Matthew, K. L. (1996). Using CD-ROMs in the language arts classroom. Computers in the Schools, 12(4), 73 - 81.
 

In this article, Matthew discusses how CD-ROMs can be used in the classroom to enhance student learning instead of becoming "just another entertaining computer game (73)." She points out that using technology such as CD-ROMs in the classroom "requires changes in the curriculum and changes in the roles of teachers and students" (74). In the first part of the article, she lists the types of CD-ROMs available for use in the classroom and the characteristics of CD-ROM books, including how graphics are used and whether the books include narration only or allow students to turn off the narration and read the book by themselves.
 

The second part of the article is a discussion of how teachers can integrate CD-ROM books into the classroom to enhance instruction. Matthew writes, "While [incorporating CD-ROM books in the curriculum] may at first seem difficult, if [teachers] think of the CD-ROM books as complements to the print material, CD-ROM books will easily fit into their lesson plans (77)". She then discusses two examples from classroom settings: using CD-ROM books about Shakespeare, his life, times, and works, while the class reads Julius Caesar and the use of CD-ROM books in a class module on fables. In both examples, students used CD-ROM books to enhance their knowledge and understanding of Shakespeare and the use of fables in cultures and then created presentations using HyperStudio or by acting out play scenes or fables.
 

I was impressed with the creativity and simplicity in which Matthew approached the concept of incorporating CD-ROM books into the curriculum. Her suggestions would be easy for any teacher to use with a minimal understanding of navigation through a CD-ROM book. Her lesson plans also incorporate a learner-centered focus where students are given specific information to research. As Jonassen (1996) points out, it is important to create self-regulated learners with clear information-seeking goals when using the the Internet or even CD-ROM books to search for information. Students must be actively engaged in their learning process; in fact, Matthew uses the term "learning community" to describe the students' experience in learning about Shakespeare.

This article outlines some of the benefits teachers and students can gain from utilizing CD-ROM books in the classroom and offers practical, inexpensive curriculum ideas. I would think that teachers with limited computer technology experience and/or knowledge would easily be able to incorporate these and similar ideas into their classrooms.

 

Reference:

Jonassen, David. (1996). Computers as mindtools for schools (2nd ed.). NJ: Prentice-Hall.