Learning with versus without technology in elementary and secondary school

Taylor, Lydotta M.; Casto, Donna J.; Walls, Richard T.

doi:10.1016/j.chb.2004.11.010

Cited by 7 publications

(5 citation statements)

References 14 publications

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“…Primary and secondary schools have significantly higher grades when the target subject is integrated with technology (Taylor, Casto, & Walls, 2007). Similar research on the impact of technology in the classroom results confirms that technology has a media effect on the learning effectiveness of elementary school students (Chauhan, 2017).…”

Section: Figure 9 Interpretation Of Respondents' Answers In Responsesupporting

confidence: 62%

Survey of Elementary School Teacher Needs on Video Learning Mathematics Based on Contentextual Teaching and Learning in Pelembang City

Astika

Astra

Makmuri

et al. 2019

ajpm

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This study aims to gather information about the needs of elementary school teachers in the application of effective mathematics learning. This research is part of a research entitled Development of Learning Videos Based on Contextual Teaching and Learning Approaches to Improve Student Learning Outcomes of Primary Schools in Palembang City. The method used is research and development in the form of survey data. The survey method was carried out using a questionnaire in the Google form on 39 teachers in Palembang. The results of the distribution of the questionnaire interpreted that elementary school teachers were in dire need of media, especially in the form of contextual based mathematics learning videos. The conclusion of this research is the need for the development of learning videos to facilitate teachers in teaching contextual mathematics so that it will have a good impact on learning outcomes of elementary school students

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Section: Figure 9 Interpretation Of Respondents' Answers In Responsesupporting

confidence: 62%

Survey of Elementary School Teacher Needs on Video Learning Mathematics Based on Contentextual Teaching and Learning in Pelembang City

Astika

Astra

Makmuri

et al. 2019

ajpm

View full text Add to dashboard Cite

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“…Thus, students need to be able to use relevant technology to analyze and engage with complex problems (Judson, 2009). This assumption is somewhat parallel with the idea that student learning can be enhanced substantially when the instructional material gets integrated with technology (Taylor, Casto & Walls, 2007). Because real life may require frequent technology use, using relevant technology in instructional settings can make learning more authentic.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders

Mısırlı

Akbulut

2013

CONTEMP EDUC TECHNOL

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The use of emerging technologies shape learners' knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8 th graders' competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.

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“…This has as much to do with the nature of secondary education (focused on specific knowledge development) as it does with students' increased knowledge of and access to ICT. While there are differences, there are also substantial overlaps between elementary and secondary research, with many studies covering both contexts (e.g., Taylor, Casto, & Walls, 2007) and major reviews generally lumping them together. Many of the same motivational questions are being asked, such as whether gamification is a solution to students' motivational malaise or whiteboards are worth the expense.…”

Section: Secondary Schoolmentioning

confidence: 99%

Motivation to Learn in Open, Distance, and Digital Education

Fryer

Shum

2022

Handbook of Open, Distance and Digital Education

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As research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.

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Learning with versus without technology in elementary and secondary school

Cited by 7 publications

References 14 publications

Survey of Elementary School Teacher Needs on Video Learning Mathematics Based on Contentextual Teaching and Learning in Pelembang City

Survey of Elementary School Teacher Needs on Video Learning Mathematics Based on Contentextual Teaching and Learning in Pelembang City

Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders

Motivation to Learn in Open, Distance, and Digital Education

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