Using Laptops to Facilitate Middle School Science LearningThe Results of Hard Fun
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Zusammenfassungen
This research project, in particular, focuses on how the MLTI laptop
program may be implemented within a science classroom. More specifically, this report
describes an action research study designed to answer the following research question:
Is the use of the laptops to create narrated animations more effective than having
students create traditional paper diagrams and reports in helping students learn the
concepts related to Earth’s axis angle?
Von Alexis M. Berry, Sarah E. Wintle im Buch Using Laptops to Facilitate Middle School Science Learning (2009) Over the past decade, the amount of technology available to students has increased
considerably. Internet resources and educational computer software have become more
readily available to students within their classrooms. As a result of these changes, many
educators have begun to ask how to implement aspects of these technologically‐advanced
tools and resources into their curriculums. In addition, many districts are actively
encouraging teachers to adopt and put into practice technology‐based resources and
applications.
As the Maine Learning Technology Initiative (MLTI) enters its seventh year of implementation, the need to expand upon the current research is essential. In an effort to gather information about implementing technology within various educational contexts, the Center for Education Policy, Applied Research, and Evaluation (CEPARE) at the University of Southern Maine collaborated with a science teacher from Bristol Consolidated School to conduct an action research study to determine how the use of technologicallyadvanced tools and resources might affect academic achievement and student engagement in the science classroom.
Pre‐ and post‐assessments illustrated greater comprehension levels among the students who were assigned to complete a technology‐rich project in comparison to students who were asked to complete a more traditional science project. In addition, a retention assessment revealed greater retention of information among those who had completed the technology‐rich project. Lastly, student engagement appeared to be higher among those who were working directly with their laptops to complete their science projects.
The post‐assessment and the student interviews revealed that many of the students found the technology‐rich project to be more challenging and time‐consuming; however, many of the students also agreed that the project was more fun and engaging. These statements are illustrative of Seymour Papert’s concept of “hard fun”, by which Papert describes the idea that children enjoy being challenged and that they have greater learning outcomes when they are given the opportunity to actively construct new knowledge in an exciting way.
Von Klappentext im Buch Using Laptops to Facilitate Middle School Science Learning (2009) As the Maine Learning Technology Initiative (MLTI) enters its seventh year of implementation, the need to expand upon the current research is essential. In an effort to gather information about implementing technology within various educational contexts, the Center for Education Policy, Applied Research, and Evaluation (CEPARE) at the University of Southern Maine collaborated with a science teacher from Bristol Consolidated School to conduct an action research study to determine how the use of technologicallyadvanced tools and resources might affect academic achievement and student engagement in the science classroom.
Pre‐ and post‐assessments illustrated greater comprehension levels among the students who were assigned to complete a technology‐rich project in comparison to students who were asked to complete a more traditional science project. In addition, a retention assessment revealed greater retention of information among those who had completed the technology‐rich project. Lastly, student engagement appeared to be higher among those who were working directly with their laptops to complete their science projects.
The post‐assessment and the student interviews revealed that many of the students found the technology‐rich project to be more challenging and time‐consuming; however, many of the students also agreed that the project was more fun and engaging. These statements are illustrative of Seymour Papert’s concept of “hard fun”, by which Papert describes the idea that children enjoy being challenged and that they have greater learning outcomes when they are given the opportunity to actively construct new knowledge in an exciting way.
Dieses Buch erwähnt ...
Personen KB IB clear | Aaron K. Gritter , Idit Harel , Seymour Papert , David L. Silvernail | ||||||||||||||||||
Begriffe KB IB clear | action researchaction research , Ein Notebook pro LehrerIn (ENpL)One Laptop per Teacher , Ein Notebook pro StudentIn (ENpS) , Maine’s One-to-One Laptop ProgramMaine’s One-to-One Laptop Program , Notebooklaptop , Notebooks an Schulennotebooks in schools , Wireless Computing an Schulen , WLAN / Wireless LANWireless LAN | ||||||||||||||||||
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Nicht erwähnte Begriffe | One-to-One-Computing |
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Volltext dieses Dokuments
Using Laptops to Facilitate Middle School Science Learning: Gesamtes Buch als Volltext (: , 696 kByte; : Link unterbrochen? Letzte Überprüfung: 2020-11-28 Letzte erfolgreiche Überprüfung: 2011-06-13) |
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Beat und dieses Buch
Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren. Beat selbst sagt, er habe dieses Dokument nicht gelesen.