Defying gravity: A paradigm for developing teacher skills and attitudes in CBL courseware development

Year: 1994

Author: Hilgenfeld, Robert M.

Type of paper: Abstract refereed

The computer has transformed the process of learning as well as the manner in which societies view education. It is now an integral part of the classroom scene, from the primary grades through tertiary education, around the world. With the development of this technology there has come a deliberate effort by educators to define, refine and delineate the role of this exceptional tool. The use of computer technology in education has seen many trends which have provided methods for the integration of computers into the learning environment to enhance student development. Each has made progress toward a more definitive understanding of the computer's relationship to/with the learner and learning. Now the potential for teachers to participate in the development of computer-assisted instruction (CAI) has been enhanced through software applications such as HyperCardS, ToolBookS, and Macromedia DirectorS. These applications make it possible for instructors to develop their own educational courseware.

This research focuses on the integration of major educational theories like that of Bloom, GagnT and Piaget with instructional technology classes in courseware design at the National Institute of Education, Singapore. An objective of the course is to develop students' metacognition as they learn and experience a hypermedia application and apply that problem-solving knowledge in their project courseware. The preliminary findings indicate a correlation between the students' understanding of learning theory and their ability to incorporate/apply that understanding to course projects which are more successful and are more theoretically, educationally and practically effective. Students also indicate more confidence in their ability to apply theory to the production of general classroom media materials as well.