Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment.
The context of this article is the new technological environment and the struggle to use meaningful teaching practices in Norwegian schools. Students' critical reflections in two different technological learning environments in six upper secondary schools are compared. Three of these schools offer I...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 5; pp. 411 - 423 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Oct2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105343583&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343583 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2009 vid: 25 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343583 105343583 2010457716 10.1111/j.1365-2729.2009.00318.x 105343583 ppf: 411 ppct: 12 formats: tig: atl: Two configurations for accessing classroom computers: differential impact on students' critical reflections and their empowerment. aug: au: Solhaug T affil: Program for Teacher Education, Norwegian University of Science and Technology NTNU, Norway sug: subj: Computers and Computerization Utilization Learning Environment In Adolescence Student Satisfaction Adolescence Critical Thinking Faculty Attitudes Female Goodness of Fit Chi Square Test Internet Utilization Interviews Male Multiple Regression Norway Outcomes of Education Quantitative Studies Quasi-Experimental Studies Questionnaires Scales Schools, Secondary Summated Rating Scaling Teachers Time Factors Human Adolescent: 13-18 years Female Male ab: The context of this article is the new technological environment and the struggle to use meaningful teaching practices in Norwegian schools. Students' critical reflections in two different technological learning environments in six upper secondary schools are compared. Three of these schools offer Internet-connected computers in special computer rooms outside ordinary classrooms, while the three other schools offer laptops to every student in class with a wireless connection to the Internet. The study relies on a quasi-experimental design. Data come from 719 student responses to a survey questionnaire and are analysed using multivariate regression. The findings are that critical reflection is enhanced in classrooms with laptops, controlling for students' motivation, self-efficacy, gender, grades and cultural background. On this basis, computers could have a significant potential for enhancing reflection and nourishing classroom discourse, knowledge development, and student empowerment. Motivation and self-efficacy have the strongest impact, while cultural capital has a minor effect on critical thinking. Students' grades seem to have no predictive power with respect to critical reflection. The results are discussed in relation to theories of Bildung, empowerment and democracy. Various implications for teaching are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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