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dc.contributor.authorMcDaniel, Donna Christine
dc.contributor.supervisorDr. Barry Fraser
dc.contributor.supervisorDr. Jill Aldridge
dc.date.accessioned2017-01-30T09:46:43Z
dc.date.available2017-01-30T09:46:43Z
dc.date.created2015-09-18T07:01:18Z
dc.date.issued2015
dc.date.submitted2015-09-18
dc.identifier.urihttp://hdl.handle.net/20.500.11937/155
dc.description.abstract

A pretest–posttest design was used in evaluating the effectiveness of integrating technology across the core curriculum in terms of students’ perceptions of their classroom learning environment for a sample of 966 grade 6–8 students in Texas. Data analyses supported the factorial validity and reliability of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) and revealed small and directionally-inconsistent changes in TROFLEI scale scores. Overall technology integration was neither advantageous nor disadvantageous.

dc.languageen
dc.publisherCurtin University
dc.titleEffectiveness of integrating technology across the curriculum: classroom learning environments among middle-school students in the USA
dc.typeThesis
dcterms.educationLevelPhD
curtin.digitool.pid228642
curtin.departmentScience and Mathematics Education Centre
curtin.accessStatusOpen access


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