Student Independent Projects Psychology 2015: Reading, Writing and Mathematics: Computer Assisted Instruction as a Learning Intervention (K-9)

Pike, Travis (2015) Student Independent Projects Psychology 2015: Reading, Writing and Mathematics: Computer Assisted Instruction as a Learning Intervention (K-9). Research Report. Grenfell Campus, Memorial University of Newfoundland. (Unpublished)

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Abstract

As Computer Technology (CT) has permeated everyday life in Canada, so too has the implementation of computers in classrooms. The 1990’s saw the widespread of the personal PC and later the mobile phone. The early 2000’s marked the advent of e-readers and smart phones followed by the creation of the tablet in 2010. Each form of technology has respectively sparked a boom in academic research (Li & Ma, 2010). For this paper, I will look at all forms of digital screens under the working definition of Computer Technology (CT) to avoid compounding a broad topic. There is debate about the efficacy of Computer Assisted Instruction (CAI), as research indicates similarities and differences in learning through digital and paper mediums. There are many forms of software and computer technology applied to CAI and reading, writing and mathematics interventions and educational psychologists and educators have been interested in the efficacy of CT in the classroom to help teach students (Woolfolk et al., 2010). The implementation of CT has been tailored to suit the needs of learners in individual subjects with different software designers and different forms of delivery. My purpose was to outline some of the most successful CAI learning intervention methods when compared with paper based learning interventions.

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