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Troy Banther wrote:
Troy, as it turned out, CCC was an additive model --- teacher taught,
then computer drilled. With the Plato stuff, a subtractive model was
used: teacher put some kids on just plato and taught others. In one
environment all the title I. kids got palmed off on Plato, while the
teacher satisfied her goal of showing significant gains for the better
students. We reported that as de facto discrimination, since a great
proportion of the Title I. kids were minority. I do believe both the
teacher and the principal were not re-hired. By the way, my wife is
designing grade school level finance modules to be taught by parents in
line with the regular mathematics curriculum. She is a CPA/math type.
Actually my opinion of PLATO is mixed. It does certain things very well and
others are less than desired. The newer and recent lessons are okay. But
there is some legacy lessons.
I am not talking about the old CMI-based OLATO but the newer Pathways.
My understanding is the corporation that owns PLATO, namely The Roach
Organization (TRO), also purchased CCC as-well-as Academic Systems. Marxist
theory in action I guess or anarchic American capitalism at its best - take
I don't disagree with you or your studies. We are just showing gain where the
student and technology are both combined. This is regardless of the platform.
My personal preference is the Kumon Method when it comes to Mathematics. But
then again I don't believe that it is for everyone or evry location.
My goal is to locate software that covers all the basics in Adult Basic
Education, GED, ESL, and developmental software that is not childish or
offensive to adult learners and is also open source.