Integrating Technology
Using Technology to Support Collaborative Inquiry (C.I.) Learning
Type of Technology (see also Image Gallery below) |
Effects on Collaborative Inquiry Learning |
Computer networking |
Improves the extent to which classroom is socially active and productive; Fosters communication & interaction among students as a basis of collaborative inquiry learning (Roschelle, Pea, Hoadley, Gordin, & Means, 2000). For example, AT&T Learning Circles Project offers classrooms computer networking for multicultural and multilingual collaborative learning to produce newsletters or other writing projects (Riel, 1992). |
Microcomputer-Based Laboratory |
This can support students in making significant learning gains. For example, among 125 students in grade 7 and 8, 81% improved in their ability to interpret & use graphs (Mokros & Tinker, 1987); among 249 students in grade 8, significant improvements in their ability to find out reasons for graph inaccuracy was measured (Nachmias & Linn, 1987). Another example is the use of palmtop computers with chemical sensors attached for students at the grade 6 level. They can be used in field trip collaborative inquiry projects to measure & see results from data collected immediately instead of waiting until a return to the classroom. Thus, the task can be performed more efficiently and time is available for additional tasks such as data analysis in the field (Roschelle et al., 2000). |
Desktop publishing & video |
Involves students more actively in making presentations (celebrating & sharing stage of C.I.), which reflects their knowledge on a variety of subjects (Liu & Rutledge, 1997). |
Multimedia Development Suites |
Improves task engagement & self-confidence of students (Saye & Brush, 2002). |
Scanner |
Enables students to scan evidences (i.e. pictures, text, paints, etc.) as digital files for their reports. Thus, it can also improve student confidence & motivation in learning (Banks, 2008). |
Cameras and Digital Video Devices |
Enables students to capture evidences easily; Engages students with tasks and increases their self-confidence during C.I. projects (Banks, 2008). |
LCD Projectors |
Enables students to make presentations confidently by using different inputs on computers, digital cameras, USB, etc. (Banks, 2008). |
Smartboards |
Enables students to control their web-based applications easily, assisting them to make effective presentations in the celebrating and sharing stage of C.I. (Banks, 2008). |
Blog (and Vlogs) |
Enables students to write and share ideas with others in the celebrating & sharing stage of C.I. (Churchill, 2009). |
Software & Web-based Applications |
Increases students’ collaboration, communication during a C.I. project, as well as increasing their motivation; Assists them to have deeper understanding of concepts; Increases their willingness to address challenging questions (Roschelle et al., 2000).
|
The Global Learning and Observations to Benefit the Environment (GLOBE) Program |
Allows students to collect data on airborne particulate counts and cloud cover using everyday supplies, input their data into computers as part of a worldwide scientific effort to monitor the environment through the Internet (Roschelle et al., 2000). Discussions between students and scientists are supported through the internet to identify the best measurements. Once measurements are decided, results are sent to students via the internet. These results are made by GLOBE scientists as well as other students worldwide using different types of modelling. Students, thus, can download results for their own learning purposes and also enjoy their contribution to real world issues (Gore, 1992). |
Computer Assisted Feedback |
Enables students to get feedback from teachers through computers/internet. Shown to increase scores of students by 15% (Hunt & Minstrell, 1994). Software can be used to assist students during the collection and analysis of evidence within C.I. projects. |