No Significant Difference Phenomenon for Technology-Based Learning Environments

Autor/inn/en	McDaniel, Donna Christine; Fraser, Barry J.
Titel	No Significant Difference Phenomenon for Technology-Based Learning Environments
Quelle	(2016), (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Technology Integration; Program Effectiveness; Student Attitudes; Grade 6; Grade 7; Grade 8; Middle School Students; Educational Environment; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In "The No Significant Differences Phenomenon," Russell (1999) discusses a thought-provoking pattern of research findings regarding integrating educational technology into classroom instruction that started in 1928 and continues today. Finding few studies that resulted in measurable positive effects, Russell concluded that using educational technology typically resulted in no significant differences. The major purpose of our study was to evaluate the effectiveness of integrating technology across the curriculum in terms of students' perceptions of their classroom learning environments. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was administered to a sample of 605 grade 6, 7 and 8 students in Texas in core curriculum subjects. A pretest-posttest design was implemented over an eight-month period in an attempt to evaluate effectiveness. Findings suggested that technological integration into the core curriculum might not offer direct educational advantages, but also that it is not detrimental to students' learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01