Virtual Destinations and Student Learning in Middle School: A Cas ...

For example, some studies reveal that using both visual and auditory modes may cause a “split-attention” effect, and the students divide their attention across multiple inputs (Mousavi, Low, & Sweller, 1995).

Some researchers stress guiding principles to help educators know how to use multimedia (Mayer & Moreno, 1998). Bangert-Drowns and Pyke (2002) suggest that student-software interactions resemble engaged literate activity, and that when students make sense of educational software, they employ the same interpretive skills needed in paper-based tasks. These researchers developed a scale of engagement with educational software. The seven modes of engagement are disengagement, unsystematic engagement, frustrated engagement, structure-dependent engagement, self-regulated interest, critical engagement, and literate thinking. This scale will be discussed in detail in Chapter Three.

Research has shown that the success of computer technology is strongly related to the teacher’s enthusiasm, initiative, and sense of improvement (Mann & Schafer, 1997). Interestingly, in Mann and Schafer’s study the high school teachers were more positive than the middle school teachers about computer technology’s ability to contribute to both school reform and their own work.

The Apple Classrooms of Tomorrow (ACOT) research project was initiated at five school sites in 1985. The purpose of the research was to examine the impact of interactive technologies on teaching and learning. ACOT provided students and teachers with Apple computers both at school and at home (Baker, Gearhart, & Herman, 1993). The project concluded in 1998 and was one of the longest continuing educational studies of its kind. The research demonstrated that use of computer technology in the classroom could increase significantly student learning and engagement. ACOT longitudinal research study found that increased student engagement using computer technology occurred in certain settings (Sandholtz, Ringstaff, & Dwyer, 1994). These settings are those where: