63 research outputs found
The Effect of Technology-Rich School Environments on Academic Achievement and Attitudes of Urban School Students
The purpose of this study was to examine the effect of technology-rich educational environments on student academic achievement and attitude. The primary independent variable was the type of school (technology-rich school (TRS) and traditional school (TS)). Additional independent variables included gender, ethnicity, and computer ownership. The dependent variables were: (1) student academic achievement (Iowa Tests of Basic Skills (4th-grade), Virginia\u27s Literacy Passport Test (6th-grade), and Tests of Achievement and Proficiency (11th-grade)) and (2) and student attitudes (questionnaire).
The design examined the differences between TRS and TS (N = 1088). Compared were 4th-grade elementary school students attending a TRS (n = 47) and a TS (n = 42); 6th-grade middle school students attending a TRS (n = 337) and a TS (n = 244); and 11th-grade high school students attending a TRS (n = 248) and a TS (n = 170). An examination of pre-treatment academic achievement data indicated no significant differences between the treatment and comparison groups.
Academic achievement findings indicated that: 4th-grade TRS students\u27 ITBS scores were higher than 4th-grade TS students (p = 0.0441) based on type of school and computer ownership; 6th-grade TRS students\u27 LPT scores were higher than 6th-grade TS students (p = 0.0071); 11th-grade TRS students\u27 TAP scores were higher than 11th-grade TS students (p = 0.0009), based on the interaction of type of school, gender, and ownership.
Attitude findings indicated that: 6th-grade TRS students had higher attitude-toward-school scores (p = 0.0001) and composite-attitude scores (p = 0.0044); 6th-grade TRS students had higher attitude-toward-school scores (p = 0.0121), attitude-toward-technology (p = 0.0176), and composite-attitude scores (p = 0.0042) based on the interaction of type of school, gender, and computer ownership; 11th-grade TRS students had higher attitude-toward-school scores (p = 0.0116), attitude-toward-technology (p = 0.0095), and composite-attitude scores (p = 0.0047); and, 11th-grade students had higher attitude-toward-school scores (p = 0.0334) based on the interaction of type of school and gender. The overall findings indicated that TRS environments contribute to increased academic achievement of 4th-grade, 6th-grade, and 11th-grade students and contribute to positive student attitudes toward school, technology, and overall attitude for 6th-grade and 11th-grade students
TABLET: The Personal Computer of the Year 2000
Coordinated Science Laboratory was formerly known as Control Systems LaboratorySRC / 87-DP-109NASA / NAG 1-61
The Tiger Vol. 85 Issue 1 1991-08-30
https://tigerprints.clemson.edu/tiger_newspaper/3131/thumbnail.jp
Computer education: new perspectives
Computer technologies were introduced into educational contexts over two decades ago and while there is some argument about the extent to which computers have realised their potential, they have undoubtedly had a significant impact on education. A look into any school will reveal computers being used widely by clerical staff, teachers and children.
It is clear that computers are here to stay, but it is less clear as to how effectively they are being used in the learning process. Teachers not only need to use computers but they need to use them well, and in order to do this they must understand what computer technology can offer and the ways in which such technology can be used in teaching and learning
A focus on learning : Wuality in teaching & learning : The proceedings of the Teaching & Learning Forum, Edith Cowan University, Perth, February 1995
These papers represent the proceedings of the fourth Teaching and Learning Forum conducted in Perth from February 7-9, 1995. Curtin University hosted the first two Forums and we at Edith Cowan University the third and fourth. In 1996 the honour (and the hard work) transfers to Murdoch.
The Forum\u27s objectives were:
• To bring together people in higher education who are interested in practical teaching issues (Lecturers, managers, administrators, students, support, general and technical staff).
• To share ideas, information and practices in a variety of mutually supportive, friendly and co-operative ways.
• To celebrate quality in teaching and learning and raise the status of teaching and learning in tertiary institutions.
We believe that these were achieved.
This set of proceedings is not organised around a set of sub themes, but rather is presented in alphabetical order with outlines of workshops and short presentations taking their place alongside research papers - as was the case at the Forum
Bulletin of The University of New Hampshire. Undergraduate Catalog 1994-1995
The Bulletin of the University of New Hampshire Undergraduate Catalog contains general information about the university. It is published twice in December, January, and February, and once each in March, April, July, and August
Bulletin of The University of New Hampshire. Undergraduate Catalog 1993-1994
The Bulletin of the University of New Hampshire Undergraduate Catalog contains general information about the university. It is published twice in December, January, and February, and once each in March, April, July, and August
IAIMS newsletter
NewsletterThe IAIMS Newsletter (1996-2005) provides valuable information about library activities and resources as well as informative articles related to information technology
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