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Elementary school student perceptions regarding constructivist technology integration after teachers’ implementation over a longer period

, National Changhua University of Education, Taiwan ; , Chia-yi Gang Ping Elementary School, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


Students’ positive perceptions during learning in technology-rich environment may be only a temporary effect. The study advances understanding of students’ perceptions after their teachers had implemented constructivist technology integration (CTI) for nine months. There were six primary school teachers participating in the project from October 2010 to June 2011. In total, the six teachers taught 147 students, who were asked to fill out a validated questionnaire on June 2011. The study concludes that students’ had high perceptions of enjoyment, learning assistance, and learning effectiveness regarding CTI as well as often used technology in after-school learning after nine months. Moreover, students still prefer constructivist learning activities, consisting of independent learning, presentation and collaboration with technology. Based on analytic result, students’ perceptions regarding CTI can jointly predict their technology use in after- school learning.


Liu, S.H. & Wu, C.F. (2011). Elementary school student perceptions regarding constructivist technology integration after teachers’ implementation over a longer period. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1444-1449). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

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