I was interested in this article because it presented the merits of cooperative learning and how it complements the usage of computer technology. I have had occasion to use cooperative learning when I was a teacher at the Philippine Refugee Processing Camp in the mountains of Morong, Bataan attending to the academic needs of our Vietnamese, Laotian, Hmong and Cambodian students. I did not have a computer in my classroom but my students were assigned tasks wherein they became interdependent of each other using pencils/pens/markers/papers/crayola/colored paper as their multi-media tools. My goal in dividing the class into several small groups was to elicit more responses from other students who were shy, withdrawn or just plain disinterested in the activity. The class activity where I employed cooperative learning only met my goal halfway. The students who have been quiet stayed quiet and did not participate while the more aggressive students did most of the group work. This article explained that telling students to stay in groups and giving them instructions on what to do does not entail cooperation rather it could encourage more aggressive students to be overbearing thus resulting in the more quiet ones to be discouraged from participating. Group work could also result in competition thus defeating the purpose or goal of the cooperative learning environment (Johnson & Johnson, 1989). The other reason why this article intrigued me was because it explained how cooperative learning integrated with computer activity could be successful in teaching Sunday school classes for young children (MacQueen, 1999) The article advocates the idea of integrating cooperative learning with the use of computer in teaching about the life of Jesus (MacQueen, 1999). The rationale for using this technology is to encourage discussion among members of a small group. Each member of the group should have individual assignment and the teacher should consider the unique personality of each child when assigning tasks. The more quiet one could take down notes, while another could be a presenter. Each member should feel that he/she is linked to the other members and should acknowledge the fact that the success of their project lies not in the work of a few but in the contribution of each member of the group. The activity should be structured to promote positive interdependence within the group; ergo, the group understands that they have to work together as one in order to generate positive result (Johnson & Johnson, 1989). Eventually, leaders and followers would emerge but the goal of encouraging every member to contribute to the completion of the assigned task would be attained. What then is cooperative learning? Cooperative learning is a teaching methodology wherein students learn in small groups and are actively engaged in procedures prescribed by the teacher such as gathering or collecting data, discussing the merits of data collected and arriving at a conclusion as a result of group agreement or decision (MacQueen, 1999). MacQueen (1999) strongly advocates pairing cooperative learning with computer activity in a Sunday school class because the teacher can use the computer to facilitate classroom discussion. He believes that the computer can be a springboard to open peer-to-peer discussion while doing projects together. Sunday school class meets only once a week and it is sometimes difficult for a young learner to open up and share with his peers that he meets only once a week. If computer activity is incorporated in the class work and cooperative learning is encouraged, there is a great chance that the initial shyness would break down resulting in an energetic exchange of ideas while working together. Also, while doing computer work in a small group, students could pool their resources and skills together to create a Power Point presentation, search for information online, or identify which search engine is more efficient for generating information. Students who are in the group are often in different levels of computer skills, so they become dependent on each other for the completion of the task assigned to them. They become more familiar with each other and eliminate the initial anxiety of working in a group resulting in a more comfortable, less intimidating, healthy learning environment. To support teaching and learning in the Sunday school class, the author strongly suggests that the teacher be creative in prescribing fun ways on how the small groups will divide the tasks/assignments among members, how much research, writing, and discussion they need to do (MacQueen, 1999). He recommends that if there are only two or three computer terminals, these should have different Jesus software and students rotate among these terminals. He also encourage teachers to use database-style programs such as Bibleland.com, Bible Atlas and Footsteps of Jesus wherein students may spend only 15-20 minutes in each program and move on to the next. He recommends using another program called the Life of Paul for lessons that extends to more than two weeks (MacQueen, 1999). Further, the author created sample lesson plans wherein technology is integrated with cooperative learning. The following are tips for teachers/practitioners on promoting cooperative learning using computer as a teaching/learning tool (MacQueen, 1999): · Some software can enhance cooperative learning, others don't. · Learn the software by heart. · Find fun ways to break a classroom into smaller groups where members can do the task in a comfortable manner. · Structure the tasks to allow different members of a group to conduct research in different places (in this case, computer terminals). · Prepare good questions that elicit energetic responses from students. · Find ways to identify student leaders without making them feel that they need to dominate the group activity. · Allow ample time for teacher and students to become familiar with computer based cooperative learning teaching and learning. What then is the future of technology enhanced cooperative learning methodology? Cooperative learning has been touted as a good teaching methodology and has been utilized by teachers in designing lesson plans in different fields of disciplines for many years. It has been researched and developed by pioneers in education to complement other existing tools of instruction of which the most recent is computer technology (Gunter, Estes & Schwab, 1999). From these researches evolved computer-based cooperative learning methodology. The future of computer-based cooperative learning methodology is quite interesting. There are still some hurdles that need to be addressed before computer-based cooperative learning methodology spells definite success in classrooms. One significant part of cooperative learning is the teacher. The teacher needs to be willing to be trained in using computer technology in and out of the classroom otherwise technology will not be endorsed by schools. School administration, on the other hand, should be willing to go the extra mile to ensure that a technical support service is available for maintenance of computers and to assist teachers in making them more familiar and confident in using these terminals. Despite the popularity of technology enhanced curriculum, teachers as well as administration need to come up with specific procedures for implementing technology enhanced cooperative learning lesson plans and they should be properly trained in these endeavors (AECT, 2001). Cooperative learning that is technology assisted comes with its own set of quirks. There has been little research done on the effectivity of combining technology and cooperative learning. The strength of this combination has not been fully examined. However, computer technology integrated with curriculum continually evolves and modes of instruction are moving in the same direction evoking some changes that could eventually result to more schools adapting to computer-based/computer-enhanced cooperative learning and teachers becoming more adept in utilizing this methodology (Farb, 1998). I would apply computer enhanced cooperative learning methodology if given the chance to be a teacher again; however, I would take necessary steps to ensure that this endeavor will render satisfactory results. I would try to learn the software by heart, know my students, identify unique students and consider how they would fit in this kind of teaching/learning environment. I would also prepare my students to the intricacies of cooperative learning, introduce them to the challenges posed by computer software and make them aware that working with computers can also result in frustration. I would discuss students' accountability and responsibility while working in a small group. There is no question that computer technology has arrived; it has become a staple in classrooms and has been integrated into curriculums for the purpose of fostering learning. Computer-based cooperative learning methodology is here to stay. References Farb, J. (1998, April). Cooperative learning as a strategy in designing computer based instruction. Retrieved February 23, 2003 from web.starlinx.com/aurora0494/cooppaper.PDF Gunter, M.A., Estes, T. H., & Schwab, J., (1999). Instruction: A models approach (3rd ed.). Needham Heights: MA Johnson, D. & Johnson, R. (n.d.). Cooperative learning. Retrieved February 24, 2003 from http://www.clcrc.com/pages/cl.html MacQueen, N. (1999). A guide to cooperative learning with computers. Sunday School Software Ministries. Retrieved February 24, 2003 from http://www.sundaysoftware.com/coopguid.htm The Association for Educational Communications and Technology. (2001, August 3). The future of technology assisted cooperative learning. The Handbook of Research for Educational Communications and Technology. Retrieved February 24, 2003 from http://www.aect.org/Intranet/Publications/edtech/35/35-11.html