High pupil learning gains were not related to a high extent of teacher technology integration; junior classes gained more than senior class 2b¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i2 medium
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Across the four PictoPal classes, learning gains differed by class, F(3, 86) = 2.946, p < .05, with junior classes 1a and 1b gaining more than senior class 2b, and high gains could not be related to high integration. → Amina Cviko 2012

Evidence¶

Amina Cviko 2012¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i2 · causal · r1

Cross-case ANCOVA of the four PictoPal classes with national language test as covariate. The learning gains of 1a (M = 3.81) and 1b (M = 3.72) were higher than 2b (M = 2.09); Table 7 prints Cohen's d from 1.02 to 1.76.

"An ANCOVA with pre-post differences as dependent variable, class (1a, 1b, 2a, and 2b) as an independent variable, and scores on the national language test as a covariate showed a difference for class F (3, 86) = 2,946, p< .05, g2 = .09."

Amina Cviko 2012 (2)¶

Amina Cviko, Susan McKenney, Joke Voogt. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Dev. https://doi.org/10.1007/s11423-011-9208-3

q2 · i? · causal · r1

Cross-case comparison of integration and engagement data with learning outcomes. The authors state high learning gains "cannot be related to the high extent of technology integration", and offer a ceiling effect as an explanation.

"Findings also indicate that the high pupil learning gains cannot be related to the high extent of technology integration of on- and off-computer activities."

Discussion¶

Related Claims¶

• Time working within PictoPal explained significant variance in teacher integration and pupil engagement across the eight-week implementation — related
• Senior kindergarteners engaged to a higher extent in on-computer activities than junior kindergarteners — related
• Senior kindergarten teachers integrated on- and off-computer activities to a significantly higher extent than junior kindergarten teachers — related
• Kindergarteners using PictoPal showed significantly higher emergent literacy learning gains than control-group pupils — related
• A developmental teaching approach, positive technology attitudes and expectations, and perceived principal support related to a high extent of technology integration — related