
06583155
j
2016d.00966
Genlott, Annika Ag\'elii
Gr\"onlund, {\AA}ke
Closing the gaps  improving literacy and mathematics by ICTenhanced collaboration.
Comput. Educ. (Exeter) 99, 6880 (2016).
2016
Elsevier, Exeter
EN
U72
C62
D62
C32
collaborative learning
ICT
formative feedback
assessment
gender gap
doi:10.1016/j.compedu.2016.04.004
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 realtime 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 sociocultural theory, including continuous social interaction and written realtime 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 underachievers. The ITU method performs worst, which shows that ICT use must be well integrated into the pedagogy to be useful.