Using CD-ROMs in teaching science

Findings from a small scale study

Bibliographic Data

ID19514918
AuthorsSusan Rodrigues (0000-0001-6014-0265, The University of Melbourne), Gail Chittleborough (0000-0002-0919-1582, The University of Melbourne), Anne Gooding (The University of Melbourne), T Papadimitropoulos (The University of Melbourne), V K Varughese (The University of Melbourne), Shaun Kemp (0000-0002-5868-9715, The University of Melbourne), J Sadler, Jasmine V Sadler (The University of Melbourne), Marion Gilmour (The University of Melbourne), B Mckenna (0000-0002-1467-3412, The University of Melbourne), Sue Helme (The University of Melbourne)
Year1999
Volume15
Issue2
Publication date1999-06-26
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.1853
OpenAlexW1820937777
LanguageEN
Citations received1
References cited4

This paper reports on data collected through 52 surveys investigating teachers' use of CD-ROMs. The paper indicates that while teachers are familiar with the commonly voiced potential of CD-ROMs and recognise CD-ROM features of merit, the majority of teachers have yet to realise CD-ROM potential in the reality of their classroom. For many teachers issues of access to hardware or software continue to dictate their practices, where location rather than resource levels have established use. Consequently CD-ROMs have been promoted in terms of individual student assignments and other strategies involving whole class or group work have not been implemented

Mathematics education · Multimedia · Pedagogy · Computer Science · Education and Technology Integration · Innovative Teaching and Learning Methods · Mobile Learning in Education · Psychology · Artificial Intelligence

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Open DOIOpen Access