CAMPUS AND AREA
University Daily Kansan, November 9. 1983
Page 7
continued from p. 1
one computer on a rolling cart that could be checked out by teachers at the schools' media centers.
However, she said, not enough microcomputers are available for every student in the district.
She attributed the computer shortage to the high costs of micro-computer equipment and to the reluctance of some district administrators to deviate from traditional classroom learning.
"We have a variety of things going on, but I would say that only 20 to 30 percent of our students have access." Crowther said. "And in our junior highs, the computer courses are still electives, because we can't offer them to everyone."
Part of the inaccessibility, she said, is a result of unequal distribution of the computers in the district.
THE DISTRICT OBTAINS computers and software programs through federal funds and grants and through the district's own capital outlay — the same way other materials are
These programs, Crowther said, enable each school to at least one portable computer
But some schools, such as Hillcrest School,
1045 Hillop Drive, have more computers because of active fund-raising on the part of the schools' Parent-Teacher Associations.
Despite problems with micro-computer availability, Crowder said, students who did use computers were better at completing their tasks.
"I think kids are sometimes more willing to spend time on the computer," Crowther said, referring to traditional teaching practices. "But it depends on the learning style of the child."
Stephen Phillips/KANSAN
Susan Hoisington types on a computer keyboard as Dede Van Anne looks on. Both third-grade students at Centennial School, 2145 Louisiana St.
"Research tends to show that the more we practice what we don't know, the better off we are. And if computers can allow us to do this, then it's probably worth it."
"COMPUTERS ARE VERY patient," Crower said. "They don't call you bad names, and they won't let you make lots of mistakes."
Crowther said that the computer could help maintain the attention of students.
Chaffin has spent almost four years in researching how a video game format could be used to aid in the educational process. And as a result of the research, which he conducted with Bill Maxwell, a former employee of the University of Chicago, Chaffin Thompson, a special project coordinator in KU's department of special education, Chaffin has had several sets of the games marketed.
The games, packaged under such names as "Alien Addition" and "Spelling Wiz," are designed to improve skills in mathematics and language arts.
Chaffin said that he, Maxwell and Thompson had discovered that through the use of their games, students accomplished three things. They were able to see themselves as they became more familiar with the game.
THIS HAPPENS, CHAFFIN said, because in order to continue playing a game, students have to continually answer questions pertaining to the particular subject the game covers.
For example, "meteor Multiplication" requires a correct answer of a multiplication problem to continue playing. Thus, in order to be able to answer the student must be able to answer the problem.
"WE HAVE WITH the math games, over 500 records of performance that show that the kids do better with the games after a few weeks of training. And they did at the beginning." Chaffin said.
One of Eltschinger's students, Summer Antiselid, had experience with a typing skill video game, which seemed to back up Chaffin's secret to the game called "Master Type."
"If you take your eyes off the screen you get blown up," Antisel said. "But I've played the game so much I've mastered it."
Chaffin's research also showed that students who use the games could correlate the material with their grades.
"IF WE'RE TEACHING multiplication facts," Chaffin said, "can a student after playing 'Meteor Multiplication' take a regular test in school and perform competently on it?
"We know that in almost all cases there's automatic generalization."
from a teacher in the classroom. Chaffin called this process "generalization."
The third item of interest to Chaffin and his fellow researchers was the amount of motivation they gave.
"Kids will try to get around work in other subjects to play the computer games," Chaffin said. "That's true with almost any computer game, not just ours."
"It's a novelty item in the classroom, and kids like, at least for a while, novel things."
But Chaffin said that computer programs had to continue to be improved to keep students in touch.
"WHILE THE COMPUTER itself is a motivator," Chaffin said, "unless the programs have some kind of motivational appeal to kids, they are fired of those just like any other school work."
Lydia Belot, who teaches students with disabilities at Centennial School, 2145 Louisiana St., and uses a computer for creative writing assignments, said she noticed that the use of the computer had a definite motivational effect on her students.
"It's easier for them to type than it is for them to write," he said. "It's not as laborious as handwriting."
The program that both Belot and Elschinger used in their classes is a writing program called "Quill," which is in use at seven District 497 schools.
Crowther said that "Quill" incorporated all parts of the writing process, including planning, revising and editing. It also allows teachers to evaluate the students' writing.
"Quill," Crowther said, introduces students to the workings of word processing. She explained how to write a title in a heading.
Another, called "Planner," is programmed by the teacher to serve as an idea bank for students to plan their studies.
ONE. CALLED "MAILBAG," teaches students how to send messages to each other. Another, called "Library," serves as a vehicle for students to store work that is in progress.
Students in Eltschinger's class have used "Quill" in activities ranging from writing themes to using the computer to help put together a class newspaper.
ONE STUDENT, Carrie Whitseil, said she was inspired from the program to print party invitation.
"It helps you on typing and English too." Writseil said of "Quill" "It helps your fingers get better."
Many of the district's students come in contact with computers at Lawrence High School.
Crowther said LAMP, a math program, was an example of computer-assisted instruction in which individual students, instead of entire classrooms, concentrated on specific areas of weakness.
Crowther said that another program, which exists in the district's lower socio-economic level schools, is Project LAMP, which is financed through a federal grant.
Crowther said that more than 15 computers were in use at the high school. The computers are primarily used in math classes, she said, but they also can be used for business classes with data and word processing.
THE INFLUX OF COMPUTERS into the district has kept Crownbery busy. Not only does she review new software programs, but she also organizes teacher training programs and is one of four teachers in the district who has been trained to service malfunctioning computers.
Crowther said that for the most part teachers had been willing to learn how they could use computers.
"It is really interesting," Crowther said. Every time we offer a program on microchip learning, she says, "We have to do it."
But Crowther said that some teachers had been frustrated by not having a computer available when they wanted to become more familiar with it.
The lack of available computers in schools across the country is something that worries many.
"I don't see at the present time, that there's equality in access to micro-computers and that could be a problem." Chaffin said. "And that's why I have to be addressed by sociologists and educators."
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