Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels
School Science and Mathematics Volume 106, Number 3, ISSN 0036-6803
Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use of and students' perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only occasionally. Technology was used most often to understand or explore in more depth concepts taught in class. The second most frequent use was as a tool of investigation or assessment. The lowest reported use of technology was as tool of communication. Students in middle school classes perceived technology as less helpful than did students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than did students in science classes. Girls perceived technology as more helpful than did boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students. (Contains 4 tables.)
Lawrenz, F., Gravely, A. & Ooms, A. (2006). Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels. School Science and Mathematics, 106(3),.
Cited ByView References & Citations Map
Elementary Preservice Teachers Designing Website Supported Mathematical Investigations for Students Performing Below Grade Level
Terri Kurz, California State University, Bakersfield, United States; Ivana Batarelo, Faculty of Philosophy, University of Zagreb, Croatia, Croatia; Diana M. Lopez, California State University, Bakersfield, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 5993–6002
Min Liu, Kurstin Hamilton & Jennifer Wivagg, The university of Texas at Austin, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 183–189
Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
Gladis Kersaint, University of South Florida, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 4 (December 2007) pp. 256–278
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.