ·lJ '~ rocy 'oplcs .

^{In ordo ,}

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^',"

herng~B Bic lIlatttc me qc e l ce nce p t.e , en d hist or yofcompule r s. (pp~.9-13) 1) running8 computer.s n d usin?soft wa re,

co~pu~e r ~~inOl ~9Y^I

18ngu~g e syn t ax , D

oe v ejcpae nt of posit iv eatti 'tudes,

. . . . . .

^.)','~

urrdeeete nd..in9 the soci a lTi rnpe Cl,

wri t i ng p r 7 sms. •

the pa rt s{Of,8 compu t e t' . pla nningsno...writingalgorithme,

~

^,y

,)

0)

5)

6) 1) ,) .9) 10)

Co mpu te r As; is t e d Instr'uction

R89iu~.e.le(198 2 ) aumme ri ! u-what·he ree"le mu~tbe the pr i o r i ty or sch ool use881 "

<

S chool~

^{ere using-}

c~mp.uters

^{in an}

incre~~inglY

larg'er V8tiety.ofways, ancr fo r a numberpr

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the prim e r y 1-e,8800shou l d be , an doft en

~s'.to_'i~p r~ Y ethe educa ti o rwJ,experi e ncefo r the st u d en t s. (p~ 19 1)

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""; Comput er assiste d~e8 rnlng.n ee 8'nu mbS,r of fo r ms.

'Huds oon (1984 ):at a'te-that.-it is "ebout .t.hebreakdo wn,of

~nfo r m~ ti o n.8 n d-'8k~llSointo'small p·l e c ea. Itgive s~he:

opportunit ylet,'the'

~·tuden.~ ~o ~ork 8~

^the,lear ni n g task'in:

~m~l.e.'. a~-h l'V8b16 ' .J\;8 9~_~1~,. :' ( ~"'~~~'- Ac.~.~.rd~~~

^to'

Tol~~n.;end

•.All~~d.(l~t', "l~.~o~p~ ~ er 8 8 8 1 8t ed', .~n.8 t ruc ti on (CAl) ',,_.

\ st uqe n ts 1nte 1'80-t _{~i th,}'co mp u te f s. w1.t.h10f o1'il o t,100s'nd/or'

. ' .", .. . , ^" '"

"s tirlU! us /s t e,r i S l p~e 8ent ed onm~nito.rs" ~P. 9~•.

Computer swar e.fi rst used8S an "instructiona l ai d fo th e

·.l~te 1,~~o ;'a (~~~aa·, 198~) '

^-,

~

A,Bah,o";n, th'e i r

, uae"'h~8 8~read

^both

/n"'8ri et y a~dYO,lu,me to.ade~ re e.whl!.re Ye,llin(1 98 2) p~ed~e hthat,;',?y1967 , SOS of'8-l ~~,.S . achoo fa will be ueLnq

..'c o ni~'u t er aSa.ia ~e~Tns tr UCti o n.•.·_

Tol~an ~nd.All r,e d'~ J 9 a 4) .r ~P C! r ton 'a survey co nd uc te din' ,Janua,r y:,.i9a~>y:'.'t h,e Cerl~ er··.'foi'S.?cial' Orga n iza t"i'of)of

S;.hoo1s

S-CS, at

ccnn eHopkin s.Univ er sit y. CSOS found that

~

^{s of ~.S'.} sch oo ls had at leaa t one ml c r oco mputerfor ...

.t8tru~tionalpurpose s.. Fortypercs nthad five or mo r e •

'-~;' .. • I'

Cmput e rs. Eighty-fi\leperc e ntofss co nda r y~Ch O~lS^{usc-L- .} .'thei M o mp'u t e r s fo~;it';racy. '-Ot he r ue ee incl~dedp;~gr8mm8d

i~.s~ru,ctJ.on<i6h, dr~l1 and practic eOu).rec r e atlc:.n end games (19S·). administ-retio.n:(a s), andwordpracBssing (71 ) .

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woul d ap pear thet Yel lin we esomewhat conserva tive In.his pr ecll ctio ns.

Pantie l and Peterson(19 8 6 )div I decompu t er eae Leked. instr uctio nint o dril:l lind pr actice, tutori alend91/11u lo11o n.

K8.1oJ?snla (1ge , ).eheeeeteefa e e tuto r ia lBB "",e k i n g heavy usc

•of te xt and"ques tiD't18. " Heg08Son to deacr Ibe this mode of ue s 88help i ng-"to'intro d uce andteachnew,ccne epte, rules end/o'r discrlmi na'tio na . It',is assu med the't the slude n t aI'ree dyknQ!"t's the.s ki lis Inv·ol...~d~' ^(p-.26)~

Drill and p'cactLceI is de s!»,ib e d by He rr i l l'~t. ol.

('~9~6)

^{88 us ed,lo"help}

th~ stu<!~nt .~emoriz~ th~

appr opr iat e re~pon8e··".t o.sc ee stimu l uB• •• • In,B eenae the compu t er as

~ ~O~~'i'9 t1C8ted .,f~sh-card . pre8e n.t~r "

^{p,9).

"WHh o utCo~put8r Bilnu lB t~ons wewoul d be'without one of.' our most powerf u l ~ndve eeetfLe met hods For,pro b lelllsolv in g"

(Bro nson ".1984; p, 95)~.goe~,on to de s c rib e'ttue third mod e of,c,?mput e r _as!li~~instr uc ti o n88 lithe_proc8~B'of des igning a modelof Bre a l s)'8te m uf)dco nd uc tingexperillle ri ta :i t h this modal for the pUr.Prs e eIth e r,ofund e r st a n ~in g the beha v i.or of the syste morof evalu a ti ngst rat e gi.e s for_lthe ope r o tl.p n'of t.he.syst e m" (P.' ,9S).

A 1

^{Hdi,dment,(l9,.,) states}

"All sirU la tl on~ are.:basedonmod e ls . Am~ d..el te8 s.i(" p lif i e d but.e ccu eet.e re~r e 8 entati onof t'hlle e eiwo r l d" {p, 1). Chand ler (198 4) deecr-I be s sirnuls tl o ns 88"use rss

, . • '. I'; ,

teach er^{l l} and I~U 8.er18 rolep16Y ll~" (P I 8).

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-'_6 More specif i call)',

.

in termsof theecuoet tonsj uses,

• J

ReiBer (1980') l,ist s.f ou r characteristi c sof inst r u c ti on a l airlulations:

...

A simulation game canbe defined 118an, instructional st r a te g y'which

I) invo l ves activelearner participation.

2) pee vrce e 8eet,?f pr ecfeeu-uLe e, 3).speci f·iesprecise0goals. and

4) eeseeeenre sOllie aspect or the real world (p, i> ..·

..,Gredler (1986) giv e s IIdditional che r ecterLetLcaof instrul:t!onelsimulations :

A simulationusedin rneteuctrcm 1. 1) '" . . . .

,rs" , ;. t tJ' .

Ln .hich• etudent

is"presentedwith spr o b l!!m, 2) the at u de n t exe c u t e'S8 se que nc e of

,inqu i r i es, decisionsandacti o n s, 3) re,ce i v ~a,info,rm,atio-~about the 1'18)'8 thl!'

situBFionevolves and,cha~ges in response 't o his or "'her actions

(po

7)~

Taylor

andwslfO~~-(1972)

^eu'm ma x,: iz e by saying

'~"Whsthar

the aimulation ha.9 structure,o r not. interrela.t'ltonships betweenII la r gs Qumber'ot: fect~r8eenbe.d i s p la y e d ,visi.b l Y menipulahd and adJusted" Ip,017 ) .

'A nUII'IQ.er o( advanteg'es ,ot ~lmul8tions88 sn

instr uc t i o nal te chniq ue ca rY'.b e ide nt Hied. "Al l of us, no t just childre n , lee r n more ~ffect i ve ly^{whenwe ar e at ourjnoet} 'playful'l whe n!'Ie are active ly parlicj,pa ti ng in an e njcyeb Le experie nce , or whe n.we engage wit h, ideas in8"lo y whi c hi~volves theexe rc ise of uur-.cre~tivity " (C ~a pdl e r , 1984, p.9 );

Haidment and Br on st e in (197' ) givethr e e advant a gee o'f

si mu la ti o nsl

\

1) a new and ncn-eutneet te r-J enro l e fo r,the,·

\ tea c h er :

2).'a more-ee erretic and relevent'pr ee entatlcnof the learn i n g.expeeience , ~nd

, ) an.in'crease~n's tudlint mo ti va ti onand .in t eres t. Ip , 20)

Ch a nd le r ('1984) st resses the compu ter's rolein si mula t"iansl

Just 88' pl.eying geme s ona'cOlllp'ute rc'on,'for :pa r ti cu l ar pu rposes , havecer te in advan t ages ov er

. .

,doi ng.a o wllho ut} 90's i mul ations'whi ch'a l lowus to exp l ore th e effects' o.r pa rt i 'c ular ,'a ction s (eit he r th r ough'imaginative;

r ~le-pl a ~' o'~

the ma n i PUle t i'o'n, • of methemati cal probabHlt y)'can acqui r e new'

To-lm an sn d·Allre d(1964 )mek e,B·mor~ge~eral stat ement;

t.he ,ad van t ages of com~u..tere in.~duc ali on , "mos t st ud i es

"

I " '"

f

ro v e d 'po siti v e effect s on th e fa cl o raeenereeeee e~d.

,conClud~ that . tn d i t lo n d pr09!' a.

supple _en tad

wit h CAl

i .

":(requent lyaor e efrec thl!th~npr~q r811l8 ^{th .·t} U8~ traditiona l

#lIeth ods alone " (po,9) . In ~st u.dy of thl!perro t.ala n ce of .

'han dicap pedch il dren, Harper and-Ewing (lge~) foun d-.that ".r.or

allbut one of,thenine st u den ts, the ml c r ~c ollpute r ~8S the

. .

mo ~^Ir8~re ct Ive tree!.mont-'in,te~IIIS.of,pr o du ct ivHr,-(.nu lllbe ~..of'• .~Dmpr8~~nSlDn qU~8 t:ion,8.n~we re~ correct~y}'1^{"( p o 41).}

", ..'Hl11wort~ ^&Brebuer (1980) f'bun d shli11u' r88~lt:,

'Wh e n.CAI hos,be en'

in t!~dUCed

.'.8.8

8upp l~ment

^',toothe

~

^..

methodsof in8t[' uc~t1o n , achie ve mentlev el s have 'freq ue ntly_.

-

inc re ase d^{' . '}8ubstB n t h lly :^,"

S tu~ents

^{' .}

h~Ye

^"".

sllp r e ssed pos H i vi!at titUde s to th1anew ." 88(' s of .learning and there is.eviden ce'attent i on spa n"h~S

Implu entaUono( C" I

..' "-::

,Hal l wort h .~dBre buer0'980)giv e . gene.ral.guidali n~

(or

' i~P I B,,!8.nt8 t1~~

of compu te r s for;in st r ucti o n . "In se le c t'io g pro"Je c ls,pri ori.tyshould be giv en to those

S~Uder'lbo

^{end' thos;}

8ubJe~t

^areas·l'IIost likelyto ben efit froll the int'k'oduct1ono~ CAI~'.' (p "s l". Cho.i-ci,ver 0.984),ofrers e·..·

rather·~Bs8rmi,8HC'-:vi ewof the il'llpla"u,.~at{oriofee e p u teee,

"Too.a n y achools .t ll 1 (allow an 118tab'l iahsdreCipe for

·'h' •. ,

approprht e where:

I . ^.

di'sas!-er l rlr~t"pol~cy^{mak'er e choose} the._haq:lware. then deci~eon the 90 f t w a r~" ~. 226).

Meidment and Bronst ein(1973) alec oFfer a word

o.r

caution. "Before deciding upon Bsi mu l a t i o ngSI'lI8appro8 Ch--.

the te ~ c her,Sh o J l.d carefullyexaedne,t h e e dverrte qea of the simuIBti~n gameae 8 total learn ingex p e rie nce ',' Lp, 29)•

•The'recur·r.i~g ide a of theco mpu te r o·s IIsU~'plemen t.._t ~ traditional .methods isreinrorc~dby Reiser (1990)'who describescomputers'and slmulatlo[l8 88 inlagr.aledinto the

.\ {niltr,uctionalprocess, not 89an adjunct~.c:ti \l'iiy. He

~t rll s s e_s-t h e impor~en c e of 'systematic design of

-r

v~t:1e8'./ The planning end design'Is emph88i8~d

b y

Gentls!"sn.

(1976). Hese ys thst tHeuee of campu_tarsis mos~

,

,

1) the presentationof' cour s e materiel can benefit by.·us e of·e computer , a,·n·d'· . ,2)ecequete"software

~~·s

^{•.beenpre pared (p','6)}

Raqsds1e (1982) BU.9gests two rules f,or co mp u t e ,implementstion l ·

.

^{/ .}

.

1)propose ns\! applic·lItio~eof computersonly.wh e n they,w~11resultin an improvement1n the

~x1 s t.ing·p.rocedures;

2) implement.s computerizedso l u·l:1ononly w en th e r e-aresurrIcien t resourcesto·make' ts

suc~esa·.

s;··l1 k elY e"ve.nt

~

^("p.,:

~9j)

^•

/

..c.

c:

_r-

" \

ProblemsWi th Computer s inS'ch co"ls

-.--~:~...:_. - _.'----:

10"

In de scribingsoft wa re-as the.' Achlll U li

I

Heel' of educ!'ti on81

c Olllpu;~h9'j

^{Wilton (198'4 ) sl;Jgges h}

t ha ~8or tw8.re

isth,: Moet iIlpo r te nt.resourc e. HWi t hou t app'r o p r ieta .8or t we re, the full'pot e n t ia l of.compute"!'use \'til l no t be

. -

^'

^{. .}

reelized" (p . 1) .,..Rbse n (1982 )\~xpre ~ ~es theco ncer n t"hat' this is the most_" dirricull r

.

e s o ur ce_. 'toob tdn

...-

^.l 1'1018fou n d thet°i t is difficultfor leache r ll'e n dscho ele to-Iucete

•; .., . . . . f . ..

81J1 t~ b lehighqu a li tyed uc ati o n al softwa r e fo r ;t he lr mlcr,ocompu.ter~" ^{Lp ,(i}j)•

-i..'numb er

o f

^{ceu t Ione are exp.re sssd in the}'g~net al l'y ent hu s Iast icacc ~Ptance.·~rcompute r s in ed uca ti o n . ,1(1 nchll1~ e (1986) belie v e s tha t,"Lheus e of"c omput ers must gob e ~ ~n dthe tr8nsm1ssionof fsc ts .

It

must befIl_or e cr eative ly approached"

(p ,

2 ""h . ~"e

^{g08S on to.1denUr y'}

LOG 'b~a ~ ~~8.~ tive s t~p.

LOGO is.a languagedeslgn~dspe c ifi c a lly for'8d u c 8 tI ~'n br,

.

s.ey~our"

^{'Papeh ." ' ,}

,P s pa rt (1980) BumlltSf izea hie,v iel'l of comp u t e rs.in

educ a t ion by 8'tst ing l

It ie not.trueto's ly"t h a t the 1III8ge"of,8Ch i1dl ~.

i'~la,ti;~n8hiP

^{with a}

comp~ ter i

shi l l dellfllophere aeee faf'b e y ondwhat i8;common~int'~dl'r'-8 ec hc cre , Hy ima g e does not go beyond l"1t goea in the

11

\

oppos itedirecti o n . Ip,·5).

.tbc co ver (1 98 4) issues8 ceu trcnNithee epect'to co mp ute r s ined uca ti o n •.Hi s concern iswith que stion s.of et udcn t ~ t e!, cheF rlllat i on ship s In8 compu terenv Lcenm ent , Beven(19 Bl ) bee8similar'co nc e r n: "{n otherwc rde, we ca n sp e c u la te ebcut~but C8[lOOt beeure of t,he ef fe ctso~- cc mp uteee4on'the CuIt ure of th'e c18ss r oo m" (p".1).'

h'eizenbeum (198 4 ) expre s s es .one of the mostradical views ,on cOlllput e rs inthe,sc h oolsI

1'111-t rying 113 argue1h; t·t he iol t-od u c tio n of compu t e rs i,n'to pri mary end ~e.condBl' Y^BCh o o le Is b'u t.c a ll y 8..e.i s.t akebased on v,er y feLe e assu mp tio ns. (p.22,5)

He-argu8s that compu te rsar e etteckLnq th e symp t oms of 8 f8il in ~schoo l.syste m endle a v.in g untou che dthe root ca us es' for thepr-nb leeaa,

o

ue

eeb e eee andaproadshe e ts repr,89,enttwo of thecen t r a l co mput e r eppii cat!on e . In'dMining'co~putet,l iter ac y,

"Cr lerson (l98S) inc l ~de~'s preadah e e\ sand databases8a nece8~ary units : WIlton(984) also

lists

.detebeee'e and sp r e 8ds h ~ e t. s·w l.t hLOCO's ndwor~pro c811sors 8S'learning

,t oo la ' . IlW,Hh·theee~r09r8Il1a,iltl:ldents at 811 gra'de levols

-:;::. -

12

snd in sny subject 6)•

learnhow to us e comput a rs" (p ,

,0 s~ ne B (1984) define s edatabase as "sir~pl,y'acol lec ti o n of ~a t 8 " (p: 10). Pa~ti_~_1 and Peter son (1986) refer~toa databas eSiS

e

nco'mputerizedind e x'card fi-l e"'(p. 7L^I).

Awide~~a-riet y of apP:l cat,ions of..Jla.t.ab as es are' posSibl~. Daine s (1 9"84) des~ ~,ibes.the'US B of da'tabsa es to 't e a c t)/:i U S if i c a ti on and,Veri';

01ag~8rns~

^'Sopp (198;)

I / / " __' _ " '-" "

describeschild r en's databasesl,lplicstion s."Dillon and

:kun~e~ (~982) g~Ye

^.an

S~Plication

to identHying'folk,music

, _, .- l -.-,. ,,;', •

bee ed on classificstion,of'y a H o us filed character isti c s.

' - -; - ' ":",

..

^'~

Theunher!UI~app eeI ofdataba~aapplications, isi,ndi catad in 8at8~ement by Cerc oneand Goebel (198), ;" l o-thedesign or

<# 8e~ eCtiO~^of a computi,ng 8i'stem for literarl~~dling~istic

---~--8 ~'p~ca tio n s, an,lmporlant'c o nside r a ti on is,t he database·

management met ho dology"{p . 121).

Pantiel and Peterson (1986) define spreadsheets as " a ,ve.r Y"P O,w~~ f ulCdlcula~or" (p',70). The ygo on toda sc r~be

t.radltional,mathematics/science app-llc'ations. Harshman (19,8;) presenta rather non-trsditiona,l.up-pH,coUon a'in.t he ho'me'wo r ksho p to estimatin g the cost,of'projects .

In,conc l uai'on, then, computer~h'a:ve bec ome an imp b ~"~ ~ n t

\

\ .

-13

fa c to r, n'ct only in our live s1'0 98ner ~1. but ineduc etLon In pe r li c u' e r. Thoughs~ ceuttone er-e.inorder, ~duc~ to r8. need toinc o r p ora te compUril's into th eir methodo l ogy.

Da t a b asesar rd.9p re9d8 he~ t9repr e s ent,t wo of the,cen t re ! g~~r8 1.applicetqn s of comput er s.

14

Chaple r1 I.

F"rant -e nd Analys is

Introducti on

/ The present h19h'. s.choOl curri'cul um.Lnc ludea 8 compute r /l.it ere~ycourse, Comp u te r,.S t ud i es 220~ ;_"I,he ge ne ra l aims of ', /thLecour~^{. . . e}t^eted ^{t o}'he^cO" . ' "," d',:"ription^eree

1. to lea rn the pe Inc Lp Le eof oper a t i on, the cs p e bi l i t.h S , the h.lstor )'; and the appli cat.ions of c~mpu ter8

.2. to.acqui re ele ment.a ry progra mmin g skil lsusin g BASl C

"3. to beaware of,careers incompu te r tech.nolo gy .4. to eppreciete theco mpu te rIsrole end influence

inour society. (p, J)

With'~e8pe ctto t'heapplit a t1Oii9of COliputera , twoareas deserve 8peci&~ attention becaus eof their wide us e. De ta bases and 8pr88~8hee ta ar e ,a mon g the most popular'of all computer,s o ft wa r e. Se nde rs (l98J)stetss.that Vi d e o lc, the first of the electronicspreadah eeh ,,o u.teold 8"U other computer software,"including aecede.g8me9~

' /

.;

I I

I

^{011: (lCJ8 )) deecribea I da hbas e II II} "thoroughly cro 8a-re fere nctl'dBetof ril ~9 " (p o441). TheappUcatioi'!1of deteb 88e8ereq~J.tedive rs ifi ed, ren.91n9froll(11'1n9re c~

eertecttco steeIn t e r...~t.i o nI11y linkedIlbre ty biblloqr aphlc sf,t ema. It.11thj 8~^{...ers. l .pplica Uon th.t gh e' ;'...}

detabsaeBthdrimporta nce.

Spread sheet s au de scr ibedbyCapron endW1111' /II9(1984):

financ i 81.n 81y ~ls pr ogl"sfI8110wlngnUllleric',snswe rsto •_ _

'What 1f.~••"?,typ e ~of questions. S.prud ah e el eppll eatIone.

have.c onsid eors ble scope not~re9trlct8dto finan cial 8PPl.1 (:~t i o n 9.

In8reader su rvey . Byte lIlsq lZ i ne(1984 )fo undtha t29S ofthenon-bus l nes sueeeel~r Ye)' ed us eth eircomp,i ns for spre8d8llee ~ appli c ations and 38S

ror

^dela b .B""a pplica t ions.

fifly-four percent ofbus i ne s s use rsun spreldshut a.

O~api

^{tethi s , the}

~urrent co'mp~ter

^{studies tul (The Wo§ldof}

Co.puten) ·conhins verylittleon dellbeeeaandhiS no info rms Uo n stal l on spreillsheeh. h_t s of 8 el.Uer,le ve l.

.•Ike.eithe r curso r)'reference orno

. n " . 1 ^{"'hst~ oev er}

^to

.thlS e sQplics Uo ns. 0

Inesse ssi ng the nQed..ror;this develo pllint pro j ect,I nu..ber of fector s wir e cons i de r ed.

nut of"sl l there Is B gene ra l nllCd for sall eform of

. ^{. .}

inslrl!cU on Inth e eree eof databaa,es sn d sprea dehe e t •• As dis cusae d 1n the intro d uction, th ia isee ensa ne c e8s ~ r)'

16

because of thepowe r an d populer it y'o f enee e app l i c et'l o ns. ~__

rr,

^!\s.~.he course d8BcriP ti,onsugges t s ,Computer Studi e s 2206

is~t o be concern ed with makIng students rami liar with applications,it is essential thattwoofthe1I'I0s t"pcpe-Lar U9119 ~fcomp u t ers",be addre s sed._ .

118Vl~9 e~ t8bli Bhed

^{that'therei s aneed}

f~r

instr UCti on"S,l mst'arhIa, It he,avail abili t y

¥elCiS~in9

mat e r i als must'be 'e xami n e d.

Oatsbass'and spreadsheet pr ogramser'e 8Y8118b~e,B_thio- levels-·profe.B8ion8i./bu sina8~IeveI snd'8t~'dent le vel•. ' Typical

o f

^theprof'~ss1on81level'are dBase III'andLotus . 1"':2-3. stud en~^..v1~Sldns ^ofthese type sof pr~grama^{,(Da l a} Henager snd Calc-Klost er).ar aproducedbyHerlanSci entif ic.

~.Se v a r8 1problema ar einherent.'inthe us aof eitherof,t h eBs ,level a"ofecr tvej-e ..

First ofe rt , most c,omnercielp,rogu ms requirefull c~Jnputersy s t ems for eachst u d e n tst a ti on(c ompu t e r, monitor

.

.

enddiekdrive) t This'isbeyond the scope ofme n y schoo ls.

"A ssc o n dp~ob l emre l a te d tocost isthe initial 'p u rc hsse

cos~ ofthe comlls r c ia l,so ft ws r e snd.tf'.ls"use restr iction s pillce'don'm?nyof thlllll. A'co,,!,me r chi l date ba s eor

.s pr e a d s hse t "'auld ~ostfrom,$5.0to'$ 9 0 0and normally.have

qopyr-ig~t re8trictl~~'S :P:l~~8d

^{onthe mekin ? b"f,}lIu l U pl e"

copies~" ;^Hanywlll"pre~ent^{ee e LcuetecnntceL peobjenewitll.} J

the USeo[."a networked

c ompu~er

^{llyatem. \}

.;

-

^{,;.' '}

... .

:

..

,".

11.

, '.

Athi rd mo r e serious probl em.a r Lee a withthe .limaof the

•• J"

exis tin g .program s•. The el(~s ti n gst u de n t - o l"iel) h~ d pac~8 ge B hev e 88the-ir aim the t ;9ch1n gor. how to usedate beeeeand'

o·sp r e adsh ee t s. Th is

i~

^bey6nd

t~~

SCo.PIl o.r the comput e;

St u d ies 2206 co u r se. Wh at isneed

eo

^{[8·a r.} ~l1ust r 8 t i o nof the application s cr-uete beeee

e'~d 8p' r~adsheets

^...

, . '0/1.'

..I t

would.be pos sible tobui'ld ~x8mpl~sfromcolhme I'c i'&.l pa ckag es,'"but so rne"f orm of instructi onal guide wo ul d stil l be

, .

. . ...

~eceS811,ry. As,well, the.problem?'equipment~"Cd6l pr^e'vInueLymen t Lo ne d'w Du l d still bepresent:,. .~.

,J . :What isneeded,' ttien;.

_a~e ml;terlal~

^{to;aSS is t'i}

0 \

.pr e s enti n gda t aba s es eo.d's p r e adsh ee'ts "."It Is',th eaut·hor's\.

In\:ention

f a

deve'lopa~'In~~ru~t: onelpacka gefor high sc h o ol etude n.ts onsp r e~~ dsh e e t 'and'dat a b aseapplic a~tions . Thoug h desi gned spec'ifi cally forCompute~St udi e s22~6, ^it ca nh'a v e: ' applicationst.oj:hebusine~sed~'c8ti oncourses no";:o f fe iPd In

hig~

^{,;h o 0 1.}

t ' .

^{& , •}

~_ The.d av1fp ment procedureus edhas thef6110.... ingst 8PS I , 1. de ter mnetion ;'f the need for instru ctiQnelmeteslalsl

2. as s es s men t of existin~ms t e r i alsan,d alternatives,·

~ . ~.

J.~escript.i~nof the in.tended lefl.rner sl ...

II.8 teak~.nalY 8i s consisting Ofl

0) the entr yle vel and back'ground orthe students.

b) a deteilsd·b r8llkdo....

r

of the tasksinvolved ln the Ieeee ne,

.:<:,~,;., :,;""-'~

>'

',',

c) 8Pc cif i e s ti o'n

..

of the ob j e c tiv e sto~ach i e v ed.

5.

determiI\8 t1 o ~ofthe,app ropri~ temedia to.~ eus e d;

'6 . developme nt uf the les s o ns ; .' 7. formaleV8 1u~ tionof t.he progr ~m.

:B. revisionandco ncl us ions.

, ~---" ' . f~gut:e1.,(page 19 ) r-epr eaen ke.th~ s_d e v eiop~ ent 'p r o ced u r e'•.In the8t~pS'outYined"ebeve , rorm81eval uati o n

,

"

^{' , , ' " ", ,-' '}

.occuce tow8r.~8 th~:end.of the.proce ss ,.bU; in fact 8' _' 6on~i~u8-ieveI u etLenW8~.,.c8 r;l ed'out.•.The.e\l elu~ tion

PI'.o.c "dur s e usedwillbe,~{8cU88ed -~in'det ail ~nCh a pt er"VI.

' j

'" '.-.

,;

figure 1. Instructional Design Model

19

(

21 or cu l t u r a l backgro und. Ihey ceo be enrolled Ineny yea rof high sC'hoo l and ha ve the qr eeteatpoaaJ.bleungeof eeeeeere preparation.

Age /CradeLevel

\

)..'

-

Sin ceCompute~St't1 t:1l.,~~^22":l6Le-no r lll8ll y availabl eto,an y 9r~de level In'hi gh ectie ea, s't u de n ta co ul d rang e In8ge ~1fro m l~ toie . Thepil~1:'sn"d8u~mat ivo ^test gro up" we r~not

.t~·~l C B1.^{of all'}i'nt eride ~ ~{ro~P9^eInee.theP8~t1c'ular^school'

us ed ror.to.sti ng,did.~ mpo 8.ereslri'c ti o n s on'the grode l!!l v ~ :. All bu t one 8tu ~ 8n t. in.thepilo t"grou p wel'ed.n"the i r sec o nd or thirdyearof·h 1.ghs.Ch o ol'. Noneof the sUllllll8 t h e ev~a ti on group wer e In.~.helr rir at year. This. of cou tse , wn 818~ re fl e ct e d In th,!:'"ge le vels. The younges t st.ud e nl W8 S8~. teen^{while the}oldes~.~8S^eighteen.

,

Ther e·isno ec ad e llli c pre req us lte for Compute I;'St udie~

220 6 , so theco urse ill open to sf uie ntsof ailac a d emic lev ~1 8 . Thou gh,8S st ale d esrlier, 60llleecncete haveplaced re stri ctions, 1ngene ra l i t mU8t~·.b eassumedthat _atuden~8

. .

enter the cou rsewith the broadest range ofac a d e mi c

. it-' .

abilities.

.'-

I -

I

- \

The pilo t groups had st udent s C)fsll aca de.ic le vels• .Jhe~ewere students~nt'o ll ed ~n'^{• st r o n g}sc ie n ce/ a d ....nced

llIatheliatic.pr o gralll end those in the be . i,e ••th •••ti~s/low acadellicprog~~III ; rhe teat groupscouldbeat be described8S '8'1el'age' ,'wi t h an 8Ve l'age ..id)'~8rcO,lIputr/r st u d i es f#lile.

gU'deof 641.. The l.owest exa .... grade,o f atudentiil in th e pilot9roupa was '.01 whil e the mexhUIllgrad e W8.S971.

Subleet.Ma t ter compe te ncy

So mesubject mattel'

-~ompete:nc:~e

^{'ia as s umed. As}di sc u s s sd .\;

»uee full_. y in:th8:task an

.

.lysls , it^.is ssaullled th a-t all ,~tc:.de~'t 8,^will~a ve ^{genel'sl'coepu}ter-liter.cy. 'P la c i n g the

pl'ogl'a",s inth e,se c o n d ter.. {ae wou ld be appropl'!atefor the topics,of.COIllPUtSl'sPf,l1cati ons)'woulda~8u("'eth8t thi&

prerequaitei8 lII. t .

/ Ruding/Wl'itin g~~ngu.ge^Sknh

\

Stude nt s are aasulled to be re a d ing and writ i ng at a Ju nio r-h i gh8Cho,~1 ^{le v e k, The to'.st gro ups}ranged fro.lIl.second ye s r stud~nts enr o'lled In the bssi c En gli a hL!ang u ag e course to

st ude-"t~

^{'with a." ery,high Ievel}

O'f 'l'esding/writi~g

comp e t e n ey~ This'wouldbe typi c alof on y sch oo l .. Itis .inte uati ng to note,t hat ther ewere 8tot al of fou r a'tud en ts

;'.,,

"

'I!

whos enetIve.la rlglla gewas Ch i nese. The ir. expe r-Ienc e'with English 68 e primar y language r anqed from tenye a rs to only six mnnthe, All four , howe ver,

" ,

8ch~ e v er sin ell group ~.

Socia l Background

among thehighe s t

Computer St-udle s2206 Is now offer ed in_.al mos t all arees of"the pr ov inc e. St ude n t'sen r o l l e din~lhecours e ce ncome

-fro m's n,Y

~O~ '

^{economicor cullut'al}background. This haa

·implicatl on ;/rorthedev e Lcpmerrt; of the prD9rB~. To us e a large departm ent Sl O!8 epcircer re n e a..anex~mpl eof 8

·databa s e

or

^{to us e8 fisheries} application toill us tl' o te

~preB'dsh'~ ~t s would betoplac ean unnec e s s arys-ochl/cu.~turel bias 'o nth e pac kage. A soc ia l /c u lt u r e l bias'cou l dbe

, ,

'de t d m«mt e l to the..jJns tr uc..tional goa ls or the progrsrp.

The testg~oups^wer-e somewhs t mor erestri c.t?dIII bsckg roundwith t~ 8mos t ru.re l·beIng rro mccaeur utIe e immediately'out side Stl Johnls . In!.!~t, the t8S,tgr o up

·containedst ude n t s who had lived in many 'd if re ren t aress bo,t1l within the province snd worldwide. I

ToolSk i lls

~«,

'. , , ' .

Allst ude n ts had all prerequisite keyboard ak1l.1e and)

I

I

2' hv e l of cOllpute r_li!e racy rel~ted^{to diakoperations. This} would

-be

^{true Inall-caees}'~r 8ppllc.tion~. ^{0)"thisprogr •• 88}

reCOlllllended.

/. /

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:,.. . ..# ".:: .· ,:,c :. :·

_••_ - ,.- :. ._._r• ••~":

Chapter I V

hsk Analys is

A task analya isseeks to es t a b lis h ~hepresent level I;If t~e-learner(en try -beha v i o r), t~ider:'tH y.t he deBir ed .

•educetrene r outcome (learni~g_Objectiv es) and totrace~the prcpoaedpat~:.-_tow&rdttlis outcome (the hierarchi~aldiagram')., En t r yBeh avi o r

The topic s of databas e s and sp re a ds heets most·dir~ct1 y

- , .

applyto computer application sa~~•.to aoaer'e xtent, tothe soc i a l impa c t ofco mp u t e r s.Co mpu te'r applications'sre

~n ~ r m s llY introduced in theC~mput.erStudiss 2206 course at.

sli g htly e rtee'mi d-.ye ar.Social impact ofcomp u ters ia ususll yamong the lastarea s'c over tld'i r:'! thecourse .

Bythe timeetudenks,wouldbe exp oee d t othe ee

. / '

aimulet ions, theywould have hedconBiPe r a b l eexpe r i e nce with

.

^{. ' .} \

computer hardware and terminology.More.sp e c if i cal l y, i t is

J~ ssu medther thes't ude !'lt s, onbe~innin~ thi~,_simu~onare

familiarw.~th^loeding~ridrunning 8 pra'grem etc eec on,a maes slo r'a ge cev.ice (tape,o r d;sk). lria dditi'on" .t h eYwill have hsd'some:discu ss ionofthe general applications..of computers.

eeceuee of thechC! i-ce 07ex a,Plee,i t is 868u'me'dthaF,

- ., ".

(

e tudent e

26

famiIJ.er with"t he function of call numbers in 8

..

\'

library catologing ~st e m. Sine.e. at theearliest. the .eimul!.tion-W!fuidbe encountered In the middle of the

students "first yesI', this wos felt to be 8 t'sasonable assumption.

rigurss 2 and 3(ss ep8g~S 21 end 28) eonteLnan enerve re , in diagram form, of the tasks contained in the instructional program. 'Hie term field Le~8ed ⁱⁿ

the

de.ta

pr~ce88ing sen~8

to

ll'e~cribe

8

~ pe cif l i:

piece of

infor~;ation

~ithin^8deta record. 'for example, in 8fi l e ofn8me~and' 8~dr8ases, the name.\~ou·ld"r a pr.sas n t on0!~ldwhile the

~ ^8ctdr4SPwould represent enc tfie e , •

I .

L \ ..

Task Ansl)'sh ·COs t s aeee}.

,,'

I

27

-.

,~-~N

2.

,fi g u re'J. ree k Ari81yBis"(Spre ad s heet)

r

'-

I

I

C:...

29

ChaplerY.

Ch oi ce of Hedia

A!ar i e ly of ~ed 1 8'c a n be ap~l i ed\0the deli v e ry of .inst r u c ti o n. The choiceof computers88 th~ lIIediulII forthis

leJ!lr ningp8 c ~a ge'I s dictat ed

!"

part.by the genel'll1

'i nst r uc ti onal aim. Since'the'intentore thelessons is to

exp osestuden ts to applica tio ns of'c ompute r s, i twoul d's e em m08t rea son abl e to use comp ut ers as themeans

o r

delive ry of

tbe Lnet euctLon , Ot.h.r recec ee cnnte Ibuted toth i . decra t on,

' r-

. n:;

availability of the hardwareis Is"sured for 8

.

..

computer ba s e d simul a lion. The demand son cOllpulereq~i p .ent

:r ~ r thlapackage ere the^{88 me} 8S thatfor'the,other

.,co/llponentsofCClipu te r St ud i es 2206~ Oth el' lIedlalIIey not

be

88read ily avail abl e.

/

Sto16 v itch (197 8) gilt'es ~ ^numberof aUr.lbul! 8~r^{cOllmo n.}

medieavailable in sc hools. AIlodi fie d forlD of th is table is pre sentedin figu re.4(page JoJ. Ho~ if ~ce t1 ons....ere nece ss e r y'be c aus ee co mput e r studiescourse a&t ti ng is 8~YPiCal ^{ina numb er of}.~ t t r ibutes . ^{Th08e "i}dent if.i e'Q,by"+"

/ i nfi g , 4....ere orig i nallyrep or te d"by Sto l.ovitch asnot appLlc ebLe-to the medium. Nowthe ymu-st be sta te d 88

'usua llyee eccLetedwiththe medium'.

The'studen t a ' hmilier i tywit h the har d....ere aha

.

\

Media Media attributes

audio visual motion color 3-dimension response acceptance feedback

self-pacing random access

self contained easy-ta-use inexpensive quick to set up no special environment grouping flexibility easy handling/storage generally available

30

A - audio tape B- print C - r-eLie

o -

slides/filmstrip E - overhead transparency

F - 16mm film G - super-8 film H - videotape I - CAL terminal

=is usually associated with the medium

=

can be obtai ned

Figure 4. Choice of media (adapted from sto Lo v Lt ch , 1978)

'J l

Lnf luenced the decision. At the recommended time ofus e of the p"rogrems, the studentswillh8V6 beco~e ^th o r o u g hl y. familiarwit h ce ccecveee for.l oa d i ng end run nin gprQgr~ms ~rd will hev e acquired ell re q u i r e dk~YbOerd^{ski lls:}

Th o u g h some.i n ·s t!'r u c t ~ o n scan be given on the screen, it

. ' .

was felt that-to make the si•mu latIonsentirely computer,c__

deli v eredwou.ldno t be desirable. Th e co mp ute rp:ogl'"lI lhewill be supplemented by print~8.l erielsconslsti~gof8 Stude nt

Gui"deandleacher Guide .

"

\

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/

'\.

;~,.

...

Cllep te r VI

Prod uc tion p'ro c e d ur e s '

. . . "-

: .A

~O t.!ll.,:f , ~ix" ~Cq~Pll t·~;.,~.E"~'gre mS,'~~re, writ-te~ .

^{,thr e e}

fo~

^•

the data b ae e en 'i'. th r e e for"the..,~p read, e,~.tsi.mul etions . T.~e,ge n e r s

.

l s.tyl'e'cp n v:enti on

.

e follo wed was'rha t of.~ •

·He ckel (Byte, De c. 19 8 3 )'. Th ~ progra~mi ngstylebo th in fhe, visitl le ruon ing of-the program an d inthe technica l lis tin g iscon sid: r e.dt:o'be

,i~portsnt 'b ~th

^rO,r.',the p;Ogr--amm ing Hee'lf andae an example tri's tu d e n t s. Anumbe r of-gujdeli ~es .8..pp li e'd to t,hisP&o j ec t .' The'rele vsn t poi n tsin,bl u'ded:

. 1 :

^{kee";the a1tlount of} s'b-raan t.e x t:to amini mum!

2. use ra mi parid!l 8 s , _"

r; keep the'userinforme dwb'en the computeris 'doing .

some th i n g ' ,

4•.ma k e the'd i spl a ys as.interesti n gss possib le• . Th ough'a~d i sk - ba s ed data ba s e·wou l d hsv a all o wedfor

, ~. I '" . , • ' .

~o"re.8~orageend wo u ld'ha~ eeo ee <;10s81y re s e mbled th e opera t i o n'0.( Ireal' date bases. this would.have ma d e s separ a t e dl~k^{'drivp'fo.r each computeli Il,}neCesti ty. To

-' , " - /

.' , .

^.'

ne t wo r k e d &yate lll'wou l d ha :"e b.een(00 slo w wi th the dlsk-intenaiv,eop il'r e tl o n s req u'i"r e d . A tape"e ee e c det e beee

.

, /' ,

, "

-

,wouldhave be ~n iMpos s ibl e be c a u s eor,t h e speed ,.

conai~r.tion . The_prog E"ams 8S desi gn e d.ca n be us ed on a

r-

~,

. .

"

tape or ~i9kcomput-er system.

BASIC \0188 <::h0.se n a5 ~he pr ogr a mmin g langu8ge becauseof its'u n lv e'r Sa! ave ila bi li·ty andeec ecee it isthe18n g u o g a of the pr ogr a mmi n g ~om"pon en tof th e ' &o mpu t e r Stud.ies 2206

. .

^~

.

. • Mod u l a r pr"o:gramming8S~a formof.8...~alle~.·s"truc t ure d prOgrjmi ng'i s de&crJ be d~y^{'R o as}.(~986~,^{09 "The,toc h n....que or.,} div.~ding ~ifferent~pa,~.ts.~ f ^{a program.Ln}t o eep ec e te m~uleB.

[8C·h~~od.u le is·thenpr~9'r'8mme.d!·ndependen tly. " (p •.172 ).• He

~.

.

^,

,

^{" . :}

goes.on to identify th e 8dYon tages~88eese of wr it in g , cteee orgs nization , sn dee e Ler erro~detec tio n. Capronan.d

'Wi ll'la me (1984)

li8~

^{'t h e}

ch8r8cter~8tiC~

of good modu la r

pro g rsmlllin.9liSwe a k-lX)~pl in g ~the mo dul e s lire e e inc;lepende~t S8 possibleJ, in ne:r cohes io n'"( 0 modu leBJ'~~Hil dhove onlyone fun c.ti on 88 far ea possi'ble)P,IInd~modul e s ?f'mene ge ab:l e eize (a on~- psge maximum.r e r,ec,ommended).

T~ i e appro a c h Iiae been uae d,-t h r~o,.lIih o utthe 'programmi ng ph oseof\product ion. (ocl:I mod ul e_ al identifiedin the

prOgr8~/

l' t\ ti n g e (Appendh £:) w'o,s plan'ned,'wr.itten; te s t ed

~

r:

Bs.,.e ~ O~\diSk-re p"larat e l y snd.·la le rappended to fo r m~h_e^..

comp lete

prog~{'l '

^{\. ". . •}

•~ T~ fsc1Ji tste tr ansf e r or progralfls toother C'o mmodo re comp ute rs (or e~en^{to 'other} ~rII n d s of~~l e ra~,.^all nec e s sa r y re f e r e !"c e s t o computer memo, yeeeeeee e ew~ r edone, uaing IIeetettve ban' llid~re80.: ^{Thst is, the}8t lli~t ing ^{add r ess'}

to be inadequa,te . The

decieio~

^{had't o:be eeee to either}

":'>,.'

wss.9Bsi ~ edLte val ue at cLeer-Ly identified.point s iTl the pro g ra m and ell ec e e e e ue n r ref erenc e s to.ctbe e m~mory addresseewer emede rel ati v e to thie as signed val ue . To adapt'to another'n'lact\inewould involve a minimalnurn~erof ete t.eeentl;:han gea . the ori ginsl ,pro.gt"~m s we J:: e writt.en,on a Commodore'64 compute,r. ·"ltwas found thet the transf er fro ~

C~~rnodore ^{64 to} Co~modore^{PET wee ecccmp}Llehe d with IHtl,e, dif'r!c ,ult y .

The sc re e n adItingpro c edureswer e designed -tc approximato co mmercia l pr,ogr ama 8!"d't opr ~vid~ a reasonabl y 'student"proof' program. Noat t e mpt 10189made to pe.ctect programs ,agai ns t l1st~ngor mod i f i c a ti o n,s inc e i tis desirable to neve the ~8er",~t thepro~8ms..'·

,It. w~l! found that-one of the'~iti c a leLement e in desi.gningthe p8c~age.tn gen eral wa e,the balance'betwe,en computer,endpri-;rtpree~ntation• .This .wa san iss u'a.,a t eeve eer.stages,.Jf.o r.e)C ~mp l e ,ⁱⁿ th!" pilotrun of the packa ge (S8e'

~ag~

^{;56 ) the} lnstruc'tionsfot the

~ata

base"were.

roun~ ,

'i n c r ea ae the scr~enprese ntstion or rewrit a th-eprint~d

"Lneteuc...t.ion8~.

. .

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. ^"

Ch a ple r y11

Eva lua t ion ro r me th e ba s i a fo rthe ent i r e de v el op... ntof

. ,-. .

8 proje ct.AIki n end ritz- Gibbon(1975)div i deseVal!JBtio n

int o,lhre'epha ses- prefel' lIla ti ve ,forme the 8!1d-SU mm 8'trVe~.

Thl.8rep o r t willdes~t'1beth eeV'sluat { on peoceee"I n these ler ms. The pr-s - fo.rmetive eteqe inc l u desth e needs

. 88~la8m e·nt . l ear~er

^i!nalysla:

aSge~.ment

^{0; th e}

'~1 8 tus

^quo

end deler-Iostion of the eb jec rLve e88 well~as ~he loUial desi gn ofthe concept'. for•• t1v·e8Y81u.U o~wo uld inclUde evaluations do nedurlnqth e actu alproduction'of the package

inclu ~

^{the pilot}"t r i als .

Sum~'U

^{...e1V.luation . In the}

teui nol~ gy of AIk in andr_it~';'Gibbon , wIll "~UIl8 • .stabiliz ed progrslIland re int end e dto,. .ke • fil)81 ••asu r . or

de te r.inaUonof th e prag rlllife er rectIve ne ee,

.

^..

B.o t hqU8.n.tl tll ti'le and qualitati v e pro cedu res hav.'"been usedat thevsri ~U8-~hge8 in.t h eevalua ti o n. Quol1t at-iv e pra cedur;-u

In~lU~ ' o ~eerv 8t i~n

^(bath

s~c tured

^8.nd

in r.9~lIle: )

andloterv i e"- ., De,teil e of'the quant a th e p e eeeenaeee uB~d willbe ~lIacri bed in the diac\j8~ ion'or reeul h .'

,At the pre-forlnllti v e sta g e-1n for lllelobe e rvetlo neand

..

::;;.',

'6

in te r v iewsforllIed th emaI n basis ofeva l ua tio n, This ph ose o re vel u etion 19de scri bed elsew he re 88needse ae e e emen t;* lea r ner 8nalyal s en d t.ask oOIIya1a.

t.ollowlngcomp le U,?" cr the firs t ~rll r t of the pec k age, an informal ru n- t h r o ug hwa~co n d ucte d to ide ntify·ge n e r al wesk ne s s e8 ." Re vi sio ns from thi s 8't~ ge^{.r e s u lte din} ~^{produ c t}

thatco u ld be eva lu a t e d:in th~.r orIll8 t i~ 8 p~a ~ 8 .

The first~ta'geof,thefor ma t1~e"eve.'l uati a n'~aath a t '0"

exper t appr aj"ealof the'project. rour 8kpe x:t a were identifi ed an d\m

appro~,riate eVal~ation

^{fo rm}

~eai9ned

^{forea ch. rbe ee}

were chosen forthe i r expe rtise 101

1) cont en t - on e who is, fami liar withthe ccncep t,etaught an d the i r ci?n text in theschoo l curri c u l um.

,

-

2) inst ruc ti on s .l de vel opm ont -_ one who canaesess the I:;J

w

^{ue of th; pack age 613it} re lat ~8 t~ appro priate

inst ruc ti on al devel o p men t p~ o c edu r e s .

n'!'e t hod e ~ona who is fllmi l h rwiththe cHose n me ttaodof d~ l1"" er~ (i~ thillcase , c0.lllputer s )end oa~a e aeaa the effe cti v en e s s of th e pac kagef.rom t),is poin t ~fview.

4) pote ntial uae e ~,o.n ewho .re...re p r-eaentetLve of tha ...

.c'l a8a roofll te B ~h8 rwh o wi l l'po t,e ": t ia~IYput thepeckage toprBct!ce l uae,

" ·J.ho n~x t flJrmBl;iv~ ov~1.ultt1 on prOClld.~ ~ e W88 s"'pil ot

in ~cl s 88ro o meott ing . Thill run followed the pr a ...,toea t .

·inat,ru c t! on endpos t -t ee t.eequersc e, The.:pra';~8~t ^and

' I ',..

,;J

post-test.we r eus e d to"d e t erlline whe t her or not the instruction alob j e c ti ves hed be e neet , Duri ngth e runningor the progrsrJls, teacher obs ervat ionswereus ed to evsl'lle tesny

~ . '

.

deliveryproblells.

Jhe(1'1181stsge_::"ts.s

t~e su~~utive

evalustion. -r;'h l e eve1 uati on W8S to deter-raLnethe err ectIvneaeer:the fi na l produc t . It weB silllliarIn.forrat~"th"prevlo us~vll l u s.~~on phese, litiliz ing a pre-test and post-test forllat.

'[ val ua tion Jlesult s

ElCpe r t Ap p r aias l

-..../ Asde scr ibed previo'us l)' , four expert epp rslsers wer8

Ch_c:se,nin thssre s s'of con te n t, ins tr uc tio ns"! dev s l opm en t, --- comp u te rs'SB8d~l iV e~y.~sdium<', and~oten~ia ~ ^{user. ESCh} ---~--- eva l u ato r WII8 give.n',a packegeconsisting of aco py'of ~hl!i

TeacherGuida, Studont Guide , edisk con tei n in g the progr am s

.

^.'

.

Ev&:u ot or' s Gu i ds for'Hi cr oc om,pu ter -BlIs ed Ins truc.tJ. o n ol Peckag"e8.(19 81). Chec k li st.s wor~ar1'llnged to,provi d e ase t of,Lbe ..8relevan t t~ each of thee'eeeeofeva l uatio n . Ther e

aUg9~,Bt8d,mor~^{.expli c it..\o s}di n g'~n8't~ucti o'n8^{'i n.two}D~^{the _. ,} ,eim~etlon8^{(t h e BUDGETand PANC AKES,prog·l'8ms):. 'The se'}

W8,8 some'nece a s ar yov erlop In:th"~ eval u a~ i on8 .

~,

^{AI) four}

appre1 a~l~." wafe

ge ner.all Ypositiv e ,howe ver a

I:. ..

""mbe~.of p"ti1e.~ .e.e

'.'0\"". ,

rve of

the.

~pp. eis."

suggeetions wer e 111lplemantsd•.'Al ~ o's'·n u mbs.::'of:min or -r--' t^Oneypo graphical^r.th~r botheraome errOl' waserror a were idel'itified.'c8

-

uaad.Thess wers ce e eeet'e c ,b)'the U88^. of"

Commodore 64 computers,.eome withmonochromadlapie ys arid""

80llle-"'it h color video monitors. TheBe,t t'in9'~ r ba ckgr oun d

:;

. •

~,::., ~

...•

~..^{" "}

. .

;".","',:';;.:,.".,

Bcreen col or wa s nec eeee r-r on the r.onoc hro medisp l ay , ot her wise ttresc r e en'wa s imposs i bl eto re ad . This 'co r rec tion', howe v er,ma de the col or dis pl a yvery ctlrrlcu lt to see. Itwe e decided to encc r p qrete Inatr-uctLc ne in the initi alscreen dis pl sf 8 to allo wthe~serto select whet h er he wesu'a'in ga col'o r or,monoc hrome disp~ay.

Th'e. re s p on se'i n th e checklist for t~~e of the four ap p rais e rs'lis a po:s.itive.t h.r ough ou t(either."~tronglyagree"

of "a gr e e" )·.·. tine of the apprBise rschose no t to us e the checklist form, but rathe'r . ·tou~ewrltte·n commentsonly .

, -

-The pilot runofthe packages w,sa eoadu e ted an one

.Co mp ute r Studies2206cl ass e t BaothHe mor i al High School ,

s

e, Joh n's .. Ha lf the'clas s W8Sus e d for the da t abailiean d the othe: tla l f· for " "~.p r e a d s h e etalmulati0!l.~,....:.Jheywere cond uctedsimultaneo usly, in pe rt to assess t!le lo g is tic di ffiou lties's s s oc i e t e d with ua ingcomp ut e r baaed

L

iii:,tr uctiona l'pa ck ag e swi.t h a fu l l cf ees, St udentsworkedin paireoni tne comput e-reo Th lBrepreJle~t88 r8elistic 8tudent/colJlp~terarr e ngemen t.

Th e most 9i gni,.r i C 8.n~.../bservati~on8 with the us e o~_the pr o g ~ama veeth~inadeq uacy of,~he.~u~ ti on8f.o,r the dat~b s88'simula tlons. Students we re .u ns u.re of ho~ ~oenter

'-,

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