Long Term Effects on Technology Enhanced Learning: The Use of Weekly Digital Lessons in Mathematics

Autor/inn/en	Kurvinen, Einari; Kaila, Erkki; Laakso, Mikko-Jussi; Salakoski, Tapio
Titel	Long Term Effects on Technology Enhanced Learning: The Use of Weekly Digital Lessons in Mathematics
Quelle	In: Informatics in Education, 19 (2020) 1, S.51-75 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Educational Technology; Technology Uses in Education; Mathematics Instruction; Mathematics Achievement; Grade 2; Elementary School Students; Teaching Methods; Arithmetic; Elementary School Mathematics; Foreign Countries; Program Effectiveness; Finland + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 02; 2. Schuljahr; Schuljahr 02; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Ausland; Finnland
Abstract	In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01