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Empirical evaluation of a technology...

McCreary, Faith Anne.

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Empirical evaluation of a technology-rich learning environment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Empirical evaluation of a technology-rich learning environment./
Author:	McCreary, Faith Anne.
Description:	327 p.
Notes:	Co-Chairs: Robert C. Williges; Roger W. Ehrich.
Contained By:	Dissertation Abstracts International62-10A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027898
ISBN:	0493400184

Empirical evaluation of a technology-rich learning environment.
McCreary, Faith Anne.

Empirical evaluation of a technology-rich learning environment. - 327 p.

Co-Chairs: Robert C. Williges; Roger W. Ehrich.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2001.

In the fall of 1996, the Computer Science Department at Virginia Tech initiated a joint project with a local school district, to determine how ready access to networked computing in the fifth grade would affect students. Called the PCs for Families (PCF) project, its goal was to learn what could be achieved if technology access, support, and curriculum integration could be eliminated as obstacles or constraints in the classroom and at home. A technology-rich classroom was created, with the classroom teacher trained in constructivist teaching practices and technology integration by a master teacher. Network computers were found on every desktop, with scanners, digital cameras, and other technologies scattered throughout the room. A computer was sent home with each child and teacher, and as much support as necessary was provided to all program participants, including parents. As part of this research, a yearlong field experiment was undertaken to explore the effects of the PCF intervention on the third cohort of students participating in the project. Macroergonomics served as the theoretical framework for the experiment, which focused on the in-depth, systematic assessment of those quantitative changes that resulted from exposure to the PCF fifth-grade network classroom. Students participating in the field research were randomly selected from the larger pool of students eligible for the PCF project at the school. Selected students were randomly assigned to either to the PCF fifth-grade classroom or the standard fifth-grade classroom, which served as a control group.

ISBN: 0493400184Subjects--Topical Terms:

1017498
Education, Technology.

Empirical evaluation of a technology-rich learning environment.
LDR:03114nam 2200301 a 45 001 937406
005 20110511
008 110511s2001 eng d
020 $a 0493400184
035 $a (UnM)AAI3027898
035 $a AAI3027898
040 $a UnM $c UnM
100 1 $a McCreary, Faith Anne. $3 1261269
245 1 0 $a Empirical evaluation of a technology-rich learning environment.
300 $a 327 p.
500 $a Co-Chairs: Robert C. Williges; Roger W. Ehrich.
500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3358.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2001.
520 $a In the fall of 1996, the Computer Science Department at Virginia Tech initiated a joint project with a local school district, to determine how ready access to networked computing in the fifth grade would affect students. Called the PCs for Families (PCF) project, its goal was to learn what could be achieved if technology access, support, and curriculum integration could be eliminated as obstacles or constraints in the classroom and at home. A technology-rich classroom was created, with the classroom teacher trained in constructivist teaching practices and technology integration by a master teacher. Network computers were found on every desktop, with scanners, digital cameras, and other technologies scattered throughout the room. A computer was sent home with each child and teacher, and as much support as necessary was provided to all program participants, including parents. As part of this research, a yearlong field experiment was undertaken to explore the effects of the PCF intervention on the third cohort of students participating in the project. Macroergonomics served as the theoretical framework for the experiment, which focused on the in-depth, systematic assessment of those quantitative changes that resulted from exposure to the PCF fifth-grade network classroom. Students participating in the field research were randomly selected from the larger pool of students eligible for the PCF project at the school. Selected students were randomly assigned to either to the PCF fifth-grade classroom or the standard fifth-grade classroom, which served as a control group.
520 $a Results from the field study provide evidence that macroergonomic methodologies for analysis and design of work systems are extensible to classroom systems, and provide a systematic framework for examining issues related to the introduction of classroom computing technology. A critical element of any successful effort to integrate technology into the curriculum is access to adequate classroom technology and support; however, as this research illustrates, they are not sufficient to ensure successful integration. (Abstract shortened by UMI.)
590 $a School code: 0247.
650 4 $a Education, Technology. $3 1017498
650 4 $a Engineering, System Science. $3 1018128
690 $a 0710
690 $a 0790
710 2 0 $a Virginia Polytechnic Institute and State University. $3 1017496
773 0 $t Dissertation Abstracts International $g 62-10A.
790 $a 0247
790 1 0 $a Ehrich, Roger W., $e advisor
790 1 0 $a Williges, Robert C., $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027898