Technology-Based vs. Traditional Instruction in a Math Classroom - Jami Welch CRMC
Автор: Columbus Regional Mathematics Collaborative
Загружено: 2026-01-09
Просмотров: 3
Jamie Welch’s action research at Marian County Middle School compared technology-based and traditional teacher-led instruction in a college-readiness math class of 10th–12th graders over two weeks, examining engagement and achievement through surveys and assessments. Students learned distance and midpoint using a self-directed online platform in Week 1 and area and perimeter through teacher-led Nearpod lessons with pencil-and-paper practice in Week 2. Findings showed that traditional instruction produced higher and more consistent engagement and achievement, especially for lower-motivated and struggling students, while technology benefited highly motivated learners who thrived on autonomy and instant feedback. Results also indicated that motivation and task relevance mattered more than the instructional mode, with variability in outcomes during technology-based lessons suggesting uneven self-regulation, and both approaches generating complaints due to skill-based tasks lacking real-world context. The study concludes that technology is only as effective as its implementation, recommending a balanced model that blends teacher guidance with technology-supported practice and emphasizes real-world connections to boost motivation and learning.
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