Introducing Laptops to Children: An Examination of Ubiquitous Computing in Grade 3 Reading, Language, and Mathematics

Autor/inn/en	Bernard, Robert M.; Bethel, Edward Clement; Abrami, Philip C.; Wade, C. Anne
Titel	Introducing Laptops to Children: An Examination of Ubiquitous Computing in Grade 3 Reading, Language, and Mathematics
Quelle	In: Canadian Journal of Learning and Technology, 33 (2007) 3, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	Laptop Computers; Computer Uses in Education; Foreign Countries; Grade 3; Grade 2; Academic Achievement; Achievement Gains; Technology Integration; Reading Achievement; Mathematics Achievement; Technological Literacy; Literature Reviews; Language Arts; Program Effectiveness; Questionnaires; Pretests Posttests; Standardized Tests; Scores; Elementary School Students; Canada + Suchen Sie Ihr Suchwort? Laptop computer; Laptop; Computer; Digitalrechner; Computernutzung; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 02; 2. Schuljahr; Schuljahr 02; Schulleistung; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Technisches Wissen; Sprachkultur; Fragebogen; Standadised tests; Standardisierter Test; Kanada
Abstract	This study examines the achievement outcomes accompanying the implementation of a Grade 3 laptop or so-called "ubiquitous computing" program in a Quebec school district. CAT3 reading, language, and mathematics batteries were administered at the end of Grade 2 and again at the end of Grade 3, after the first year of computer implementation. Overall gain was found in all three content areas, but was differential when compared with the norms of the CAT3. Additionally, some evidence suggested a differential gain for lower and middle-level learners during the school year. Teachers were administered an instrument called the "Technology Implementation Questionnaire" (TIQ) that assessed the purposes and extent of technology integration. Negative correlations were found in reading achievement gain for items associated with the higher use of communicative, evaluative, and creative uses of computers. Open-ended teacher responses indicated the need for more professional support for instructional implementations of computing. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01