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Cultural Relevance and Computer Assisted Instruction (CAI). A study by: Jaqueline Leonard James Earl Davis Jennifer L. Sidler Journal of Research on Technology in Education Presented by Christine Ray. Focus of study. Research Questions:
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Cultural Relevance and Computer Assisted Instruction (CAI) A study by: Jaqueline Leonard James Earl Davis Jennifer L. Sidler Journal of Research on Technology in Education Presented by Christine Ray
Focus of study • Research Questions: • What effect will the CAI have on task engagement in African American Elementary School students? • How will this program effect students’ ability to solve math and science problems? • What effects will environment and prior teaching have on student outcomes?
Overview of CAI Software • Engaged students in a Computer Simulation of Riding the Freedom Train, an Underground Railroad themed CAI. • Math and Science content embedded into program. • The Program employed a “Learning for Use” model and was “Problem solving Based.” • Encouraged higher order thinking skills. • Goal directed. • Scaffolding and hints provided. • Introduced as supplement to teacher instruction.
Study Participants • Students in (3) fourth-grade classrooms. • Two Schools-Pennsylvania & Illinois. • Ethnic background (both schools) >98% African American. • No significant differences in SES, gender, or achievement-test scores.
African American Students Achievement Gap. NAEP 46% of AA 4th gr. and 61% 8th gr. are below basic level of math achievement. Low income students have difficulty w/ processing math language when presented out of context. Technology Gap Culturally Relevant Instruction Improves motivation. “Anchors context to content.” Validates the way that students count, measure, classify, & infer meaning and links it to culture. Consistent with NCTM goals and standards. Rationale
Method-Data Collection • Pre Test- pencil/paper. • Post Test- scores from CAI program. • Teacher interview • Sample student interviews (random). • Observation-video taped (1 classroom)
Riding the Freedom Train Story Line:Narration with digital images • Fictional Character: Sam, a slave on a MD plantation. • Sam decides to leave plantation and travel north on the Underground Railroad to freedom in PA. • Students must help Sam on his journey by answering a series of math and science problems.
“The Big Dipper is made of stars, and stars are made out of ________?” a. Rocks b. Gases c. Glitter d. Clouds “Sam wants to take 20 fruit on his journey and eats 2 fruit per day. How many fruit did Sam eat if it Takes him 8 days to get to Philadelphia?” ____ No choices provided. Examples of Embedded Questions
Results • Engagement: Interview and observations indicated a high level of engagement & enjoyment. • Pre-test vs. post test accuracy • Science-56% increase • Math-43% increase Environmental Factors: Computer lab vs. classroom work station made no significant difference.
Other benefits: • Students gained better understanding of the concept of the Underground Railroad. • CAI promoted independent inquiry about Underground Railroad. • No significant difference between group performances despite marked differences in overall unit instruction.
Considerations • Study could not be generalized and no control group was used. • Unanswered Questions: • Would students do as well with same activities (i.e. narration with embedded problems) without computer software? • Would there have been a difference in student performance if pre tests and post tests had identical formats and methods?