Pedagogically Sound Use of Microcomputers in Classroom Instruction

Abstract

This article discusses criteria for evaluating whether classroom instruction using microcomputers is “pedagogically sound.” We argue that the pedagogical soundness of classroom microcomputer use is characterized by teachers' decisions for integrating microcomputers into their ongoing instruction. Based on literature describing teachers' instructional decision-making, we define five domains in which teachers may make decisions regarding classroom microcomputer use. They are: goals sought for students, curricula coordinated by microcomputers, learning activities surrounding microcomputer use, pedagogical implications of integrating microcomputers, and methods for obtaining feedback regarding microcomputer-based instruction. Implications for how studies of classroom microcomputer use might be conducted are discussed.