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Compensating the Socioeconomic Achievement Gap with Computer-Assisted Instruction
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Chevalère, Johann; Cazenave, Loreleï; Berthon, Mickaël; Martinez, Ruben; Mazenod, Vincent; Borion, Marie-Claude; Pailler, Delphine; Rocher, Nicolas; Cadet, Rémi; Lenne, Catherine; Maïonchi-Pino, Norbert; Huguet, Pascal – Journal of Computer Assisted Learning, 2022
Background: As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed. Objectives: The objectives of the present study are to examine whether and how the socioeconomic achievement gap…
Descriptors: Computer Assisted Instruction, Socioeconomic Status, Achievement Gap, Conventional Instruction
Effectiveness of Clicker-Assisted Teaching in Improving the Critical Thinking of Adolescent Learners
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Ghanaat Pisheh, Etrat AlZahra; NejatyJahromy, Yaser; Gargari, Rahim Badri; Hashemi, Touraj; Fathi-Azar, Eskandar – Journal of Computer Assisted Learning, 2019
The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi-experimental design and a pretest/posttest set-up. Subjects consisted of 156 K-8 students in Tehran during 2016-2017, selected through a multistage cluster sampling, and…
Descriptors: Audience Response Systems, Handheld Devices, Educational Technology, Elementary Education