Discussion
Larry Cuban (2001) was quite
critical about the money and time spent on computer technology in relation
to the modest impact computers have had on learning. Cuban said most
teachers use computers for planning, researching, record keeping, and
emailing but not necessarily for instruction. The key reasons for the
latter were lack of time, lack of training, and lack of teacher input
in technology decisions. Cuban said teachers needed tools that were
simple to use, simple to learn, motivating to students, and compatible
with curriculum objectives.
The results of this study
indicate that Nicenet, an Internet Classroom Assistant, is just such
a tool. For most students, Nicenet was easy to use and easy to learn.
A very high proportion of students liked using Nicenet and found it
to be helpful as a communication tool. A surprising proportion reported
that Nicenet use at least moderately improved learning. The computer
teacher found Nicenet to be reliable, motivating to students, and consistent
with technology curriculum standards. Although Nicenet does not have
as many features (bells and whistles) as Blackboard.com or other course-building
tools, its use did enhance instruction.
In this study, Nicenet was
used primarily during school hours to teach students how to use an Internet
Classroom Assistant. Once teachers accomplish this objective, however,
Nicenet use outside of the classroom should be the next step. In this
way, the use of an Internet Classroom Assistant would extend learning
beyond the classroom, increasing time-on-task and positively affecting
learning outcomes.
Given the high ratings on
all other items, the low student satisfaction rating on using Nicenet
to complete a group project or discussion is noteworthy, especially
since seventh graders prize peer interaction. As the computer teacher
pointed out, this rating was primarily due to the fact that many of
the seventh graders had not developed appropriate communication or collaboration
skills, which made group consensus-building difficult and sometimes
frustrating. Thus, one caveat to remember when using technology tools
like Conferencing for group decision-making is that students must first
be taught how to appropriately share their ideas and feelings with others,
how to work with others in a group, and how to encourage all group members
to participate fully. Otherwise, use of teletools may only compound
the problem.
Overall, however, the use
of Nicenet resulted in a positive learning experience in this study.
Perhaps the best way to find out what technology tools work best in
the classroom is to involve classroom teachers in the design and implementation
of action research studies such as this one.
References
Cuban, L. (2001). Oversold
and underused: Computers in the classroom. Boston: Harvard University
Press.
Harris, J. (1998). Virtual
architecture: Designing and directing curriculum-based telecomputing.
Eugene, OR: ISTE.
International Society for
Technology in Education. (1998). National educational technology standards
for students. Eugene, OR: ISTE.
Kleiner, E. (1998). Preparing
to teach at a distance: Using Nicenet’s ‘Internet classroom
assistant’ to create a community of writers. Available online:
http://www.ihets.org/learntech/distance_ed/fdpapers/1998/13.html.
New Jersey Department of
Education. (1996). Core curriculum content standards. Trenton, NJ: NJDOE.
New Jersey Department of
Education. (2001). New jersey school report card (Midland #1, 03-4470-050).
Trenton, NJ: NJDOE.
About the Authors:
Cherrie Kassem is
Associate Professor of Education at Ramapo College of New Jersey, where
she teaches courses on pedagogy. She is an educational psychologist
and consultant on critical thinking and learning.
Email:ckassem@ramapo.edu
Phyllis McCraw was
the computer teacher for grades p-8 at Midland School in Rochelle Park,
New Jersey. She is an educational technologist and consultant on integrating
technology into the curriculum.
