August 1994 — Features

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Educational Effectiveness of Computer Software

Our study focused on the simple setting of individual computers with limited RAM in an ordinary school, and the learning that is not taking place because of the way software is used, but that could take place given an alteration in the design of the software or in the environment. It is these two areas that educators need to address if the potential of educational software to teach our young people is fulfilled. n Born in Israel, raised in France, Netiva Caftori received her three degrees in mathematics and computer science from the University of Illinois at Chicago. Currently an assistant professor of computer science, Caftori has taught at NEIU since 1982. Her main concern is responsible use of computers in education and society. E-mail: uncaftor@uxa.ecn.bgu.edu References: 1. Huff, C. and Cooper, J., "Sex Bias in Educational Software: Effect of Designers' Stereotypes on the Software They Design," Journal of Applied Social Psychology, 17(6), pp. 519-532, 1987. 2. Krendl, K. A., Broihier, M. C. and Fleetwood, C., "Children and Computers: Do Sex-Related Differences Persist?", Journal of Communication, 39(3), pp. 85-93, Summer 1989. 3. Wishart, J., "Cognitive Factors Related to User Involvement with Computers and Their Effects Upon Learning from an Educational Computer Game," Computers Education, 15(1-3), pp. 145-150, Great Britain, 1990.
Products mentioned: Software products mentioned are available from the Minnesota Educational Computing Consortium, (MECC) an educational software developer and distributor in Minneapolis, Minn. (800) 685-MECC.