
05219477
j
2007e.00518
Lawrenz, Frances
Gravely, Amy
Ooms, Ann
Perceived helpfulness and amount of use of technology in science and mathematics classes at different grade levels.
Sch. Sci. Math. 106, No. 3, 133 (2006).
2006
Wiley (WileyBlackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK
EN
U72
U73
D42
D43
D32
D33
C62
C63
middle school students
student attitudes
elementary school students
high school students
females
males
science instruction
mathematics instruction
educational technology
technology uses in education
technology integration
doi:10.1111/j.19498594.2006.tb18170.x
Summary: Use of technology in science and mathematics classes has been increasing, but there are differences in the amount of use of and students' perceptions of its helpfulness across grade levels and subject areas. Technology was reported as used only occasionally. Technology was used most often to understand or explore in more depth concepts taught in class. The second most frequent use was as a tool of investigation or assessment. The lowest reported use of technology was as tool of communication. Students in middle school classes perceived technology as less helpful than did students in elementary or high school classes. Students in mathematics classes perceived technology as more helpful than did students in science classes. Girls perceived technology as more helpful than did boys. Additionally, teacher and student perceptions of amount of use varied with teachers reporting more use than students. (Contains 4 tables.) (ERIC)