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| Educational Technology Review | 1 |
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| Clements, Douglas H. | 7 |
| Sarama, Julie | 2 |
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Clements, Douglas H.; Sarama, Julie – Educational Technology Review, 2003
Responds to a recent critical report on computers in childhood. Highlights include computers, children, and research; social and emotional development; types of software; motivation; social and cognitive interactions; cognitive development; creativity; language and literacy; writing and word processing; mathematics and reasoning; and science and…
Descriptors: Child Development, Children, Cognitive Development, Computer Assisted Instruction
Peer reviewedClements, Douglas H. – Computers in the Schools, 1985
This review of the research on Logo use with pre-high school students highlights programing and learning stages, cognitive requirements, and effects of Logo programing on social-emotional development, achievement, and problem-solving abilities. (MBR)
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Development, Elementary Education
Peer reviewedClements, Douglas H.; Sarama, Julie – Teaching Children Mathematics, 2002
Reviews research on the appropriateness of computer use with young children. Discusses the effects computer use on children's lives, interaction, social and emotional development, learning and thinking in mathematics, and the implications for teachers. (KHR)
Descriptors: Cognitive Development, Computer Uses in Education, Concept Formation, Interpersonal Relationship
Peer reviewedClements, Douglas H.; Meredith, Julie S. – Journal of Computing in Childhood Education, 1993
Reviews research involving the LOGO computer programming language and its effect on children's achievement in mathematics, language arts, and problem solving, as well as social-emotional development. Identifies some of the unique characteristics of LOGO that may contribute to student learning. (MDM)
Descriptors: Computer Assisted Instruction, Computer Software Evaluation, Early Childhood Education, Educational Research
Peer reviewedPark, Sunhee; Clements, Douglas H. – Journal of Research in Childhood Education, 1995
Investigated development of ability to recognize, anticipate, and plan the replay of recorded action sequences. Effects of an educational intervention on this ability were evaluated for two- to five-year olds. Results suggest that representational competence is a teachable concept and that a complex mediating structure allows children to…
Descriptors: Cognitive Development, Computer Assisted Instruction, Developmental Stages, Early Childhood Education
Peer reviewedClements, Douglas H.; Nastasi, Bonnie K. – Computers in the Schools, 1985
Reviews research on the effects of the educational application of computers on student social-emotional development and details a study which examined the effects of two computer environments--computer assisted instruction and Logo--on six specific components of social-emotional competence (initiation and participation, social problem-solving,…
Descriptors: Adjustment (to Environment), Classroom Observation Techniques, Comparative Analysis, Computer Assisted Instruction
Peer reviewedClements, Douglas H. – Young Children, 1987
Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.…
Descriptors: Computer Assisted Instruction, Computer Software, Early Childhood Education, Educational Technology
