Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?

Autor/inn/en	Cakir, Hasan; Delialioglu, Omer; Dennis, Alan; Duffy, Thomas
Titel	Technology Enhanced Learning Environments for Closing the Gap in Student Achievement between Regions: Does It Work?
Quelle	In: AACE Journal, 17 (2009) 4, S.301-315 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-3696
Schlagwörter	Academic Achievement; Instructional Materials; Geographic Location; Educational Environment; School Business Relationship; Technical Education; Partnerships in Education; High Schools; Achievement Gap; Urban Schools; Suburban Schools; Educational Technology; Technology Integration; Blended Learning; Web Based Instruction; Electronic Learning; Computer Networks; Instructional Effectiveness; Program Effectiveness; Comparative Analysis; Gender Differences; Rural Urban Differences; Rural Schools; Academic Ability; School Location; Predictor Variables + Suchen Sie Ihr Suchwort? Schulleistung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technikunterricht; Hochschulpartnerschaft; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Web Based Training; Computernetz; Computernetze; Kommunikationsnetz; Unterrichtserfolg; Geschlechterkonflikt; Stadt-Land-Beziehung; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulgelände; Prädiktor
Abstract	Student achievement gap between urban and suburban regions are a major issue in U.S. schools. Technology enhanced learning environments that support teaching and learning process with advanced technology may close this achievement gap. This paper examines the impact of student and school factors with an emphasis on schools' geographic location on student achievement in the Cisco Networking Academy, a technology enhanced learning environment. The instructional model in the Cisco Networking Academy combines face-to-face learning with online curriculum and instructional materials that are distributed over the Internet so that all instructors and students receive the same instructional materials and content tests. 4,670 students from 386 high schools participated in this study. Considering together with gender, ability and motivation factors, results showed that students located in different geographical locations achieve equally well in the networking program. The results concluded that this combination of technology-enhanced classroom learning environment help students in different regions equally well to achieve in the program, which gives promising results to remedy student achievement gap between geographical regions. (Contains 3 tables.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org/pubs/aacej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10