Student Perceptions on Use of a Classroom Communication System in Mathematics Classes

Autores: Marlena F. Herman, Michael Meagher, Louis Abrahamson, Douglas Owens
Localización: International Journal for Technology in Mathematics Education, ISSN 1744-2710, Vol. 20, Nº. 2, 2013, págs. 45-68
Idioma: inglés
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Resumen
- This study was designed to measure students' perceptions of classrooms using a Classroom Communication System (CCS). Drawing on the work of the National Research Council Committee on Developments in the Science of Learning (Bransford, Brown and Cocking, 2000), the study was designed to investigate students' (n = 389) experiences in CCS classroom environments in terms of the characteristics learner-centred, knowledge-centred, assessment-centred and community-centred. Results suggest that students perceive that CCS technology increases each of these four centrednesses, in part by giving teachers more information on what students are thinking, giving students more information on what other students are thinking, giving students more information on their own progress, and facilitating collaborative learning by supporting the sharing of information.