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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, engagedĀ­ in an intensive training-development week, posted a minimum of 10 constructivist-based, technology-integrated, cross=discipline lesson plans to, 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.
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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

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