schools for over a decade . The ambitious research program focused on six major questions : 1 . What kinds of collaborative environments and tools are most helpful in inquiry-based classrooms ? 2 . What happens when teachers and students have access to rich on-line resources and remote experts ? 3 . How can the computer ’ s power to represent knowledge in multiple media support learning ? 4 . How can the computer be used to support students in problem-solving ? 5 . What happens to motivation and learning when students have the same access to the sophisticated tools that experts use ? 6 . How can the learning and competencies accomplished in a technology-rich environment be assessed ?
Coley et al . ( 1997 ) summarize the results of the first decade of ACOT research : ACOT students :
– Explored and represented information dynamically and in many forms
– Became socially aware and more confident – Communicated effectively about complex processes – Used technology routinely and appropriately – Became independent learners and self-starters
– knew their areas of expertise and shared that expertise spontaneously
– Worked well collaboratively – Developed a positive orientation to the future ( p . 37 )
Some of the most interesting findings from the ACOT research concern teachers and implementation . ACOT researchers found that teachers had strong beliefs about their roles and efficacy as teachers which changed very slowly as their classrooms moved toward child-centered rather than textbook-driven education ( Sandholtz & Ringstaff , 1996 ). Teachers had to make significant changes in their classroom management styles , giving up more control to technology and students . This also changed slowly . Initially , media and technology were primarily used within the context of traditional pedagogical methods , and most teachers required years of experience before they adopted more innovative strategies such as project-based learning . Finally , teachers struggled with fundamental incongruities between traditional assessment measures and the kinds of learning occurring in their classrooms . In fact , assessment problems proved to be the most resistant to solutions and many remained unresolved ( David , 1996 ).
The bottom line of the ACOT Project is that pedagogical innovations and positive learning results do eventually emerge from the infusion of media and technology
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