Bridging the Social Gap through Educational Technology: Using the Time to Know Digital Teaching Platform

Autor/inn/en	Rosen, Yigal; Wolf, Iris
Titel	Bridging the Social Gap through Educational Technology: Using the Time to Know Digital Teaching Platform
Quelle	In: Educational Technology, 51 (2011) 5, S.39-43 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Semitic Languages; Constructivism (Learning); Foreign Countries; Educational Technology; Grade 5; English (Second Language); Social Integration; Achievement Gains; Socioeconomic Influences; Low Income Groups; Achievement Gap; Technology Uses in Education; Outcome Measures; Teaching Methods; Instructional Effectiveness; Instructional Innovation; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Ausland; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Integration; Achievement gain; Leistungssteigerung; Sozioökonomischer Faktor; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Educational Innovation; Bildungsinnovation
Abstract	This article describes the educational effects of the Time To Know Digital Teaching Platform used with low socio-economic status (SES) students' in learning mathematics, Hebrew, and English as a Foreign Language (EFL) in Israel. The study described in the article is based on the assumption that one of the possible solutions for bridging the social gap between low-SES students and others can be based on narrowing the "digital divide," particularly by bringing a 1:1 computing social-constructivist learning environment to the low-SES students. The subjects were 49 fifth-grade students of a low-SES, who joined a Time To Know program in Israel, and 42 fifth-grade students who learned in a traditional setting. Findings indicated that learning with the Time To Know program significantly enhanced students' mathematics, Hebrew, and EFL achievements. In addition, the findings showed that as a result of learning in the Time To Know environment, the knowledge and skills gap between the students was significantly narrowed. The authors discuss the nature of the unique impact of educational technology on low-SES students and suggest practical implications of their research findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10