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Perceived Helpfulness and Amount of Use of Technology in Science and Mathematics Classes at Different Grade Levels
Author(s) -
Lawrenz Frances,
Gravely Amy,
Ooms Ann
Publication year - 2006
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2006.tb18170.x
Subject(s) - helpfulness , mathematics education , perception , class (philosophy) , psychology , science education , computer science , social psychology , artificial intelligence , neuroscience
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.