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Does Digital Teaching Platform Make a Difference?
PROCEEDINGS

, , Time To Know, Israel

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study explores the effects of a social-constructivist technology-rich learning environment on elementary schools students' achievement in Mathematics and English Language Arts (ELA). The subjects were 59 4th grade students, who joined a Time To Know program in Dallas and 68 4th grade students who learned in traditional settings. Findings indicated that learning with Time To Know program significantly enhanced students Mathematics and ELA achievements and contributed to development of Mathematics reasoning skills. In addition, the study showed that Time To Know program narrowed the gap between the low and high achievement students, as well as significantly promoted the academic outcomes of at-risk students, compared to the traditional settings. The paper is based on data collected in an evaluation study conducted by Scott, Rockman, Kuusinen, & Bass (2011).

Citation

Rosen, Y. & Livshits, D. (2011). Does Digital Teaching Platform Make a Difference?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3700-3711). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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