The Impact of PLATO on Credit Recovery: Implications for School Leaders
Vivian Bennett, Cypress-Fairbanks Independent School District, United States ; Rayyan Amine, Angus MacNeil, Steven Busch, University of Houston, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Differentiated instruction is an increasingly popular philosophy that supports the variety of learners in the classroom. Differentiated instruction is based on the premise that teaching should be designed around students’ individual needs. In 1997, Lawrence Lezzotte reported that all children learn and are motivated to do so; yet, they do not absorb information at the same rate nor do they all come to school with the same skills. With the advancements in technology and the need to address the growing population of non-traditional learners, the computer-based educational programs are on the rise. This paper will discuss the web-based PLATO (Programmed Logic for Automated Teaching Operations) program that affords students the opportunity to recover credits in various courses at their own pace. Data from a southeast Texas district will highlight the positive impact this program had on credit recovery with non-traditional students. Implementing PLATO or a similar program may be a proactive step in altering the pathway that leads to failure and dropout.
Bennett, V., Amine, R., MacNeil, A. & Busch, S. (2012). The Impact of PLATO on Credit Recovery: Implications for School Leaders. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3523-3529). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).