Psychology

Abstract

The impact of computer use on classroom structure and functioning is examined. The most consistently found effect is an increase in motivation and closely related constructs. Computer use also appears to foster peer interaction, typically of a cooperative and mutually supportive nature. In addition, teachers often shift from whole group instructional methods emphasizing lecturing to interacting more with individuals or small groups of students in a more individualized and student-centered way. Although such outcomes appear common, the article also warns against thinking of computer use as a unitary independent variable with readily predictable effects. It points out that teachers' construal of and decisions about the use of software are vitally important in influencing outcomes, as are the existing culture and social structure of the school and classroom. It also suggests that unanticipated changes in classroom structure and functioning often are coincident with computer use and may account for some of the effects commonly attributed to it.