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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 | + | * 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 | + | * 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 | + | * 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 | |
− | technology and used it more frequently and imaginatively as their technical | |
− | competence increased. <p> | |
| <p> | | <p> |
− | * Children, even very young ones, did not find the keyboard a barrier to fluid | + | * 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 | |
− | 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> | |
| <p> | | <p> |
− | * Software did not prove to be a limiting factor, even in the high-school | + | * 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, | |
− | 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> | |
| <p> | | <p> |
| Teachers successfully translated traditional text-based, | | Teachers successfully translated traditional text-based, |
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| in their world. | | in their world. |
| | | |
− | | + | <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 |