Under the microscope: factors influencing student outcomes in a computer integrated classroom

Abstract

Researchers continue to argue that more research is needed concerning how teachers actually integrate instructional technology into their curriculum. This qualitative study examined the incorporation of interactive multimedia science software into a grade two classroom over a six-week period. There was growth in various social and thinking skills that were developed and reinforced within the computer-supported learning environment. Several factors that contributed to these outcomes are identified: the software's instructional design, enthusiasm, on-task behavior, cooperation and collaboration among the students, improved cognitive learning outcomes, attitudes toward science, the teacher's pedagogical approach and attitudes toward incorporating technology into the curriculum, and an integrated curriculum. In addition, the results indicated increased positive attitudes to-wards science by the girls after using the software. Implications for computer integration are provided.