Comparing Technology-Mediated Learning Environments
Abstract: This project employs a quasi-experimental, mixed methods design to examine how pedagogy and learning outcomes are influenced by technology mediated learning contexts implemented across different academic subjects, classrooms and using different technology resources. Information and communication technologies (ICTs) have been transforming education for four decades; however, despite the pervasiveness of ICTs in today’s classrooms, their usage varies widely within, among and across school contexts. While ICTs have been shown to offer a number of valuable affordances in the classrooms, it remains unclear how different implementations (across subjects, classrooms, technology resources) interact with pedagogy and learning outcomes. The purpose of this study is to compare two technology-mediated learning environments and to examine which structure more effectively supports student achievement as well as teachers’ epistemological aims.
Presider: Sandra Williamson-Leadley, University of Canterbury School of Education, Health and Human Development