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Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom
Article

, Lockheed Martin Advanced Technology Laboratories, United States ; , Columbia University, United States

JCMST Volume 20, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This article presents a study designed to assess the impact of technology integration on teachers and students. To carry out the study, ALPINE, a web-based science project aimed at teaching students fundamental weather concepts, data gathering and processing techniques, decision-making, and problem-solving was employed. The investigation of teachers focused on how their beliefs about the role of computers in education and their personal professional development experiences influence the use of technology in their classroom. In the case of the students, the goal was to measure changes in their competence with technology, their beliefs about computers in school, their interest toward science and weather, and their attitudes toward collaborative work. Six teachers and 126 students participated in this study. Although numerical data showed that ALPINE had no significant statistical impact on either the teachers or the students, observational and interview data demonstrated that instructional technology, when successfully implemented, could have significant positive effects on students. The study concluded that successful implementation of computers in the classroom depends largely on the teacher pedagogy employed. Therefore, adequate time must be devoted in helping teachers become comfortable with both the technology employed and the new teaching principles that are necessary for implementation.

Citation

Bell, B.L. & Mouza, C. (2001). Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom. Journal of Computers in Mathematics and Science Teaching, 20(3), 265-292. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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