Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Chenoa Dirks
80761117
University of British Columbia
Met: ETEC 500 65D
Synthesis
All three of these articles look into how students use technology, and how that
technology inspires them to use it. Beck and Fetherston focus on how using technology,
specifically a word processor, can motivate students to communicate through their writing, build
their self esteem, and collaborate with their classmates, where Miller et al, focuses on the use of
technology for entertainment and game playing. In this case there is no real connection to school
learning, other than the survey was taken during class time, the results do imply that boys and
girls are motivated differently, and by different types of (computer) games. Compared to the first
two articles, Kozmas research is much more thorough and includes a much larger, and broader,
sample of students. Though specific age is not defined in his research, Kozma was able to
connect several ways that teachers implement technology into their lessons, and how students
use technology to collaborate with others, and fulfill their learning goals.
Conclusion
Beck and Fetherston and Miller et al, both had valid and interesting topics of research,
though their lack of adequate sample size ultimately left their research inconclusive. A larger
sample group and a connection to the 21st Century learning skills could perhaps validate the
research. The Kozma article was very thorough, detailed, and had clear and usable conclusions,
even though the extensive amount of data was somewhat overwhelming to read. Overall, it is a
good example of how a larger research study can be refined for a different focus.
References
Beck, N., & Fetherston, T. (2003). The Effects of Incorporating a Word Processor Into a Year
Three Writing Program. Information Technology in Childhood Education Annual , 139-161.
Kozma, R. B. (2003). Technology and Classroom Practices: An International Study. Journal of
Research on Technology in Education , 36 (1), 1-14.
Miller, L. M., Schweingruber, H., & Brandenburg, C. L. (2001). Middle School Students'
Technology Practices and Preferences: Re-Examining Gender Differences. Journal of
Educational Multimedia and Hypermedia , 125-140.