Using instructional technology with at-risk youth
Tóm tắt
As stated at the beginning of the article, Bill couldn’t and didn’t want to write. By using technology, Bill overcame his negative feelings and replaced them with personal confidence and pride in the writing process. This was a small victory in the dropout war. To improve this acute situation, more teachers need to experiment with the micro and at-risk students. They need to try new, dynamic educational software with these students. They need to experience the excitement of a student, like Bill, discovering new knowledge with a hightech tool. What is needed now and in the future is greater utilization of the microcomputer as an effective tool which can help alleviate the at-risk problem.
Tài liệu tham khảo
Bruder, Isabelle. “Overcoming the Dropout Problem,”Electronic Learning Special Supplement: The Literacy Challenge (January/February 1989), p. 16.
Butler, Owen B. “Early Help for Kids at Risk: Our Nation’s Best Investment,”NEA Today Special Edition: Issues ’89 (January 1989), pp. 50–51.
Coleman, Gordon J. Jr. “Characteristics of At-Risk Youth and the Library’s Role in Dropout Prevention,”Tech Trends, 35:4, pp. 46–47.
Gray, Bob A. “Enhancing Learning Through Debriefing,”The Computing Teacher, 15:9 (June 1988), pp. 19–25.
Peck, Kyle L., and J. Catello. “Instructional Alternatives for At-Risk Students,”Media and Methods, 26:5 (May/June 1990), p. 12.
Reglin, Gary. “A Model Program for Educating At-Risk Students,”T.H.E. Journal, 17:6 (February 1990), p. 65.
Soloman, Gwen. “Learning to Use the Tools of the Future,”Electronic Learning, 9:5 (February 1990), pp. 14–15.