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EJ966874 - The Impact of Technology-Enabled Active Learning (TEAL) Implementation on Student Learning and Teachers' Teaching in a High School Context

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ERIC #:	EJ966874
Title:	The Impact of Technology-Enabled Active Learning (TEAL) Implementation on Student Learning and Teachers' Teaching in a High School Context
Authors:	Shieh, Ruey S.
Descriptors:	Foreign Countries; Educational Technology; Constructivism (Learning); Science Activities; Student Attitudes; Technology Integration; Physics; Active Learning; Program Effectiveness; High School Students; Secondary School Teachers; Science Instruction; Science Achievement; Teacher Effectiveness; Science Tests; Instructional Innovation; Instructional Improvement; Instructional Design; Quasiexperimental Design; Pretests Posttests; Outcomes of Education; Interviews; Instructional Effectiveness; Educational Strategies; Curriculum Implementation; Guidelines; Multimedia Instruction; Technology Uses in Education; Observation
Source:	Computers & Education, v59 n2 p206-214 Sep 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-09-00
Pages:	9
Pub Types:	Journal Articles; Reports - Research
Abstract:	Technology-Enabled Active Learning (TEAL) is a pedagogical innovation established in a technology-enhanced multimedia studio, emphasizing constructivist-oriented teaching and learning. In Taiwan, an increasing number of schools are adopting the TEAL notion to deliver courses. This study examines the impact of TEAL on both student performance and teachers' teaching of physics in the context of one of the high schools. A quasi-experimental research approach was used to conduct the study. Data sources include pre-/post-tests, interviews, class observations, and the researcher's journals. The findings reveal that the benefits that the participants gained from exposure to the innovative instruction appear in various aspects in addition to the students' test results. Having higher interest in attending physics classes and being more active in participating in extracurricular science activities on the part of the students, and being more enthusiastic about and confident in helping students strengthen their physics concepts on the part of the teacher, are among the non-test score gains. The students' achievements and positive responses to the teacher's instruction seem to have motivated his dedication and confidence. It is also found that teachers' teaching beliefs and desire to change greatly affected their classroom practices and technology integration. To more effectively implement instructional innovations in a school, suggestions are provided. (Contains 1 table.)
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	Taiwan
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0360-1315
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education; High Schools; Secondary Education
Direct Link:	http://dx.doi.org/10.1016/j.compedu.2012.01.016

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