This study examines how secondary-school students recognize and relate to artificial intelligence (AI) and the meanings they attribute to it in their everyday lives. Using a quantitative, descriptive, cross-sectional design, we explore the subjectivities of a purposive sample of 576 students from both public and private schools. The analysis…

This research investigated associations between classroom environment and student affective outcomes in Australian secondary schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task…

Describes the experience of integrating technology with lesson designs through a laboratory of five computers within the classroom. Relates the progression of this experience in three phases, from intellectual resistance to classroom adaptation to critical advocacy. Provides recommendations and lists the initial findings of the laboratory…

How do children and adults learn to use computers? What developmental processes are involved in learning to use computers? This chapter reviews current understanding of these issues and presents empirical studies demonstrating how to advance that understanding. (Contains 2 figures.)

This paper discusses psychological effects associated with the latest technology in computer interfaces. Emphasis is given to issues involved with multi-media systems and the development of the self on emotional, intellectual, and social levels. A review of technology attitudes and individual differences is presented in relation to the voluntary…