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fears of the time.<p>
 
fears of the time.<p>
 
<p>
 
<p>
* Teachers were not hopeless technical illiterates. In fact, over time they
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* Teachers were not hopeless technical illiterates. In fact, over time they personally appropriated technology for creative expression and personal work.
personally appropriated technology for creative expression and personal work.
   
<p>
 
<p>
 
<p>
 
<p>
* Children did not become social isolates. In fact, cooperative and
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* Children did not become social isolates. In fact, cooperative and task-related interaction among students in the ACOT classrooms was spontaneous and more extensive than in traditional classrooms.<p>
task-related interaction among students in the ACOT classrooms was spontaneous
  −
and more extensive than in traditional classrooms.<p>
   
<p>
 
<p>
* Children's interest in and engagement with the technology did not decline
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* Children's interest in and engagement with the technology did not decline with routine use. In fact, they demonstrated a steady fascination with the technology and used it more frequently and imaginatively as their technical competence increased. <p>
with routine use. In fact, they demonstrated a steady fascination with the
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technology and used it more frequently and imaginatively as their technical
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competence increased. <p>
   
<p>
 
<p>
* Children, even very young ones, did not find the keyboard a barrier to fluid
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* Children, even very young ones, did not find the keyboard a barrier to fluid use of the computer. In fact, with as little as 15 minutes of keyboarding practice daily for six weeks, second and third graders commonly typed 20-30 words per minute with 95% accuracy. By comparison, children at that age typically write nine to eleven words per minute with pens or pencils.<p>
use of the computer. In fact, with as little as 15 minutes of keyboarding
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practice daily for six weeks, second and third graders commonly typed 20-30
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words per minute with 95% accuracy. By comparison, children at that age
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typically write nine to eleven words per minute with pens or pencils.<p>
   
<p>
 
<p>
* Software did not prove to be a limiting factor, even in the high-school
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* Software did not prove to be a limiting factor, even in the high-school classrooms where Macintosh was the tool of choice. (In the 1986-87 time frame, there was virtually no education software for the Macintosh.) In fact, ACOT high-school teachers took an early lead in imaginative integration of technology across their curriculum by adapting general productivity tools--word processors, graphics programs, databases, spreadsheets, and [[HyperCard]]--to educational ends. Elementary teachers, too, learned the benefits of tool software and by the second year of the project, drill-and-practice software was used less and tool software more.<p>
classrooms where Macintosh was the tool of choice. (In the 1986-87 time frame,
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there was virtually no education software for the Macintosh.) In fact, ACOT
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high-school teachers took an early lead in imaginative integration of
  −
technology across their curriculum by adapting general productivity tools--word
  −
processors, graphics programs, databases, spreadsheets, and [[HyperCard]]--to
  −
educational ends. Elementary teachers, too, learned the benefits of tool
  −
software and by the second year of the project, drill-and-practice software was
  −
used less and tool software more.<p>
   
<p>
 
<p>
 
Teachers successfully translated traditional text-based,
 
Teachers successfully translated traditional text-based,
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in their world.
 
in their world.
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<br>
 +
<p>
 
1 Baker, Eva L., Herman, Joan L., and Gearhart,
 
1 Baker, Eva L., Herman, Joan L., and Gearhart,
 
Maryl. <i>The ACOT Report Card: Effects on Complex Performance and
 
Maryl. <i>The ACOT Report Card: Effects on Complex Performance and

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