Mindless or mindful use of integrated learning systems |
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| Institution: | 1. Department of Computer Science and Engineering of Systems, University of Zaragoza, Escuela Universitaria Politécnica de Teruel, c/ Ciudad Escolar s/n, 44003 Teruel, Spain;2. Instituto de Investigación Sanitaria Aragón, University of Zaragoza, Zaragoza;3. Department of Electronic Engineering and Communications, University of Zaragoza, Escuela Universitaria Politécnica de Teruel, c/ Ciudad Escolar s/n, 44003 Teruel, Spain;1. Risk Management Institute, National University of Singapore, 21 Heng Mui Keng Terrace, I3 Building, Singapore 119613, Singapore;2. Department of Economics, National University of Singapore, 10 Kent Ridge Crescent, Singapore 119260, Singapore |
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| Abstract: | This chapter presents the results of a study of computer-based integrated learning systems at two elementary schools using different vendors' ILS software. The research design incorporated same-classroom pretest-matched controls in which one-half of each class used the ILS for mathematics while the other half used it for reading. Overall effects at both schools were not strongly different from zero. However, a curvilinear pattern of effects occurred at one school in math and at the other in reading. In these situations, students at the top and the bottom of their school's prior achievement distribution did better when using ILSs, and students in the middle did better with only traditional instruction provided to them. The results are interpreted as challenging the practicality of individualized instructional approaches. Such approaches require teachers to be attentive to many different learning activities simultaneously. To accomplish a greater integration of ILS and teacher-directed activity, ILS use should incorporate several features: some teacher-directed lessons followed by whole-class (not individualized) computer use, teacher-led remediation of small groups based on system-supplied information making the formation of such groups easily done, and the establishment of heterogeneous student teams that provide motivation for accomplishment and for peer assistance. |
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