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Information Processing and Educational Microcomputer Technology

Where Do We Go from Here?

Susan R. Goldman is an associate professor of education and psychology at the University of California, Santa Barbara. For the past four years Dr. Goldman has been a co-principal investigator for Project TEECh, conducting studies on the role of the microcomputer in the development of auto-maticity in learning handicapped/learning disabled children. Her studies have focused on the development of rapid, direct retrieval of basic math facts and word meaning by learning disabled children. Dr. Goldman received her PhD in 1978 from the University of Pittsburgh. Her primary research interests are in the areas of cognition and development with an emphasis on individual differences in learning strategies, particularly as they relate to language processing (comprehension and production) and reasoning skills. Address: Susan R. Goldman, Department of Education. University of California, Santa Barbara, CA 93106.

James W. Pellegrino

James W. Pellegrino is a professor of education and psychology at the University of California, Santa Barbara. Dr. Pellegrino's primary research interests are in the area of developmental and individual differences in information processing and applications of cognitive theory to issues of assessment and instruction. Dr. Pellegrino is a research associate on Project TEECh and he is studying the effectiveness of microcomputers for developing automaticity of math fact retrieval by learning handicapped children. Dr. Pellegrino received his PhD from the University of Colorado in 1973.

Microcomputer technology has enormous potential for altering the educational experiences and outcomes of learning handicapped youngsters. This article explores two particular areas of the learning process that appear to be fertile ground for implementing effective microcomputer technology. The first area is that of extended practice and its role in the development of increased automaticity of basic information processing skills. Several examples are presented of empirical research employing extended, microcomputer-based, daily practice on basic mathematics and reading tasks with learning disabled students. The second area discussed involves problem solving and metacognitive activities. The teacher, microcomputer, and learner are envisaged as three integrally related aspects of the microeducational environment. Microcomputer technology stimulates and enables innovative role definition for each. Finally, several potentially problematic issues related to tool use and to information processing characteristics of learning handicapped populations are discussed.

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