The effects of computer-integrated instruction on content learning in an undergraduate reading/language arts methods course
Jean Susan Lynch, University of South Florida, United States
University of South Florida . Awarded
The purpose of this study was to determine how prior computer experience, attitudes toward computers, and dyad type affect learning about phonemic awareness content and HyperStudio content in an Early Literacy Reading methods course. Participants were randomly grouped into similar or dissimilar dyads based on prior computer experience. They worked to complete a five card HyperStudio lesson about phonemic awareness for children during a five hour instructional unit.
The results of this study do not support that dyad type (similar or dissimilar prior computer experience) plays a statistically significant role in performance on a phonemic awareness measure, a HyperStudio measure, or on task completion. Similarly, prior attitude did not contribute at a statistically significant level to HyperStudio or phonemic awareness performance in this study. Prior experience, however, while its contributions were not statistically significant to performance on the phonemic awareness measure, did show a relationship with HyperStudio performance which varied a statistically significant amount across sections.
Several important implications were presented in this study. First, there is not evidence in this study indicating that instructors should restrict dyads in methods classes based on similar or dissimilar prior computer experience. Similarly, there is no evidence that students who start with a certain experience in computers add to their HyperStudio understanding with greater proficiency than those starting with lower levels of prior experience.
Second, students were able to learn technology content, phonemic awareness content, and complete their assignment (task), although it is not clear if these scores would have been higher had technology not been introduced. Despite technological problems that arose, students were still able to learn.
In conclusion, the researcher recommended a closer examination of the quality of interactions between dyad partners, examination of the effects of time, and the effect of realistic motivation (i.e. using their lessons with children). Although technology expertise of participants and professors may change along with the technological setting, this study began an exploration designed to identify crucial factors and how they effect learning (flow chart of events leading to integration of technology and relating blocks are included in the appendix).
Lynch, J.S. The effects of computer-integrated instruction on content learning in an undergraduate reading/language arts methods course. Ph.D. thesis, University of South Florida.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com