The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Chang, Chun Yen; Tsai, Chin Chung

doi:10.1002/sce.20072

Cited by 46 publications

(17 citation statements)

References 32 publications

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“…The study conducted by Hooper (1992) was coded as 50-99% because students in both the treatment and control conditions received 1½ hours of direct instruction prior to working with the computer-assisted instructional program (1½ hours). The study conducted by Chang and Tsai (2005) was coded as less than 50% because over the course of 1 week, students in both the treatment and control conditions engaged in equal parts of direct instruction, class discussion, and either presentations or self-paced learning via a computer-assisted instructional program. Table 5 describes the strength of the interactive and didactic pedagogical approaches, the nature of technology, and the level of technology saturation for each study.…”

Section: Technology Saturationmentioning

confidence: 99%

The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

Thomas¹,

Alexander²,

Jackson³

et al. 2013

Journal of Educational Computing Research

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This article reports on the results of a representative sample meta-analysis that explored the effects of interactive versus didactic pedagogy using computerassisted instruction on measures of academic achievement. A systematic literature search revealed 40 studies, from which 55 effect sizes were extracted. The random effects model of analysis of these effect sizes revealed that the overall positive mean effect size of 0.175 was significantly different from zero; indicating that, on average, students receiving computer-assisted instruction within interactive learning settings outperformed students receiving computer-assisted instruction within didactic learning settings on measures of academic achievement. The mixed effect analysis of moderator variables revealed statistical significance for the "education level" (i.e., elementary, secondary, higher education), "nature of technology" (i.e., interactive, presentation), and "technology saturation" (i.e., 100%, 50-99%, less than 50%) variables. The theoretical and practical implications of these results, as well as future research recommendations are discussed.

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Section: Technology Saturationmentioning

confidence: 99%

The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

Thomas¹,

Alexander²,

Jackson³

et al. 2013

Journal of Educational Computing Research

View full text Add to dashboard Cite

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“…Secondly, the study aims to gain insight in student variables that relate to possible changes in preferences. There are many studies investigating students’ preferences for education and characteristics of students that influence preferences at a single moment (see e.g., Chang & Tsai, 2005; Furnham & Chamorro‐Premuzic, 2005; Sadler‐Smith & Riding, 1999; Vermunt & Vermetten, 2004), but to our knowledge there is no research available about characteristics that influence the degree to which students’ preferences change over time. Therefore, a second aim of this study is to explore – for aspects that change over time – which learning‐related student characteristics predict later changes in preferences as well as relations between the change in preferences and students’ performances.…”

Section: Introductionmentioning

confidence: 99%

Effects of a school reform on longitudinal stability of students’ preferences with regard to education

Könings

Brand‐Gruwel

Elen

2011

Brit J of Edu Psychol

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“…The mastery of ICT knowledge and skills has been recognised as a significant and fundamental factor contributing to the implementation of ICT-integrated teaching in previous studies (e.g., Govender & Govender, 2009;Mahdizadeh, Biemans & Mulder, 2008;Sørebø, Halvari, Gulli & Kristiansen, 2009). However, in order to effectively enhance students' learning outcomes through ICT-integrated teaching, teachers need to further understand the interaction between the use of ICT, teaching pedagogies (Chang, 2003), students' characteristics (Chang & Tsai, 2005), and features of subject matter . In other words, any successful ICT-integrated teaching requires a comprehensive understanding of the mutually reinforcing relationships between technological knowledge, pedagogical knowledge, and content knowledge (Angeli & Valanides, 2009;Chien, Chang, Yeh & Chang, 2012;Lee & Tsai, 2010;Jang & Chen, 2010;Koehler, Mishra & Yahya, 2007;Mishra & Koehler, 2006;Niess, 2005).…”

Section: In 2005 the Ministry Of Education (Moe) In Taiwan Enacted Tmentioning

confidence: 99%

MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan

Chang

Chien

Chang

et al. 2012

AJET

Self Cite

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This report describes our efforts in fostering Taiwanese pre-service teachers' ability to integrate information and communication technology (ICT) and teaching. The current state of science teacher education and ICT policies in Taiwan are documented briefly. The course model, MAGDAIRE (abbreviated from Modeled Analysis, Guided Development, Articulated Implementation, and Reflected Evaluation) is then introduced to counterbalance the insufficiency of the current teacher education courses in Taiwan. The model is subsequently employed to enhance a science teacher education course at National Taiwan Normal University (NTNU). The study conducted along with the course indicates that MAGDAIRE can significantly improve pre-service teachers' ICT knowledge and skills. Moreover, MAGDAIRE can significantly enhance pre-service teachers' sensitivity to the complex interactions between ICT, pedagogy, and subject matter. Some recommendations for employing the proposed model to enhance teacher education courses are discussed. IntroductionEducating all pre-service primary and secondary teachers in the use of information and communication technology (ICT) to enhance teaching has become a social commitment and an important objective for all teacher education programs in Taiwan. In 2005, the Ministry of Education (MOE) in Taiwan enacted the project Establishing ICT Literacy Standards for Primary and Secondary Teachers (MOE, 2008a). The project argued that a modern teacher in this digital age must know how to utilise ICT for enhancing instructional planning, teaching, assessment, and classroom management. It was expected that, by the end of 2011, more than 90% of primary and secondary school teachers would have implemented ICT-integrated curriculums into their classrooms (MOE, 2008b). In order to meet this demand, the Primary and Secondary School Information Education White Paper (MOE, 2008b) further emphasised the need to initiate training programs to build up pre-service teachers' ICT capacity for teaching.However, there has been little pedagogical innovation to reframe ICT-related courses for teacher education programs. The course list, issued by MOE for all teacher education programs, has not been updated since 2004. As shown in Table 1, only one ICT-related course can be found on the list of required courses; the course is called Instructional Media, in the field of instructional methods. However, pre-service teachers are asked to take only three courses out of the six courses in the field of instructional methods. Thus this ICT course has to compete with other courses for survival within the same field, including Principles of Teaching, Classroom Management, Educational Assessment and Evaluation, Theory and Practice in Counseling, and Curriculum 984 Australasian Journal of Educational Technology, 2012, 28(Special issue, 6) Development and Design. In essence, ICT knowledge and skills are optional rather than fundamental requirements for pre-service teachers. Besides, the focus of Instructional Media is to train pre-servi...

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The interplay between different forms of CAI and students' preferences of learning environment in the secondary science class

Cited by 46 publications

References 32 publications

The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

The Differential Effects of Interactive versus Didactic Pedagogy Using Computer-Assisted Instruction

Effects of a school reform on longitudinal stability of students’ preferences with regard to education

MAGDAIRE: A model to foster pre-service teachers' ability in integrating ICT and teaching in Taiwan

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