An Evaluation Study of the Use of a Cognitive Tool in a One-to-One Classroom for Promoting Classroom-Based Dialogic Interaction

Autor/in	Kong, Siu Cheung
Titel	An Evaluation Study of the Use of a Cognitive Tool in a One-to-One Classroom for Promoting Classroom-Based Dialogic Interaction
Quelle	In: Computers & Education, 57 (2011) 3, S.1851-1864 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.04.008
Schlagwörter	Learner Engagement; Experimental Groups; Control Groups; Student Attitudes; Interaction; Program Evaluation; Mathematics Instruction; Elementary School Students; Time on Task; Individualized Instruction; Achievement Tests; Educational Technology; Instructional Effectiveness; Computer Assisted Instruction; Student Surveys + Suchen Sie Ihr Suchwort? Schülerverhalten; Interaktion; Programme evaluation; Programmevaluation; Mathematics lessons; Mathematikunterricht; Zeitaufwand; Individualisierender Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Unterrichtsmedien; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Schülerbefragung
Abstract	An evaluation study was conducted to investigate the effect of the use of a computer-supported cognitive tool (CT) in the one-to-one classroom setting on student engagement, attainment and perceptions in learning common fractions. Two Primary 4 classes with 68 students participated in this study based on 11 teaching sessions lasting 455 min in total. The students in the experimental group learned the target topic with the use of CT in a one-to-one classroom, while the students in the control group learned the target topic under the traditional teaching approach. The results of a time allocation analysis showed that the use of CT in a one-to-one classroom enhanced student engagement in terms of time-on-task for learning exploration during class time. The results of the post-attainment test indicated that students in the experimental group performed better than those in the control group. Moreover, the questionnaire survey results indicated that students liked to learn the target topic with the use of CT in a one-to-one classroom. This study reveals the potential of the use of CT in a one-to-one classroom to promote classroom-based dialogic interaction in mathematics lessons. It also implies a need for a longitudinal study to investigate suitable pedagogical designs for the use of CT for promoting knowledge transfer in learning challenging mathematics topics. (Contains 13 tables and 3 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10