704 research outputs found

    An Investigation of Purpose Built Netbooks for Primary School Education

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    ABSTRACT This paper is a qualitative evaluation of student netbooks used in a classroom setting. Netbooks are thought to be one promising development in the next generation of learning devices, pairing everyday PC capabilities with a purposeful design built for students and schools. The findings suggest that the design is appropriate and engaging for the unique needs of individual primary school students. Nevertheless, the design and specifications of the netbooks do not yet address some classroomlevel practices that are crucial to the success of the technology in classrooms. This paper describes some of the key findings of this evaluation, as well as a summary of design considerations for the future design of mobile PCs for education

    Constructive chaos : case study of student learning in a grade 5 one-to-one computing environment

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    Educators are being asked to transform traditional pedagogy to include strategies, resources and tools to accommodate 21st century learning (Jacobs, 2010; Stansbury, 2010; U.S. Department of Education, 2010). This thesis analyzes strategies used in a grade five one-to-one learning environment to enrich learning and accommodate 21st century skills. Analysis of qualitative data is provided through a detailed description of emergent information within a case study. Results are presented on three specific strategies used to enrich learning within the technology-based environment. The findings may be useful not only to teachers but administrators, leaders and instructional designers within the educational field. 21st Century teaching and learning presents a holistic view, combining key elements including: core subjects, learning and innovation skills, information, media and technology skills and life and career skills (Partnership for 21st Century Skills, 2004). “The 21st Century learning model calls for significant paradigm shift in what is taught, how it is taught and how progress is assessed” (21st Century Learning Associates Inc., 2010). The transformation to integrate technology-based learning with pedagogy, although essential to the 21st Century learning model (21st Century Learning Associates Inc., 2010), may be leaving a number of educators “stuck” not understanding what is being asked of them or where to begin. In an attempt to better understand instructional and learning processes used for 21st Century teaching and learning, this research study focuses on three strategies: one-to-one (1:1) computing, instructional design (ID) and differentiated instruction (DI). Strategies are analyzed on the enrichment effect each of the variables have on a grade five learning environment for the development of 21st century skills. Qualitative participant data are presented through a case study approach. The qualitative data analysis software Nvivo9™ is used to organize and categorize jumbled results of semi-structured interviews, direct classroom observations and documentation. Results of the research study are descriptive in nature characterizing, how each of the three strategies (1:1 computing, ID and DI) influenced teaching and learning within the grade five technology-based learning environment. Processes (instructional and learning) are highlighted as a result of the research study. One may view this thesis as an instructional design thesis, drafting a blueprint for enriching instruction within a technology-based learning environment. Teachers, educational leaders, instructional designers and others involved with 1:1 computing, ID and DI may find the results of this thesis significant to assist with a holistic view towards 21st century teaching and learning

    Impact Of Netbook Computers On One District\u27s Social Studies Curriculum

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    The purpose of this study was to collect and analyze quantitative and qualitative data to determine the overall impact of a pilot netbook initiative in five social studies classrooms. The researcher explored the impact on teaching and learning social studies with the primary source of curriculum delivery through one-to-one netbook computer access by students. It also focused on student perception of engagement, productivity, and learning of social studies curriculum through the utilization of a netbook computer in place of a traditional textbook in a social studies classroom. The research and data collection, through the Grand Forks Public Schools Social Studies Steering Committee, was conducted in several ways utilizing a mixed-methods approach. First, a pre-experimental design, one group pre-post-survey, was used with the groups who were introduced to laptop computers in place of their traditional textbook. Second, a quasi-experimental design, pre-post-survey non-equivalent group design, was used to compare the pilot to the control. Students in one class continued to use a textbook and the other a netbook computer as a pilot for social studies curriculum. Finally, qualitative methods were used to bring depth and perspective to the research. An analysis of student and teacher responses to open-ended questions were conducted. In addition, data was analyzed from classroom observations throughout the pilot. Although some of the data and evidence indicated positive perceptions among the netbook pilot students, quantitative data did highlight negative growth areas in engagement, productivity, and learning within the pilot. On the other hand, qualitative data portrayed an overall positive perception of using the netbooks among the pilot students

    Impact of Netbook Computers on One Districts Social Studies Curriculum

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    The purpose of this study was to ascertain the impact of a one-to-one netbook initiative on learning in five social studies classrooms. Quantitative and qualitative data were collected and analyzed to determine the overall impact. The researcher explored the impact on teaching and learning social studies with the primary source of curriculum delivery through one-to-one netbook computer access by students. It also focused on measuring student perception of engagement, productivity, and learning of social studies curriculum through the utilization of a netbook computer in place of a traditional textbook in a social studies classroom. The research and data collection, through the Grand Forks Public Schools Social Studies Steering Committee, were conducted in several ways utilizing a mixed-methods approach. First, a pre-experimental design, one group pre-post-survey, was used with the students who were introduced to netbook computers in place of their traditional textbook. Second, a quasi-experimental design, pre-post-survey non-equivalent group design, was used to compare the pilot to the control. Students in the control group continued to use a textbook and the pilot group a netbook computer as a pilot for social studies curriculum. Finally, qualitative methods were used to bring depth and perspective to the research. An analysis of student and teacher responses to open-ended questions was conducted. In addition, data were analyzed from classroom observations throughout the pilot. Although some of the data and evidence indicated positive perceptions among the netbook pilot students, quantitative data did highlight negative growth areas in engagement, productivity, and learning within the pilot. On the other hand, qualitative data portrayed an overall positive perception of using the netbooks among the pilot students

    Monitoring impact: delivering on expectations

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    Learning, spaces and technology: exploring the concept

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    Digital and Social Inequalities : A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

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    This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. What were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? In order to answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi-structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integrationFacultad de Humanidades y Ciencias de la Educació

    Digital and Social Inequalities : A Qualitative Assessment of the Impact of the Connecting Equality Program on Argentinean Youth

    Get PDF
    This paper focuses on the ties between social and digital inequalities among Argentinean youth. It uses a qualitative approach to explore different aspects of the everyday lives of adolescents, such as sociability, leisure time and family use of Information and Communication Technologies (ICTs), in order to assess the impact of the Connecting Equality Program (Programa Conectar Igualdad, PCI) on reducing digital inequalities and fostering social inclusion. What were the existing conditions of access for students and their families when the PCI was first implemented? What influence does the implementation of the PCI have on the individual, family and scholastic appropriation of ICTs? How does the use of computers and the Internet vary among youth? Has this large-scale incorporation of netbooks in schools, and especially homes and free time changed it in any way? Does the appropriation of ICTs through student participation in the PCI contribute to material and symbolic social inclusion? In order to answer these questions, we compare the processes of ICT appropriation among lower and middle class adolescents, focusing on the distinctive uses and meanings assigned to computers and the Internet by boys and girls in their daily lives. For this purpose we analyze data collected through semi-structured interviews in two schools in Greater La Plata, Argentina during 2012. The main findings show that in terms of access, skills and types of use, the implementation of the PCI has had a positive impact among lower class youth, guaranteeing access to their first computers and promoting the sharing of knowledge and digital skills with family members. Moreover, evidence of more diverse and intense use of ICTs among lower class students reveals the development of digital skills related to educational activities. Finally, in terms of sociability, having a personal netbook enables access to information and cultural goods which are very significant in generating ties and strengthening identities and social integrationFacultad de Humanidades y Ciencias de la Educació
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