Under the Microscope: Factors Influencing Student Outcomes in a Computer Integrated Classroom
YOVAN ESHET, JOEL KLEMES, LYN HENDERSON, James Cook University, Australia
JCMST Volume 19, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Researchers continue to argue that more research is needed con-cerning how teachers actually integrate instructional technology into their curriculum. This qualitative study examined the incor-poration of interactive multimedia science software into a grade two classroom over a six-week period. There was growth in vari-ous social and thinking skills that were developed and reinforced within the computer-supported learning environment. Several factors that contributed to these outcomes are identified: the software's instructional design, enthusiasm, on-task behavior, cooperation and collaboration among the students, improved cognitive learning outcomes, attitudes toward science, the teach-er's pedagogical approach and attitudes toward incorporating technology into the curriculum, and an integrated curriculum. In addition, the results indicated increased positive attitudes to-wards science by the girls after using the software. Implications for computer integration are provided.
ESHET, Y., KLEMES, J. & HENDERSON, L. (2000). Under the Microscope: Factors Influencing Student Outcomes in a Computer Integrated Classroom. Journal of Computers in Mathematics and Science Teaching, 19(3), 211-236. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)