id: 06583155
dt: j
an: 2016d.00966
au: Genlott, Annika Agélii; Grönlund, Åke
ti: Closing the gaps ‒ improving literacy and mathematics by ICT-enhanced
collaboration.
so: Comput. Educ. (Exeter) 99, 68-80 (2016).
py: 2016
pu: Elsevier, Exeter
la: EN
cc: U72 C62 D62 C32
ut: collaborative learning; ICT; formative feedback; assessment; gender gap
ci:
li: doi:10.1016/j.compedu.2016.04.004
ab: Summary: Literacy and mathematics are necessary skills that for different
reasons unfortunately not everybody acquires sufficiently. In OECD
countries there is also a gender gap; boys lag behind girls in literacy
but often outperform girls in mathematics. ICT (Information and
communication technologies) may contribute useful tools to address both
these problems but in order to effectively create better educational
conditions there is yet a need to develop effective methods that
combine ICT with key factors for learning. This research contributes to
this by measuring effects of the “Write to Learn” (WTL) method. WTL
lets children from 1st grade use several ICT tools to write texts and
subsequently discuss and refine them together with classmates and
teachers using digital real-time formative feedback and assessment. The
central learning factor addressed, in mathematics as well as in
literacy, is the written communication allowing the learners to
interact with peers and teachers. WTL draws on methods from
socio-cultural theory, including continuous social interaction and
written real-time formative feedback among peers, using shared
electronic forums for collaboration, thereby providing social meaning
and increased learning of literacy and mathematics, among both boys and
girls. The study uses quantitative methods and two control groups, one
using {\it traditional method} (no ICT) and one {\it using technology
individually} (without integrated social interaction and formative
feedback), to compare results from 502 students in grade 3 national
tests in mathematics and literacy. WTL yields by far best results;
higher average score both in literacy and mathematics, smaller gender
gap, and significantly better results for the under-achievers. The ITU
method performs worst, which shows that ICT use must be well integrated
into the pedagogy to be useful.
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