Smart uses of the smart machine: Computers and your child's learning.

Bart Pisha and Anne Meyer

Tim sits in his fifth grade English class, working hard on a writing assignment: "How is Long John Silver similar to Jim Hawkins in Treasure Island, and how is he different?" Pen in hand, Tim stares at his wrinkled paper. On it are three lines of cramped handwriting; these contain a mixture of cursive and printed text; two misspelled words have been crossed out and rewritten. His mind reels, struggling to organize and articulate his thoughts and commit them to paper and complete his assignment. When he looks around, he sees that most of his classmates have filled one whole white page, and are briskly churning through a second.

Because he is functioning several years behind his classmates in reading and writing, Tim has been assigned an abridged version of Treasure Island, which he read and enjoyed. He is familiar with the characters of both Long John and Jim and could articulate similarities and differences, if asked to do so orally. However, this is a written assignment. He is having a difficult time, and if past experience is any guide, his teacher's evaluation will be unfavorable. Tim is dyslexic; he struggles daily as the demands of a print-based curriculum make it difficult for him to demonstrate his thinking and understanding.

There are literally thousands of Tims in America's schools, and the question "how can a computer help" is frequently asked by their concerned parents. CAST, (the Center for Applied Special Technology), in Peabody, Massachusetts has been addressing this question for the past twelve years and this article reflects some of what we have learned.

Three broad approaches to computer use can be helpful to individuals with learning disabilities. Each has its strengths and weaknesses, and we list them in descending order of significance.

First, universally designed software programs provide built-in, flexible supports for learners with different needs. Universal design for learning is CAST's primary area of research and development. We believe that universal design will have profound implications for all teaching and learning within the next decade.

Second, computers can be used as scaffolds, bridging weaknesses and supporting children's efforts to complete academic work. This approach is parallel to the way that adults use computers in business environments. Two simple examples are a word processor with spell checker, and a portable computer for taking notes in multiple classes.

Third, computers can be used for drill and practice. Drill and practice programs can support skill development and perhaps information acquisition. A good example is the use of such programs to provide structured practice for developing keyboarding skills. Skill development programs guide students in successive steps from novice to expert levels, posing challenges, providing feedback, and advancing the student as skill improves.