期刊
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
卷 69, 期 -, 页码 -出版社
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.cedpsych.2022.102042
关键词
Cognitive engagement; Academic effort; Longitudinal study; Technology integration in classrooms; Tablet computers
资金
- Open Access Publishing Fund of University of Tubingen
- Postdoctoral Academy of Education Sciences and Psychology of the Hector Research Institute of Education Sciences and Psychology, Tubingen - Baden Wurttemberg Ministry of Science, Research, and the Arts
- LEAD Graduate School & Research Network [GSC1028]
- Federal Ministry of Education and Research
This study analyzed the short-term and long-term changes in students' effort in mathematics and German after teachers integrated technology (tablet computers) into their teaching. The results showed that in mathematics, short-term changes in effort were more positive under the tablet condition, and the higher the quality of technology integration in classrooms, the more positive were long-term changes. In German, the more often tablet computers were used, the more positive were the short-term changes. These findings highlight the importance of high-quality and domain-specific integration of technology in promoting students' effort-related learning processes.
Effort students put forth when learning (EFF) is paramount to high achievement in an academic context. However, EFF has been shown to decrease over the course of a student's school career. Using technology (i.e., computer-based technologies including digital [smart] devices like tablet computers) in classroom teaching might be a powerful way to cushion this effect as technology has the potential to promote effort-related learning processes. However, it is yet unclear how technology should be integrated into classroom teaching to promote sustainable effects because long-term studies in natural classroom scenarios are scarce. In this study, we analyzed both short-term (across 4 months) and long-term (across 16 months) changes in students' EFF in mathematics and German as a language in a context in which teachers had begun to integrate technology (i.e., tablet computers) into their teaching. We used data from N = 1,363 seventh-to eighth-grade students in 28 schools. The schools were randomly assigned to either a tablet condition (teachers and students were given the opportunity to use tablet computers for one-to-one computing for teaching and learning) or a non-tablet condition. Changes in students' EFF, assessed as cognitive engagement and academic effort, were analyzed with baseline latent change and multiple, multivariate linear regression models. In mathematics, short-term changes in EFF were more positive in the tablet than in the non-tablet condition and the higher the quality of technology integration in classrooms the more positive were long-term changes. In German, the more often tablet computers were used the more positive were short-term changes. The results underscore the importance of high-quality integration of technology in complex classroom environments but also demonstrate the need to examine domain-specific integration of technologies more intensively.
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