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Perceived helpfulness and amount of use of technology in science and mathematics classes at different grade levels

Lawrenz, F., Gravely, A. and Ooms, A. (2006) Perceived helpfulness and amount of use of technology in science and mathematics classes at different grade levels. School Science and Mathematics, 106(3), pp. 133-139. ISSN (print) 0036-6803

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Abstract

Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use and students’ perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only occasionally. Technology was used most often to understand or explore in more depth concepts taught in class. This was followed by using technology as a tool of investigation or assessment. The lowest reported use of technology was as tool of communication. Students in middle school classes perceived technology as less helpful than students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than students in science classes. Girls perceived technology as more helpful than boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students.

Item Type: Article
Research Area: Education
Faculty, School or Research Centre: Faculty of Health and Social Care Sciences (until 2013)
Depositing User: Katrina Clifford
Date Deposited: 03 Dec 2014 16:44
Last Modified: 03 Dec 2014 16:44
URI: http://eprints.kingston.ac.uk/id/eprint/29764

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