Technology-Supported Learning Environments in Science Classrooms in India

Autor/inn/en	Gupta, Adit; Fisher, Darrell
Titel	Technology-Supported Learning Environments in Science Classrooms in India
Quelle	In: Learning Environments Research, 15 (2012) 2, S.195-216 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-012-9103-9
Schlagwörter	Foreign Countries; Developing Nations; Science Instruction; Computer Assisted Instruction; Technology Integration; Educational Technology; Test Reliability; Test Validity; Outcomes of Education; Student Attitudes; Gender Differences; Classroom Environment; Questionnaires; Student Surveys; Scientific Attitudes; Academic Achievement; Self Efficacy; India + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Testreliabilität; Testvalidität; Lernleistung; Schulerfolg; Schülerverhalten; Geschlechterkonflikt; Klassenklima; Unterrichtsklima; Fragebogen; Schülerbefragung; Schulleistung; Self-efficacy; Selbstwirksamkeit; Indien
Abstract	The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students' perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students' perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10