“…You think for me, so I don’t have to.” The Effect of a Technology-Enhanced, Inquiry Learning Environment on Student Learning in 11th grade United States History
Adam M. Friedman, Wake Forest University, United States ; Tina L. Heafner, University of North Carolina at Charlotte, United States
CITE Journal Volume 7, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
In a study investigating the effects of student engagement in inquiry learning through the development of Web sites, nearly every student reported having enjoyed the project, and the majority scored an A or B for their project grade. However, neither enjoyment nor high achievement on this performance task necessarily translated into high scores on the unit test. Therefore, this paper explores why success in a technology rich inquiry environment did not translate to measurable changes in student learning. Results demonstrated that students were not accustomed to this type of pedagogy and that the assessment did not match the task.
Friedman, A.M. & Heafner, T.L. (2007). “…You think for me, so I don’t have to.” The Effect of a Technology-Enhanced, Inquiry Learning Environment on Student Learning in 11th grade United States History. Contemporary Issues in Technology and Teacher Education, 7(3), 199-216. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2007 Society for Information Technology & Teacher Education
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