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• W229861565 abstract "Results of Using CAI To Improve Performance In Basic Skills Areas By CRAIG GLENN, Superintendent Linton-Stockton School Corp., Linton, Ind. Few of the CAI systems available were considered sophisticated enough. The Linton-Stockton School Corp. (LSSC) has been administering the SAT to students in all 12 grades for the past nine years. During that time, students' rate of achievement decreased significantly in Grades 4-6. LSSC staff recognized a need to improve student performance, particularly in the grades for which SAT scores were sliding. The need increased as the state diverted resources to the lower grades as part of its Prime Time program, which mandated reduced class sizes in Kindergarten through third grade because they are prime learning for students. It appeared that computer-assisted and computer-managed Grades 4-6. However, a few of the CAI systems avaiable then were considered sophisticated enough to perform the desired functions in all curricular areas for an entire class at once. Staff at LSSC had been interested in the early development of CAI vendor Wicat Systems of Orem, Utah. Wicat had received attention in the educational community because the company's software was written by educators and was tested in schools before being put on the market. Such methods were the exception rather than the rule in the early years of CAI. Also, Wicat's hardware had been disigned specifically for educational use. A Wicat system was brought to Indiana by the Indiana Consortium for Computer and High Technology Eudcation in June 1985, which provided a hands-on experience for LSSC staff members. The Wicat system includes a minicomputer based on the Motorala 68000 chip, ten of the 8087's commonly used in IBM's and 4M of RAM that drives 30 monochrome terminals. The system is also capable of audio responses to students. A full range of multiple-grade-level curricula is avaialbe. An integral part of the system is a full-time lab operator. Some time after the June demonstration, a board member, the superintendent and six teachers visited the Coleman School in Chicago, where a Wicat system was in use. The tour convinced everyone of the value of a CAI system in increasing student achievement and motivation. Student were succeeding because they were working at appropriate levels of difficulty. Teachers opposed the purchase. The positive effect CAI had on the teaching staff at Coleman was also visible. The system's extensive individualized reporting on students made teachers more aware of individual differences and enabled them to deal with students on the basis more readily. We were, however, still unable to install a CAI system in our corporation because of the expense. Halfway There In early 1986, the Indiana Consortium announced the availablity of grants for the purpose of utilizing high technology in classroom. LSSC wrote a proposal for the maximum great amount of $60,000, which would have provided at least half of the amounted needed by buy a CAI system from Wicat. The consortium approved LSSC's proposal, but in the meantime, various district problems associated with a shortage of funds became the primary concerns of everyone at LSSC, overshadowing other considerations. Staff had to reduced, supply budgets cut in half and equipment money eliminated. Even though LSSC's half of the system cost would come from the Cumulative Building Fund and would have no effect on money available for teacher salaries, educational supplies, or equipment, the teachers opposed the purchase. In addition, because of space needs created by the Prime Time program, the LSSC at that time was attempting to build six new elementary classrooms. To make matters worse, all of this occurred during a school board election year and was used by a few memebers of the public for political purposes. All students in Grades 4-6 began utilizing the system. …" @default.
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• W229861565 date "1988-06-01" @default.
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• W229861565 title "Results of Using CAI to Improve Performance in Basic Skills Areas." @default.
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