Search results for: Schmid Richard F.
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What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study
The current research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison.
Updated: Mar. 14, 2012
A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills
This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers (four boys and four girls) attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning.
Updated: Nov. 24, 2008