Journal of Educational Computing Research Volume 46, Number 3, ISSN 0735-6331
This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop use, data were collected from surveys, test scores, interviews with students, and teacher reflections. The findings indicate that students demonstrated greater learning engagement, but no significant difference was found in test scores between students who had been given laptops and those who had not. Moreover, student engagement decreased as the novelty effect waned, while the number of students who used laptops inappropriately (e.g., playing online games during class) increased as the project progressed. Detailed explanations for this lack of influence on learning and decreased engagement are provided. (Contains 2 tables.)
Hur, J.W. & Oh, J. (2012). Learning, Engagement, and Technology: Middle School Students' Three-Year Experience in Pervasive Technology Environments in South Korea. Journal of Educational Computing Research, 46(3), 295-312.
Student Expectations and Patterns of Instructional Activities with iPad-Cart Integration in Multi-School Secondary Classrooms
C. Candace Chou, University of ST. Thomas, United States; Lanise Block, University of St. Thomas, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1384–1392
Lea Johnson & Denver Fowler, The University of Mississippi, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 985–1009
A Comparison of Classrooms of Tomorrow (COT) and 1:1 Classrooms and Associated High School Student Learning Outcomes
Tina Heafner & Ponscheck Ashley, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 831–838
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