Effects of Online Gaming to Pupils' Study Habits
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science Jane L. Hollis Lake City Middle School Lake City, Florida
ABSTRACT The effect of technology on students’ enthusiasm for learning science (both at school and away from school) was investigated. Pre- and post-student and parent surveys, student and parent written comments, and teacher observations were used to record changes in enthusiasm for learning science during a six-week study period. In this study, I investigated how the integration of technology into my middle school science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm for learning science can be defined as the students’ eagerness to participate in science activities in the classroom, as well as away from school. My motivation for focusing on technology was twofold. First, I have had an interest in integrating technology into my students’ studies of science for some time. Secondly, the funding for technological equipment and software recently became available. During the 1993–1994 school year, my school was awarded a $115,000 incentive grant to purchase equipment and software and to train teachers in the use of this software and technological equipment. One of the stipulations of the grant was that the equipment and software must be for student use. According to Calvert (1994), American education is a system searching for solutions. Our children drop out, fail to sustain interest in learning, and perform below capacity. Some have argued that television is the culprit. Others have argued that computers may be the answer. Today’s middle school students have grown up in a technological world with television, electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to receiving and processing information through multi-sensory sources. I wanted to bring technology into my classroom and incorporate it into my science curriculum using multimedia computer
Effect of Technology on Enthusiasm for Learning Science Jane L. Hollis Lake City Middle School Lake City, Florida
ABSTRACT The effect of technology on students’ enthusiasm for learning science (both at school and away from school) was investigated. Pre- and post-student and parent surveys, student and parent written comments, and teacher observations were used to record changes in enthusiasm for learning science during a six-week study period. In this study, I investigated how the integration of technology into my middle school science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm for learning science can be defined as the students’ eagerness to participate in science activities in the classroom, as well as away from school. My motivation for focusing on technology was twofold. First, I have had an interest in integrating technology into my students’ studies of science for some time. Secondly, the funding for technological equipment and software recently became available. During the 1993–1994 school year, my school was awarded a $115,000 incentive grant to purchase equipment and software and to train teachers in the use of this software and technological equipment. One of the stipulations of the grant was that the equipment and software must be for student use. According to Calvert (1994), American education is a system searching for solutions. Our children drop out, fail to sustain interest in learning, and perform below capacity. Some have argued that television is the culprit. Others have argued that computers may be the answer. Today’s middle school students have grown up in a technological world with television, electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to receiving and processing information through multi-sensory sources. I wanted to bring technology into my classroom and incorporate it into my science curriculum using multimedia computer
References: Calvert, S. (1994). Children’s attentional involvement and distractibility during educational computer interactions. Journal of Educational Technology Systems, 22(3), 251–257. Harlen, W. (1993). The teaching of science. London: David Fulton Publishers. HyperStudio, Roger Wagner Publishing Co. Inc. El Cajon, CA. 1994. National Curriculum Council. (1989). Science: Non-statutory guidance. York, England: NCC. ten Brink, B. (1993). New frontiers with science videodiscs. Educational Leadership, 50(8), 42–43. From “Effect of Technology on Enthusiasm for Learning Science” by J. Hollis (1995), in S. Spiegel, A. Collins, & J. Lappert (Eds.), Action Research: Perspectives from Teachers’ Classrooms. Science FEAT (Science For Early Adolescence Teachers). Tallahassee, FL: SouthEastern Regional Vision for Education. Retrieved October 20, 2004, from http://www.enc.org/professional/learn/research/journal/science/document.shtm?input=ENC-002432-2432_ch1. Reprinted with permission.