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Fourth Graders' Dyadic Learning on Multi-Touch Interfaces--Versatile Effects of Verbalization Prompts
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Schmitt, Lara Johanna; Weinberger, Armin – Educational Technology Research and Development, 2019
Multi-touch interfaces allow for direct and simultaneous input by several co-present learners and afford hands-on learning experiences. Additional scaffolding for strategic behavior and/or verbalizations may constructively complement collaborative learning with a multi-touch device. In this study, the tablet app "Proportion" is supposed…
Descriptors: Grade 4, Elementary School Students, Computer Uses in Education, Cooperative Learning
Utility and Usability as Factors Influencing Teacher Decisions about Software Integration
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Okumus, Samet; Lewis, Lindsey; Wiebe, Eric; Hollebrands, Karen – Educational Technology Research and Development, 2016
Given the importance of teacher in the implementation of computer technology in classrooms, the technology acceptance model and TPACK model were used to better understand the decision-making process teachers use in determining how, when, and where computer software is used in mathematics classrooms. Thirty-four (34) teachers implementing…
Descriptors: Usability, Teacher Attitudes, Technology Integration, Computer Software
Students' Use of Electronic Support Tools in Mathematics
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Crawford, Lindy; Higgins, Kristina N.; Huscroft-D'Angelo, Jacqueline N.; Hall, Lindsay – Educational Technology Research and Development, 2016
This study investigated students' use of electronic support tools within a computer-based mathematics program. Electronic support tools are tools, such as hyperlinks or calculators, available within many computer-based instructional programs. A convenience sample of 73 students in grades 4-6 was selected to participate in the study. Students…
Descriptors: Mathematics Instruction, Mathematics Education, Technology Uses in Education, Educational Technology
Construction, Categorization, and Consensus: Student Generated Computational Artifacts as a Context for Disciplinary Reflection
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Wilkerson-Jerde, Michelle Hoda – Educational Technology Research and Development, 2014
There are increasing calls to prepare K-12 students to use computational tools and principles when exploring scientific or mathematical phenomena. The purpose of this paper is to explore whether and how constructionist computer-supported collaborative environments can explicitly engage students in this practice. The Categorizer is a…
Descriptors: Computation, Classification, Computer Uses in Education, Cooperative Learning
Computer-Based Feedback and Goal Intervention: Learning Effects
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Valdez, Alfred – Educational Technology Research and Development, 2012
This study investigated how a goal intervention influences the learning effects gained from feedback when acquiring concepts and rules pertaining to the topic of descriptive statistics. Three feedback conditions; knowledge of correct response feedback (KCRF), principle-based feedback (PBF), and no-feedback (NF), were crossed with two goal…
Descriptors: Intervention, Objectives, Feedback (Response), Computer Uses in Education
Inquiry-Based Learning and E-Mentoring via Videoconference: A Study of Mathematics and Science Learning of Canadian Rural Students
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Li, Qing; Moorman, Lynn; Dyjur, Patti – Educational Technology Research and Development, 2010
This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students' learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on…
Descriptors: Mentors, Inquiry, Rural Education, Career Awareness