Technological advancement has allowed widespread use of computers. Teachers are using computer based instruction in educating talented and disadvantaged youngsters. Unabated by unsettled issues and claims, computers are introduced to cope with declining enrollment and school revenues; pressure to improve student achievement and cut costs. However, some educators fear two possibilities: computer displacement of teachers; and creating a class of technologically disadvantaged students that could result from a growing gap of access to computers. Another factor is the restriction of disadvantaged students to basic skills. While providing opportunities of a wider application to others. The objectives of this research are: to examine issues about instructional computers; review the academic and economic rationales behind; and, to make appraisals of their instructional and resource effectiveness. A quasi-experimental evaluation research was carried out on two "experimental" groups (CAI and PLL), and a control group (TMI) of Title I schools in Portland. A sample was selected, and multiple criteria of effectiveness assessment, i.e., comparative economic analysis and impact assessment, was conducted using multiple-regression and regression-based covariance analysis on test scores, instructional time, cost figures and other census data. A survey of instructional personnel was also conducted to evaluate courseware quality. Highlights of the findings of the research are the following. Title I students' achievement scores neither the initial nor the final are homogeneous; however, computers foster effective compensatory education; CAI shows a superior instructional achievement and cost-effectiveness. Survey results of instructional personnel confirm this finding. Resource and neighborhood variables explain a significant portion of achievement variation. Instructional time is positively related to but not a linear predictor of achievement. The impact of time also depends on the level of achievement. The expansion of instructional computer use is encouraged, together with recommendations for caution in the selection of courseware/curriculum compatibility. It is also strongly recommended that teachers should be involved in the selection of future instructional technology to assure successful implementation and optimal compatibility of teachers and computers.

Computer based training of individuals is becoming more common. Computer based systems increasingly are filled with devices and appliances that enhance the user’s interaction with the computer. These new devices and appliances present new modalities of interaction with the user. This opens new possibilities for computer based training. However, not much is known about mapping these modalities to the user for enhanced learning. This thesis presents an artificial learning model for on-line training of individuals. The model supplied is a multi-modal system in that it links multiple input and output modalities to a user profile. The model contains a non-linear mapping between the user profile and the modalities. The non-linear mapping has been achieved through the use of an Artificial Neural Network. The learning model has been extended to include time dependencies of the suggested modalities via a feedback mechanism within the Artificial Neural Network. The presented results indicate the complexity in choosing the most appropriate mapping for an individual. Results are presented showing the robustness of the learning model. By taking cognisance of the user profile and context (e.g. the user is bored or tired) appropriate modalities are suggested which facilitate learning.

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Purpose: The purpose of the study was to quantify and analyze the computer literacy levels and attitudes towards computers of school site administrators, and thereby establish a baseline of knowledge for future decisions regarding the integration of computers in education. Procedure: A fifty item survey, based on objectives supplied by the Minnesota Educational Computing Consortium, was developed. The items were designed to assess experiences, attitudes and knowledge relative to computers. The survey was sent to a random sample of 603 California school site administrators functioning in unified school districts. Responses to research questions were based on appropriate statistical procedures including one-way analyses of variance and Pearson correlations. Findings: Fifty-four percent of the surveys were returned. A majoiity of the administrators have used the computer at least once in their career. Workshops and self-directed study experiences were identified as being the most useful type of exposure to computers. Administrators indicated a substantial amount of support for computers in education, both for students and peers. Administrators expressed some uncertainty about their ability to make decisions regarding computers at their school. There was little difference observed in computer literacy levels and attitudes of administrators from various regions of the state, levels of administration, or ranges of district ADA. A positive correlation was found to exist between attitudes and computer literacy levels. Recommendations: Administrator preservice training should include the educational use of computers. School districts should pursue an inservice program designed to give staff members experience with computers. A study is needed to review the availability and quality of computer related college courses for educators. A study should be conducted to determine the differences in computer literacy levels and attitudes of administrators with varying experiences. This study should be replicated with administrators classified by sex, years of administrative experience and school setting. A comparative analysis of preservice and practicing administrator computer literacy levels and attitudes should be conducted. A longitudinal study should be conducted, utilizing a modified form of the survey developed in this research project.