America is in a recession that is strangling budgets and challenging edu- cational administrators to stretch existing resources. Compounding this challenge is the ever changing field of computer technology and the dire need to educate a technically competent work force. Currently, the United States is falling behind technological leaders such as Japan and Britain in our attempts to educate a technological work force. Although the reasons for this lack of success in teaching technology are diverse, the most common barriers are financial. These financial barriers are most noticeable in the regional inequities between suburban and rural schools and are manifested in the lack of computer equipment in schools, or outdated equipment not being replaced. (Mruk, 1987) Therefore, the teaching of computer technology is faced with a distinct educational problem: how can we educate more students using limited computer resources without sacrificing student aptitude or enjoyment of the learning event? Cooperative learning provides a plausible solution.
How to Cite:
Seymour, S. (1994). Operative Computer Learning with Cooperative Task and Reward Structures. Journal of Technology Education, 5(2), 40–51. DOI: http://doi.org/10.21061/jte.v5i2.a.4