Orchestrating the XO computer with digital and conventional resources to teach mathematics.
Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers for their students, we ask which elements are necessary to improve learning when introducing digital re...
| Published in: | Journal of Computer Assisted Learning Vol. 31; no. 3; pp. 202 - 220 |
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| Main Authors: | , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Jun2015
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103791601&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 103791601 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2015 vid: 31 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 103791601 102186311 10.1111/jcal.12081 103791601 ppf: 202 ppct: 18 formats: tig: atl: Orchestrating the XO computer with digital and conventional resources to teach mathematics. aug: au: Díaz, A. Nussbaum, M. Varela, I. affil: Faculty of Computer Science, Pontificia Universidad Católica de Chile sug: subj: Computer-Assisted Instruction Utilization Mathematics Academic Achievement In Infancy and Childhood Human Male Female Analysis of Covariance Child Teaching Methods Trends Learning Methods Trends Uruguay Information Resources Utilization Outcomes of Education In Infancy and Childhood Quasi-Experimental Studies Coefficient alpha Effect Size Descriptive Statistics P-Value Pearson's Correlation Coefficient Post Hoc Analysis Quantitative Studies Funding Source Child: 6-12 years Male Female ab: Recent research has suggested that simply providing each child with a computer does not lead to an improvement in learning. Given that dozens of countries across the world are purchasing computers for their students, we ask which elements are necessary to improve learning when introducing digital resources into the classroom. Understood the orchestration as the coordination of conventional and digital resources, we examine whether effective resource orchestration improves student learning. To do so, an 8-month study was undertaken across 17 schools in Uruguay, involving 544 fourth grade students. A treatment group worked under an orchestrated strategy, while a control group followed the national strategy, which includes the One Laptop per Child Computer ( XO). Our study confirmed that the national strategy alone is capable of producing significant progress in student learning. However, we also found that the orchestration produces a statistically significant improvement in the results when compared to the control group. The main finding indicates that when teachers have an orchestrated strategy to integrate digital and non-digital resources, student learning is enhanced in relation to the curricular objectives. Finally, we discovered that learning is improved in the treatment group when there is systematic use of resources, and when the school's infrastructure facilitates the use of the technology. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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