Teaching teachers to use HyperCard: a minimal manual approach

A. Anderson, Christina L. Knussen, M. R. Kibby

Research output: Contribution to journalArticle

Abstract

Untrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self-report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.
Original languageEnglish
Pages (from-to)92-101
Number of pages10
JournalBritish Journal of Educational Technology
Volume24
Issue number2
DOIs
Publication statusPublished - May 1993

Fingerprint

Teaching
teacher
classroom
interview
learning
time
software

Keywords

  • Hypercard
  • teacher training
  • computer-based learning
  • secondary education

Cite this

Anderson, A. ; Knussen, Christina L. ; Kibby, M. R. / Teaching teachers to use HyperCard: a minimal manual approach. In: British Journal of Educational Technology. 1993 ; Vol. 24, No. 2. pp. 92-101.
@article{e65b1d64f3aa4d648c6d2a647c0b22b5,
title = "Teaching teachers to use HyperCard: a minimal manual approach",
abstract = "Untrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self-report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.",
keywords = "Hypercard, teacher training, computer-based learning , secondary education",
author = "A. Anderson and Knussen, {Christina L.} and Kibby, {M. R.}",
year = "1993",
month = "5",
doi = "10.1111/j.1467-8535.1993.tb00676.x",
language = "English",
volume = "24",
pages = "92--101",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Wiley-Blackwell Publishing Ltd",
number = "2",

}

Teaching teachers to use HyperCard: a minimal manual approach. / Anderson, A.; Knussen, Christina L.; Kibby, M. R.

In: British Journal of Educational Technology, Vol. 24, No. 2, 05.1993, p. 92-101.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teaching teachers to use HyperCard: a minimal manual approach

AU - Anderson, A.

AU - Knussen, Christina L.

AU - Kibby, M. R.

PY - 1993/5

Y1 - 1993/5

N2 - Untrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self-report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.

AB - Untrained computer users often find traditional comprehensive manuals difficult and daunting. A minimal manual for HyperCard on the Macintosh was developed to ascertain the practicability of untrained classroom teachers learning HyperCard. To this end, the extent and type of use of the manual and software by teachers over a period of occasional use in their own time was recorded. Certain patterns of use were identified from self-report forms completed by 23 of the original 27 subjects and from structured proficiency tests performed in the presence of an interviewer. The manual was rated low on difficulty and high on usefulness. While only three were judged to be able to create their own stacks at the end of the course, most subjects achieved high proficiency up to that level within an average study time of 27 hours. It is concluded that the most effective use of HyperCard by teachers is in using their skills to modify existing stacks for their teaching rather than to create new materials from scratch.

KW - Hypercard

KW - teacher training

KW - computer-based learning

KW - secondary education

U2 - 10.1111/j.1467-8535.1993.tb00676.x

DO - 10.1111/j.1467-8535.1993.tb00676.x

M3 - Article

VL - 24

SP - 92

EP - 101

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -