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ERIC Number: EJ853310
Record Type: Journal
Publication Date: 2009-Oct
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0266-4909
Two Configurations for Accessing Classroom Computers: Differential Impact on Students' Critical Reflections and Their Empowerment
Solhaug, T.
Journal of Computer Assisted Learning, v25 n5 p411-422 Oct 2009
The context of this article is the new technological environment and the struggle to use meaningful teaching practices in Norwegian schools. Students' critical reflections in two different technological learning environments in six upper secondary schools are compared. Three of these schools offer Internet-connected computers in special computer rooms outside ordinary classrooms, while the three other schools offer laptops to every student in class with a wireless connection to the Internet. The study relies on a quasi-experimental design. Data come from 719 student responses to a survey questionnaire and are analysed using multivariate regression. The findings are that critical reflection is enhanced in classrooms with laptops, controlling for students' motivation, self-efficacy, gender, grades and cultural background. On this basis, computers could have a significant potential for enhancing reflection and nourishing classroom discourse, knowledge development, and student empowerment. Motivation and self-efficacy have the strongest impact, while cultural capital has a minor effect on critical thinking. Students' grades seem to have no predictive power with respect to critical reflection. The results are discussed in relation to theories of "Bildung", empowerment and democracy. Various implications for teaching are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway