Complement or substitute? The effect of technology on student achievement in India
Complement or substitute? The effect of technology on student achievement in India
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发表时间：
2008-06
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通讯作者：
Leigh L. Linden
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作者：
Leigh L. Linden
使用一对随机评价，作者评估了一个计算机辅助学习程序，旨在加强学生对课堂材料的理解。该计划在校内和校外两种模式下实施，使我能够评估将技术融入现有学校的不同策略。该计划的效果主要取决于实施方法。该计划是一个穷人的替代教师提供的课程，因此，在学校模式导致学生学习显着低于他们本来会学到（-0.57标准差）。然而，当作为校外模式中正常计划的补充实施时，该计划产生了0.28标准差的平均收益，反映了大多数学生的小的正收益（但统计学上不显著）和班级中最弱和年龄较大的学生的大的正收益（从0.4到0.69标准差）。研究结果强调了了解新技术和教学方法如何与现有资源相互作用并对具有不同需求和能力的学生产生不同影响的重要性。
Using a pair of randomized evaluations, the author evaluates a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in school and out of school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.