The effectiveness of integrating existing digital learning resources into classroom teaching – an evaluation of the learning achievement

Svava Pétursdóttir

doi:10.5617/nordina.524

Abstract

This paper presents the results of an intervention study exploring the effectiveness of an implementation of a selection of digital learning resources (DLR) in lower secondary science classrooms. Eight teachers participated in a quasi-experimental intervention, teaching three different subjects with and without DLRs. The data presented are from pupil tests before and after the teaching combined with observation of lessons and interviews with both pupils and teachers. In two of the three subjects the groups using DLRs did slightly better than the comparison group. The results indicate that successful ICT based learning is just as dependent on teacher competence as the quality and features of the resources.

Highlights

Computers and technology are becoming an ever growing presence in the daily lives of people, even more so for young people in the world of social networks and mobile devices
Schools on the other hand are finding it hard to keep up, information and communication technology (ICT) is still only used to a small extent in compulsory education, and the same report shows over 50 % of pupils in Finland, Iceland and Ålands Islands using them weekly or less but other countries slightly more
In Iceland previous small scale research indicates that science specific requirements have only been met to a limited extent and that ICT is rarely used by students in science teaching in compulsory schools in Iceland (Þórólfsson, Macdonald & Lárusson, 2009)

Summary

Introduction

Computers and technology are becoming an ever growing presence in the daily lives of people, even more so for young people in the world of social networks and mobile devices. In Iceland previous small scale research indicates that science specific requirements have only been met to a limited extent and that ICT is rarely used by students in science teaching in compulsory schools in Iceland (Þórólfsson, Macdonald & Lárusson, 2009) This is confirmed with a large scale survey of ICT use in Iceland in an earlier phase of the study reported here. Simulations have been found to promote conceptual change in science (Hennessy, et al, 1995; Gallop, 1995; Cox, 2000), a better ability to predict and explain (Zacharia & Anderson, 2003) and help articulate a better understanding (Marbach-Ad, Rotbain, & Stavy, 2008) These studies report a small positive effect but studies with mixed outcomes are to be found. The participating teachers are given female pseudonyms to preserve anonymity even though two of them were male

Participants Genetics

Results

Discussion of results