Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement

Results of a collaborative, quasi-experimental, research and development project partnering university professors with a seventh grade science teacher are reported. The study proposed to test the academic effectiveness of innovative digitally-inspired instruction using commonly available digital too...

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Bibliographic Details
Published inInternational Association for Development of the Information Society
Main Authors Winn, Pam, Erwin, Susan, Becker, Melissa, White, Misty
Format Report
LanguageEnglish
Published International Association for the Development of the Information Society 01.10.2013
Subjects
Benchmarking
Educational Technology
Electronic Learning
Grade 7
Instructional Effectiveness
Middle School Students
Outcomes of Education
Pretests Posttests
Quasiexperimental Design
Science Achievement
Science Instruction
Scores
Secondary School Science
Student Improvement
Texas
Web Based Instruction
Texas
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Summary:Results of a collaborative, quasi-experimental, research and development project partnering university professors with a seventh grade science teacher are reported. The study proposed to test the academic effectiveness of innovative digitally-inspired instruction using commonly available digital tools on 33 North Texas public school students enrolled in seventh grade science. Technology was introduced into science lessons not as the goal of instruction, but as tools to develop effective and engaging 21st Century learning. State mandated student learning objectives were tested pre- and post-intervention using district benchmark tests to determine effects of digitally-inspired instruction on achievement. Mean achievement pass rates increased from 18%-42% for all learning objectives measured. Instructional unit lesson design and associated digital tools are also described. [For the full proceedings, see ED562107.]