Title
Sharing, Talking, and Learning in the Elementary School Science Classroom: Benefits of Innovative Design and Collaborative Learning in Computer-Integrated Settings
Department
Elementary & Early Childhood Education
Document Type
Article
Publication Date
10-2011
Abstract
Impact on student achievement of randomly assigned students working individually or collaboratively in mixed- and matched-gender pairs at a computer on predetermined science tasks was investigated. Collaborative dyads shared a computer and screen as each operated an independent keyboard and mouse. A mixed gender control group working individually at their respective computers was used for comparison purposes. A software application was designed to facilitate collaborative work and track the quantity of text written by users and their respective use of time. A final written assessment was conducted to compare the level of academic achievement between the control group and the experimental. A significant difference in academic achievement resulted.
Recommended Citation
Gallardo-Virgen, J., & DeVillar, R. A. (2011). Sharing, talking, and learning in the elementary school science classroom: Benefits of innovative design and collaborative learning in computer-integrated settings. Computers in the Schools, 28(4), 278-290. doi:10.1080/07380569.2011.621803