Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students
ARTICLE
Binbin Zheng, Mark Warschauer, Jin Kyoung Hwang, Penelope Collins
Journal of Science Education and Technology Volume 23, Number 4, ISSN 1059-0145
Abstract
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.
Citation
Zheng, B., Warschauer, M., Hwang, J.K. & Collins, P. (2014). Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students. Journal of Science Education and Technology, 23(4), 591-603. Retrieved March 19, 2024 from https://www.learntechlib.org/p/155310/.
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Keywords
- At risk students
- Computer Software
- Computer Uses in Education
- educational technology
- Elementary School Science
- English Language Learners
- Grade 5
- Instructional Effectiveness
- Interviews
- Laptop Computers
- Low Income Groups
- Minority Group Students
- Observation
- Quasiexperimental Design
- Science Achievement
- Science Instruction
- Science Interests
- Scores
- Standardized Tests
- STEM education
- student attitudes
- teacher attitudes
- Visual Aids
Cited By
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Parents' Perceptions and Concerns of a 1:1 Laptop Initiative: Implications for Teacher Education
Yi Jin & Denise Schmidt-Crawford, Iowa State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 776–783
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Comparison of Technology Use Between Biology and Physics Teachers in a 1:1 Laptop Environment
Simon J. Crook, Manjula D. Sharma & Rachel Wilson, University of Sydney, Australia
Contemporary Issues in Technology and Teacher Education Vol. 15, No. 2 (June 2015) pp. 126–160
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