Students choose a tool and also give an explanation for why they chose the tool.
A review of 10 studies in which middle-school students used Logo to learn measurement, fractions, and geometry showed better learning for students using the computer than for students in traditional classrooms (Mc Coy, 1996).
Students can use computers to perform many real-world math tasks, similar to the way spreadsheets are used in the workplace (Merrill et al., 1996).
In this article, I will explore these features, and address some reasons why educational software designed for ABE often fails to incorporate these features.
Then I will examine the implications of our knowledge about computer-assisted instruction for ABE teachers.
Adult basic education (ABE) teachers are excited about the potential that technology offers for improving students' learning and expanding students' worlds.