It is assumed that information technology will foster the acquisition of cross curricular and media competencies, of team and cooperation skills as well as of meaningful learning in complex and authentic environments. Mobile computers are seen as particularly beneficial to initiate such a change -- but so far there is little evidence to support this claim. The present study investigates the role of laptop computers as change agents in the classroom theoretically and empirically.
Based on didactic theory and on instructional research a grid of instructional methods is developed. This grid is used to define and differentiate the methodological concepts of classroom instruction predominant in the current discussion direct instruction, student-centered instruction, constructivist instruction.
Subsequently, the role of media as a central factor in instructional design is discussed and it is argued that computers might have the potential to function as catalyst for constructivist change in the classroom. The theory part of the dissertation concludes with an overview of recent empirical findings on methodological changes of classroom instruction attributed to the integration of desktop and mobile computers.
The empirical part of this study investigates in a detailed way how instruction changes when mobile computers are integrated in the classroom. The data for this study were gathered over the course of three years in a pilot project in a German high school.
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The analysis of instructional changes follows a multimethod approach, which combines qualitative and quantitativ methods in three partial studies Student and teacher surveys, student and teacher interviews, observation of instruction. International Shipping at best shipping prices!
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