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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