Student Grouping Strategies within Technology Rich Learning Environments
Jana Craig Hare, Marilyn Ault, ALTEC/Center for Research on Learning, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In addition to learning content knowledge, schools often provide the foundation for helping students understand the social world and develop a personal sense of dignity, self-esteem, and efficacy to be high-quality citizens. The Kansas Technology Rich Classroom (TRC) Program links the instructional use of technology with the application of a student-centered, project based learning approach to instruction that focuses on the use of higher order thinking skills in elementary math, reading, and/or science classes. The classrooms participating as a TRC are fully equipped to tap into the social constructivist classroom potential, through technology, instructional practices, and learner-centered environments. While research on learning in groups has greatly increased during the past several years, few formal studies have concentrated on the grouping strategies within technology rich environments. This study will focus on the various student grouping strategies used within the classroom learning environments of a technology rich classroom and a typical general education classroom.
Craig Hare, J. & Ault, M. (2011). Student Grouping Strategies within Technology Rich Learning Environments. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3177-3184). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).