Helping Third Grade Low Achievers Through Dynamical Modelling Software: An Experimental Study
Xavier Bornas, Jordi Llabres, University of the Balearic Islands, Spain
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The aim of our study was to evaluate the instructional effectiveness of a curriculum based software for low achieving children students (LA). In order to test the importance of the type of help, two versions of the same software were developed (static vs dynamic help). Furthermore, the dynamical version was used in two ways (computer alone vs computer and psychologist's support). Sixty students participated in the research. The results of our study clearly suggest that computer technology can help teachers to attend the LA students, at least when the instructional software has been developed regarding the school curriculum and the teaching style of the regular teacher. However, LA students working with the computer alone used less advanced strategies than those used by the LA students who got psychologist's support. Therefore, our results recommend to put computers into the regular classroom so that teachers can "be there" if the student needs help.
Bornas, X. & Llabres, J. (2001). Helping Third Grade Low Achievers Through Dynamical Modelling Software: An Experimental Study. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 2277-2280). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).