Integration of Information Technology into Elementary School Curriculum：Evidence from Teaching Multiplication to Second Graders

• Main Authors: Ming-Sia Ho, 何明霞
• Other Authors: Yen-Chang Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/37680006138685820386

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 99 === This study aims to assess the impact of integrating information technology (IT) into elementary school teaching. To find out how it functions to second graders’ learning achievement and attitudes toward multiplication, a pretest-posttest design of quasi-experimental method is hence used in this study. With four classes of an elementary school in Taoyuan City involved, the target students in the 3-week long experiment are classified into experimental group and control group. While the two are respectively taught with IT (e.g., e-book CD and network resources) and traditional lectures (e.g., props performance and discussion), they both receive 15 classes of multiplication curriculum each week. The results are as follows: 1.The teaching effect of integrating IT is significantly bigger than that of traditional lectures. 2.IT integration into teaching acts notably on students’ learning of multiplication, where the effects on higher achievers are bigger than that on lower ones. 3.Although students’ mathematics attitudes are all raised, the one taught with IT sees more positively and more actively than the one taught with traditional lectures. 4.Integrating IT into teaching also helps higher achievers have stronger motivation, less math anxiety, and better performance. In comparison to girls, furthermore, boys are more confident of math. 5.Students’ mathematics attitudes and their learning achievement of multiplication are positively correlated.