No Significant Difference Phenomenon for Technology-Based Learning Environments

• In Event: Evaluating Learning Environments in STEM Classrooms

Abstract

Finding no significant differences associated with evaluations of the use of educational technology has been a common pattern in past research (Russell, 1999). The major purpose of this study was to evaluate the effectiveness of integrating technology across the core curriculum in terms of students’ perceptions of their classroom learning environment. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was administered to a sample of 966 Grades 6, 7, and 8 students in core curriculum classes in a pretest–posttest design over a seven-month period. Findings suggest that technological integration into the core curriculum might not offer any direct educational advantages, but also that they are not detrimental to students’ learning experiences.

Authors

• Donna Christine McDaniel, Texarkana College

• Barry J. Fraser, Curtin University