TOOLS, TIME, AND STRATEGIES FOR INTEGRATING TECHNOLOGY ACROSS THE CURRICULUM
Educational constructivism concepts of active engagement (learning-by-doing), realistic context (authentic, situated cognition), and collaborative learning (shared process) were emphasized for (a) three-teacher teams designing interdisciplinary lesson plans that integrate technologies across the curriculum, and (b) students engaging in construction of knowledge through problem solving and discovery. Each teacher team in the West Virginia Turnkey Solution (U.S. Department of Education Technology Innovation Challenge Grant) received laptop computers, engaged in an intensive training-development week, posted a minimum of 10 constructivist-based, technology-integrated, cross=discipline lesson plans to http://www.thesolutionsite.com, and carried the benefits back to their home schools. The results indicated statistically significant increases in (a) teacher use (frequency and skill) of technologies, (b) student use of technologies, (c) classroom observations of interdisciplinary, constructivist, and technology categories, and (d) pre- and post-student learning with technology versus no technology. Additionally, the units of instruction (lesson plans) posted on the Internet were evaluated positively (learning and motivation) by the students who used them.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
Document Type: Research Article
Affiliations: 1: The EdVenture Group, Morgantown, West Virginia, USA 2: Educational Psychology Program, West Virginia University, Morgantown, West Virginia, USA
Publication date: April 1, 2004