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Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
Incoming editor: Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 34 Number 4
Summer 2002
Technology-Enriched Classrooms: Effects on Students of Low
Socioeconomic Status
Michael S. Page
Louisiana Tech University
Abstract
This study compared the attainments of elementary
students in technology-enriched classrooms and students in traditional
classrooms
in terms of student achievement, self-esteem, and classroom
interaction. Intact classes from five Louisiana elementary schools were
randomly assigned to either treatment or control groups. Treatment
classrooms included a variety of technology hardware and software,
while control classrooms did not. The sample was composed of 211
students of low socioeconomic status and of various backgrounds, races,
and ability levels. Analysis of reading scores revealed no
significant differences between groups. Mathematics achievement,
composite
self-esteem, school self-esteem, and general self-esteem showed
statistically significant differences, favoring the treatment group.
In addition, interaction analyses during the fall and spring of the
school year found a significant difference between type of classroom
(technology enriched or not) and type of verbal interactions
occurring within those frameworks, with treatment groups being more
student
centered and control groups being more teacher centered.
Contributors
Michael S. Page is an assistant professor of curriculum,
instruction, and leadership and coordinator of instructional technology
at Louisiana
Tech University in Ruston. In addition to teaching educational
foundations and instructional technology courses, Dr. Page trains
university
faculty to use technology in traditional lecture settings and in
multimedia classroom environments. His research interests include
educational
technology, the role of the Internet in modern education, and
equity in the distribution of classroom technologies.
Download
the full article (PDF, 105 KB, PDF Instructions)
Contact
Michael S. Page
Louisiana Tech University
PO Box 10408
100 Railroad Ave.
Ruston, LA 71272-0046
mpage@woodard.latech.edu
Copyright © 2002, ISTE (International Society for Technology
in Education).
All rights reserved.
| achievement, classroom interaction, computer-assisted instruction, self-esteem, technology enrichment |
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