Technology and Classroom Practices

Technology and Classroom Practices,An Internationals Tudy,Robert B. Kozma

Technology and Classroom Practices   (Citations: 5)
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Abstract This study examines the findings from 174 case studies of innovative pedagogical practices using technology from 28 participatingcountries. The study looks at how classrooms world- wide are using technology to change the practices of teachers and students. Within many of these classrooms, the use of technologicaltools and resources supports students as they search for information, design products, and publish results. Teachers create structure, provide advice, and monitor progress. Beyond these commonly exhibited practices, the study identi- fies specific patterns of classroom practice that are more likely to be associated with reports of certain desirable student outcomes. Examples are provided. (Keywords: computers, educa- tional technology, classroom practice, educational innovation.) Researchers (Bransford, Brown, & Cocking, 2000; Roschelle, Pea, Hoadley, Gordin, & Means, 2000) posit that a number of features of new technologies are consistent with principles of the science of learning and hold promise for improving education. They contend that new information and communications technologies (ICT) can bring exciting curricula based on real-world problems into the classroom, and provide scaffolds and tools to enhance learning. The interactivity of technologies is cited as a key feature that enables students to re- ceive feedback on their performance, test and reflect on their ideas, and revise their understanding. Networked technology can enable teachers and students to build local and global communities that connect them with interested people and expand opportunities for learning. However, Bransford, Brown, and Cocking (2000) caution that the posi- tive impact of technology does not come automatically; much,depends on how teachers use ICT in their classes. A national study in the U.S. (Wenglinski, 1998) actually found a negativerelationship between the fre- quency of use of school computers and school achievement. Similar find- ings came from international data (Pelgrum & Plomp, 2002). On the other hand, Wenglinski found that certain uses of technology had a positiveeffect on achievement. In the fourth grade, for example, the use of computers for learning games was positively related to math achievement. In the eighth
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