|
Edited by Dr. Lynne Schrum, University of Utah
|
| formerly Journal of Research on Computing in
Education |
Volume 37 Number 3 Spring
2005
Cultural Relevance And
Computer-Assisted
Instruction
Jacqueline Leonard
James Earl Davis
Temple University
Jennifer L. Sidler
Mid-Atlantic Regional Educational Laboratory for Student
Success
Abstract
We describe an exploratory study that focuses on culturally relevant
computer-assisted
instruction. We present findings from two elementary schools where
students
engaged in a computer simulation, Riding the Freedom Train. The
Underground
Railroad was used as a theme to develop the storyline. Findings show
no significant
differences between the mathematics and science scores of students at
the two
schools and no significant gender differences. Therefore, having no
school or
gender effect implies that the software is an effective tool that can
be used
to engage African-American students in culturally relevant tasks to
improve
science and mathematics achievement.
Contributors
Drs. Jacqueline Leonard and James Earl Davis are associate professors
at Temple
University in Mathematics Education and Educational Leadership and
Policy Studies,
respectively. Their research interests include computer-assisted
instruction,
gender equity, mathematics education, and urban education. Jennifer L.
Sidler
is a senior research associate for the Mid-Atlantic Regional
Educational Laboratory
for Student Success at Temple University.
Contact
Dr. Jacqueline Leonard
Temple University
Department of Curriculum, Instruction and Technology in Education
1301 Cecil B. Moore Ave.
Ritter Hall 438
Philadelphia, PA 19122
jleo@temple.edu
Copyright © 2005, ISTE (International Society for Technology in
Education).
All rights reserved.
| omputer simulation, Riding the Freedom Train, The Underground Railroad |
|
