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Some Effects of Computer Technology on Human Interaction and Individualization in the Teaching of Deductive Logic(1)
Marvin J. Croy
Michael G. Green
James R. Cook
- 1. Background
- 2. Intelligent CAI and Individualization
- 3 First Year Objectives of the Study
- 4. First Year Results
- 4.1 Predictions and Actual Outcomes
- 4.1.1 Behavioral Measures
- 4.1.2 Performance Measures
- 4.1.3 Questionnaire Results
- 5. Assessing the Ethical Implications
- Conclusions
- References
Increased individualization has been one of the chief motivations
for the development of computer-assisted instruction. Whether individualization
can best be provided by well-programmed computers or by human teachers
is an as yet undecided empirical question. That question is extremely
complex. A wide variety of consequences given each alternative should
be examined, and judging the value of those consequences is ultimately
a matter of ethical appraisal. The ethical complexities will doubtless
be as recalcitrant as the empirical ones, but studies which simultaneously
confront the empirical and normative dimensions of the matter offer some
hope. Defining and justifying the aims of education, their corresponding
values, and the particular practices which instantiate those values is
a challenging task. Accomplishing this task will require the resources
of educators and psychologists as well as philosophers, but it appears
to be a challenge which must be met if new educational technologies are
to be put to intelligent and careful use.
University of North Carolina at Charlotte
Notes
1.This material is based upon work supported by the National Science Foundation under Grant DIR – 8921033. The Government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors are grateful for consultations provided by Dr. Robert J. Cavalier of the Center for the Design of Educational Computing, Carnegie-Mellon University.
2. Sleeman and Brown, 1982, p. 9.
3. Chaiklen and Lewis, 1988, p. 84.
4. Dewey, 1916, p. 271.
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