Technology in Education Project:
A Set of Three Research and Evaluation Studies
T eam Leader Dr. Moses Peart
Other Researchers Dr. Halden Morris and Dr.
Sam Myers
Sponsor/Cooperating Agency Inter-American Development
Bank (IADB)/MIF, The World Bank / InfoDev, and Jamaica
Computer Society Education Foundation
Period February 1998–August 1999
Project Description
This project involved three research and evaluation studies
designed to examine alternate models of computer-supported
instruction and compare the gains from these interventions
with the existing laboratory-type configurations of computer
use.
Study #1 Researcher: Dr. Moses Peart
This was an ethnographic case study of four clusters of schools
(geographically defined, and participating in IADB/WB/JCSEF
Technology in Education Project). The clusters were involved
in the introduction and collaborative use of computers in
the schools. The research involved in-depth study/assessment
of unique structures, processes, characteristics, experiences,
and development dynamics of these clusters and assessed the
effect of various community-related factors on the success
of technology-based solutions for learning within these clusters.
Study #2 Researcher: Dr. Sam Myers
This study involved measurement and evaluation of possible
learning gains from, and effects of the use of selected integrated
learning systems software for improving literacy, numeracy,
and problem-solving skills in primary-level learners. The
performances of participating students and similar groups
of nonparticipating students were compared.
Study #3 Researcher: Dr. Halden Morris
This evaluation of two alternative instructional models of
computer use in the school curriculum was to identify variables
likely to be critical to their success. The two models were:
(i) Use of laptop computers in a project-based (science)
learning activity (explored at Ewarton Primary School)
(ii) Computers on trolleys in multimedia instruction with
various classes and subjects (explored at Mico Practicing
(All/Age) School)
Findings
Study #1
This study revealed that the cluster concept, as defined,
was successful, as responses by schools and communities were
positive even though the technology facilities were not well
utilized by the communities. Significant indicators of positive
effects of the cluster concept include:
· Improved school-community relations
· The development and utilization of technology resource
centers
· High levels of interest and enthusiasm displayed
by students and teachers in the technology
While two of the clusters showed significantly higher levels
of outcomes (based on their own specified performance criteria),
these factors were key to the successes of the cluster concept:
· Technology leadership
· Technology initiatives (interventions)
· Cluster activities (collaborations)
· Resources and support systems
· Level of technology/curriculum integration
· Adult education and training opportunities
· Transfer of knowledge and skills from training
Study #2
Analysis of the results of independent tests showed that
students in the selected treatment groups, using any of the
three software packages in the project, performed significantly
better than their counterparts in similar grades who were
not exposed to these software learning packages.
However, caution in interpreting of the results was advised,
since the three software packages differed in features and
content coverage; the classes of users were intact groups—not
randomly selected; and partial statistical controls were used
to account for initial entry-level differences.
Study #3
Implementation of the programme using these two models of
computer use was behind schedule and the interventions have
not developed to the point of full utilization of the technology.
However preliminary results showed high levels of enthusiasm,
interest, and application by both teachers and students. Indicators
of positive effects include
· Improved attendance at school, particularly of the
participating students. This was generally true for all the
schools.
· Some positive effects on students' reading and study
habits have been reported.
· Positive effects on the teaching strategies of teachers—many
of whom have become interested in getting ideas from sources
through the computers.
· Positive effects on parents’ interest in school,
because of their children's involvement with the new technology.
Fifty percent of students in the laptop model took the computers
home on assignment.
Desktop computers appear more appropriate than laptops for
use in schools.
Outcome
Report
· Moses Peart, Sam Myers, and Halden Morris. 1999.
Final Report: Research and Evaluation Component of the IADB/MIF/WB/InfoDev
Technology in Education Project. Joint Board of Teacher Education/Institute
of Education, UWI, Mona, 116 pp. July.
Book
· Moses Peart, ed. Forthcoming. Technology in education:
Lessons from the Jamaican experience. Kingston, Jamaica: Institute
of Education, UWI, Mona.
Challenges Educators Face in Delivering Computer Instruction
in “Equipped” Educational Institutions in Jamaica
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