The Winston Churchill Memorial Trust

Using Computers
in American Primary Schools

Other Curriculum Areas

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An Integrated Approach

In the best examples of classroom practice, computers were used as learning tools in an entirely integrated way. Children’s uses simply mirrored how computers are used in ‘real-world’ situations. For example they produced printed material using Word or Claris Works, they created illustrated text with Publisher and they created presentations using Powerpoint. The Internet was used as an information source to support class topics. This approach was widely described as ‘computers having a permeating influence across the whole curriculum’, a term which appears in precisely the same language in Scottish curriculum documents!

Dedicated Software

Another approach was where the computer was used to address specific learning outcomes in other curriculum areas. Some examples of how this was applied to the mathematics curriculum are illustrated in Figure 2. Although this was often an effective way of learning specific curriculum points, it was a less effective use of ICT as the skills involved in using dedicated software were often unique to that application and there was no gain in terms of the learning of transferable skills.

Fig. 2: Technology and the Math Essential Learnings

The student understands and applies the concepts and procedures of mathematics.

  • Using interactive educational software, students understand apply concepts and procedures from number sense. (Examples: software such as Number Munchers, Treasure Mountain, Fraction Action)

  • Using interactive educational software and multimedia, students understand and apply concepts and procedures from measurement. (Examples: software such as Building Perspective, interactive laserdisks that describe and look for solutions to real world problems using math)

  • Using graphics and simulation software, students understand and apply concepts and procedures from geometric sense. (Examples: software such as Tessellations and Geometer’s SketchPad.)

  • Using simulation and productivity software, students understand and apply concepts and procedures from probability and statistics. (Examples: software such as Probability Constructor and Microsoft Excel’s spreadsheet)

  • Using programs with graphical capabilities, students will understand and apply concepts and procedures from algebraic sense. (Examples: the use of KidPix stamps to create and extend a pattern; the use of Microsoft Excel’s spreadsheet to utilize an automatic fill with sequential patterns; the use of the Tessellations software to understand the relatedness of geometric patterns)

Created by Debbie Tschirgi, Ed Tech Director, ESD 112

Accelerated Reader

Several schools I visited used Accelerated Reader software. Children used this on a regular basis for a wide range of reading tasks. Assessment tasks were included and children moved on to higher levels by completing these successfully. There was very little teacher involvement although it was easy for the teacher to check any pupil’s progress at any time. Children clearly enjoyed using Accelerated Reading and they were exposed to a wide range of reading material which was presented in a bright, appealing way. However there seemed to be little connection with other work going on in the class and many children seemed to regard the software as a kind of game where promotion to the next level was seen as the objective rather than the improvement of reading skills.

School Libraries

School libraries are increasingly expected to play an important role in using technology to support the curriculum. The traditional function of the school library to provide a wide range of information in book form is now enhanced by the addition of electronic information sources such as CD-ROM reference software and the Internet.

The teacher-librarian provided assistance to children with specific assignments often set by their class teachers. In all cases research was more successful if children had clearly-defined tasks and directed searches when using the Internet. In Seattle schools, the ‘Big 6 Library Skills’ were used to provide a focussed approach. (see Fig 3)

In some cases school librarians also conducted research on behalf of teachers and classes.

Figure 3: The Big 6 Library Skills

1         Task Definition

  • Define the information problem

  • Identify information needed in order to complete the task (to solve the information problem)

2         Information Seeking Strategies

  • Determine the range of possible sources (brainstorm)

  • Evaluate the different possible sources to determine priorities (select the best sources)

3         Location and Access

  • Locate sources (intellectually and physically)

  • Find information within sources

4        Use of Information

  • Engage (e.g., read, hear, view, touch) the information in a source

  •  Extract relevant information from a source

5        Synthesis

  • Organize information from multiple sources

  • Present the information

6        Evaluation

  • Judge the product (effectiveness)

  • Judge the information problem-solving process (efficiency)

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