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ERIC Number: ED419497
Record Type: Non-Journal
Publication Date: 1998
Pages: 10
Abstractor: N/A
Reference Count: N/A
Design of Technology-Based Learning Environments That Support Both Teachers and Students.
Ehrich, Rodger; McCreary, Faith; Ramsey, Amy; Reaux, Ray; Rowland, B. Keith
In the fall of 1996, the Computer Science Department at Virginia Tech initiated a joint project with the Montgomery County Public Schools in Virginia to determine how ready access to networked computing in the fifth grade would affect long-term student achievement. This project examines what can be achieved if technology access, support, and curriculum integration can be eliminated as obstacles or constraints in the classroom and at home. To accomplish this, a high-tech classroom was designed at Riner Elementary School in which the technology is as ubiquitous as the furniture. A computer was sent home with each child and teacher and as much support as necessary was provided to all program participants, including parents. After a year of immersive exposure to a technology-rich classroom, the children continue in a conventional sixth grade classroom but keep their computers at home. This paper focuses on design and cost issues related to the dually constructivist learning environment created for the project, and describes experiences to date. (Author/AEF)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A