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    Learning and computers : a study of proficient computer-using teachers : a thesis submitted as partial fulfilment of the requirements for the degree of Master Education [sic], Massey University, Palmerston North, New Zealand
    (Massey University, 1995) Brown, Mark E.
    This thesis examines how primary school teachers use computers to create conditions for better learning in the classroom. The claims about computers and learning are reviewed and teachers are shown to have a crucial role in realising the potential benefits of educational software. In the past there has been a tendency to ignore the voice of teachers in their efforts to integrate the computer into the curriculum. The study addresses the problem that without documenting the experiences of teachers in the regular classroom, many assumptions about the computer may become uncritically enshrined in both theory and practice. A number of methodological issues related to the area of educational computing are considered and a strong argument made for a multi-dimensional research paradigm. The research is designed over three phases to identify and systematically investigate a purposive sample of proficient computer-using teachers. The first phase of the study involves a survey method in which a questionnaire is used to document the background characteristics, experiences and practices of teachers 'nominated' as proficient at using computers in the classroom. In the second phase, the survey method is extended through an informant interview. A sample of 'perceived' proficient computer-using teachers are interviewed on their beliefs about teaching and learning and the ways the computer supports these processes. The final phase culminates with microethnographic case studies on two teachers 'judged' to be proficient at using computers within the classroom programme. An analysis of data shows that the computer is perceived to be a social experience. It is predominantly used for word processing, but there are a diverse range of teaching practices and the computer is not a uni-dimensional machine. The participating teachers have considerable teaching experience and many are frustrated in their attempts to successfully integrate the computer into the classroom. Lack of resources, time and teacher education are key inhibitors of computer use. There appears a second wave of proficient computer-using teachers who are enthusiastic beginners, and largely women, confident in their ability to use educational software for learning. Although the common orientation of teachers is towards a learner-centred philosophy, a considerable gap remains between theory and practice. The thesis concludes that theory needs to be more responsive to the demands of using the computer in the classroom, but also that teachers have much to gain from a better understanding of contemporary educational theory.
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    LOGO programming : instructional methods and problem solving : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Faculty of Education, Massey University, Palmerston North, New Zealand
    (Massey University, 1992) Au, Wing Kee
    This study was conducted to examine the effects of the learning of programming on the problem solving abilities of primary school children. Two programming languages were used: LOGO and BASIC. The aim of the study was threefold. First, the study compared the two programming languages in the development of problem solving skills. Second, this study compared the effectiveness of two different instructional methods in the teaching of LOGO programming: process-oriented and content-oriented approaches. The third aim of this study was to examine the social interactions among the learners who engaged in LOGO and BASIC programming. The sample for the study comprised 73 subjects drawn from a primary school in Palmerston North, New Zealand. Subjects were screened initially on their background knowledge in programming to ensure that they did not possess any substantial knowledge in programming before participating in the study. The subjects were then randomly assigned to four groups: LOGO process-oriented, LOGO content-oriented, BASIC, and control. These groups of subjects were then pre-tested on a number of problem solving measures: Rule-naming task, Tower of Hanoi, Torrance Test of Creative Thinking, Object Assembly, Block Design, Picture Assembly, and PAT Mathematics. The intervention phase in the form of learning programming of either LOGO or BASIC then took place for the three experimental groups. During the intervention, observations on the social interactions of teachers and students in the learning environment were also made. At the end of the 20 week intervention, subjects were then post-tested on their problem solving skills. The findings revealed that students who learned LOGO programming were able to demonstrate transfer of problem solving skills to a near-transfer context but not to a far-transfer context when compared to students who learned BASIC. Also, students who learned LOGO programming using a process-oriented approach demonstrated better transfer of problem solving skills to a near-transfer context with complicated problems than did students who learned LOGO programming using a content-oriented approach. Classroom observation during the intervention phase also showed that there were more substantive verbal and non-verbal interactions among students who learned LOGO compared with students who learned BASIC. Also, students in the process-oriented group were involved in more classroom interactions than students in the content-oriented group. The main conclusion from this study is that LOGO programming could be used to facilitate the development of problem solving skills among students. In particular, the process-oriented approach, which focuses on the processes of problem solving, could be used to assist students further in the development and transfer of problem solving skills. As well, LOGO programming could also facilitate more social interactions among the students, especially if the instructional method provides such an emphasis.