* Content adapted from Maddux, C. D., Johnson, D. L., & Willis, J. W. (1997). Educational computing: Learning with tomorrow's technologies. Boston: Allyn & Bacon.
Today the most successful expression of the behavioral approach to educational technology is the integrated learning system (ILS). ILSs generally begin with a computer-administered diagnostic-prescriptive evaluation of the student's current achievement level. Then the software breaks down the content to be taught into small units, teaches a unit, assesses progress, an then moves on to the next unit or provides remedial instruction as indicated. The most popular ILSs cover core content areas such as reading, language arts, and mathematics, but many also include instruction in science and social studies.
The examples below illustrate some of the types of ILS programs available
today. You can read the explanation of how these programs work or click
on the links for further information.
ExamplesThis federally-sponsored lab has installed a 10-station lab that utilizes an ILS from Computer Curriculum Corporation (CCC). There are also CCC workstations in 12 classrooms that are networked to the CCC server. Amelia Country Elementary School home page indicates that the CCC software has proven to be successful in improving the reading skills of students. Students in need of extra assistance in math and reading use this facility daily.
URL: http://pen.k12.va.us/Anthology/Div/Amelia/ACES/CCC.html
Additional Information:This web page first defines ILS as " An integrated learning system (ILS) is "a single computer package for delivering instruction that combines hardware, software, curriculum, and management components. It is usually supplied by a single vendor." Although ILS are designed to perform the teaching function, integrating hardware, software and curriculum in one system, while the teacher's role becomes that of a facilitator/manager of teacher's instruction, yet currently, they are mainly used to supplement the teacher's instruction, instead of replacing teachers.
One of the key components of an ILS is its management function. The ILS monitors the student's progress and adjusts the instruction accordingly. The ILSs currently available typically provide instruction, drills, practice and tutoring in various subjects at all levels.
One of their main drawbacks is their high cost. Detractors also criticize ILSs for being too dependent on drill and practice and not developing higher cognitive skills. Nevertheless, ILSs have been installed in many schools around the United States and they seem to be popular among administrators, teachers and students.
URL: http://copper.ucs.indiana.edu/~brpeters/page1.html
This e-journal article from the January 1994 issue (Number 8 issue) of the Red Earrning Magazine has a few paragraphs focusing on ILS:
According to SIMBA Information of Wilton, Connecticut, the market for integrated learning systems (ILS) as of 1991 was $325 million1. This number would be promising if it were all software. But ILS companies are the systems integrators of educational technology. Much of the $325 million is from the hardware side of the sale.
Not only is the ILS market relatively small, it's also not likely to grow much. Because an ILS is so expensive (about $100,000 for a typical network), most schools require federal funding to be able to purchase one. Much of this money comes in the form of Chapter 1 funds, which are earmarked for remedial instruction. It's much harder for a "mainstream" school to find the money for such an expensive purchase. And with school budgets shrinking, it's unlikely this scenario will improve anytime soon.
Another reason ILS companies have trouble turning a profit is because they have to spend so much of their resources on system support. Unlike business corporations, which usually have technically savvy people on staff, most schools don't have on-site system administrators, so ILS companies spend a lot of support time answering basic questions and keeping systems up and running.
ILS companies must also contend with the complex and drawn-out process of getting their products approved and adopted by state educational boards. Add to this an atmosphere in which learning software is increasingly expected to correlate with state educational objectives, and you have a market with significant barriers to entry and little payback for your trouble. Even market leader Jostens Learning Company showed a drop in revenue from last year.
URL: http://www.redherring.com/mag/issue08/market.html
This is an article from From Now On, a monthly electronic commentary on educational technology, issue vol 5, no 4 ( December, 1995).
While lamenting how little actual evaluation of technology is being reported each year, the article author cited two abstracts from two 1994 reports. Both New York City and Austin, Texas report no significant gains from their ILS systems.
ED379305
Instructional Technology in AISD, 1993-94. Publication Number 93.06. Curry, Janice; Sabatino, Melissa
-ABSTRACT- During the 1993-94 school year, the Office of Research and Evaluation of the Austin Independent School District (AISD) (Texas) conducted a districtwide evaluation of instructional technology. The evaluation consisted first of an accurate count of all computers in AISD schools, and then of an in-depth evaluation of the integrated learning systems of the Computer Curriculum Corporation (CCC) and Jostens Learning. The over 11,000 computers in the Austin schools are more than twice the amount present 3 years ago. Of these, 39% are considered old. This amounts to six students for every one computer in the district. Gains in student achievement have not been significant enough to declare either of the integrated learning systems effective, but the gains made at some schools warrant their continued use.
ED381133
Educational Systems Integrators/Integrated Learning System Project: Titan Schools 1993-94. OER Report.
-ABSTRACT- The 1993-94 Integrated Learning System (ILS) project, a means of delivering individualized instruction through a computer network, involved approximately 70 schools from New York City school districts. To help schools learn about and operate the technology in an ILS, districts were given the option of hiring one of the following companies (referred to as education systems integrators): Instructional Systems Inc., Jostens, the Waterford Institute, and Titan. Of the four integrators, Titan elected to have the Office of Educational Research (OER) evaluate its program. Titan, who was chosen as integrator by six schools, contracted with Computer Networking Specialists (CNS) on Long Island to perform the integration services, and with the Waterford Institute to provide teacher training. Two of the six schools were part of the grantback phase and the other four were in the capital phase of the project. Problems resulting from the asbestos crisis in New York City public schools and delayed deliveries and installations affected both phases of the project, but especially the capital phase. Half of the schools were very satisfied with the teacher training they received, while the other half voiced dissatisfaction with the initial training. Opinions about the software programs were mixed; one area of dissatisfaction was the schools' involvement in decision making about the ILS project. Student achievement scores showed no significant differences in reading between program participants and the rest-of-school population. Recommendations include: reexamine teacher training; clarify the roles of CNS and Waterford; and consider how the program expects schools to integrate the use of the ILS lab.
URL: http://www.pacificrim.net/~mckenzie/dec95/simpletext.html
The Mid-Hudson Regional Computer Center (MHRCC) is one of twelve computer centers in New York State, offering a variety of computer services to the school districts in a number of counties in New York.
The Mid-Hudson Regional Computer Center's CCC support includes:
The Mid-Hudson Regional Computer Center Jostens support includes:
The Mid-Hudson Regional Computer Center's CCC support and Jostens support may represent ILS providers' typical support for the ILS users.
URL: http://www.mhrcc.org/ccc.html
The web page indicates that thousands of students in Mid-Hudson Region Schools are on-line with Jostens Curricula in a given week. The impact that Jostens courseware is having on the students is apparent.. Twelve regional Jostens sites in Mid-Hudson Region Schools are implementing the program in the course of a week, the span of instructional levels, curricula areas, and student needs addressed was mind-boggling.
URL: http://www.mhrcc.org/micronews3.html
Computer Curriculum Corporation's ILS offers individualized instruction across all curriculum areas for kindergarten through adult learners. CCC's software, SuccessMaker, is used to develop critical thinking and higher order analytical skills. The CCC management system adjusts course content to each student's rate of learning and provides teachers and administrators with an extensive array of detailed reports.
URL: http://www.cccnet.com/info/coursemain.html
Jostens Learning First creates an interactive learning environment to meet the individual needs of students from kindergarten through adult instructional levels. Curriculum options include mathematics, reading, language arts, writing, science, life and employability skills, Compton's and Golden Book Encyclopedias, as well as Teacher First presentation tools. Lessons and activities provide each student with interactive opportunities for discovery and exploration, creativity, and problem-solving at his or her own level of development. The advanced Jostens management system let teacher customize of their classroom curriculum as well as customize reports to students and parents. Jostens Learning First is supported on both MS-DOS and Macintosh platforms, in lab and/or distributed LAN configurations.
URL: http://www.jlc.com/
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