Title page for ETD etd-07082009-114923

Type of Document Master's Thesis
Author Barrett, Adam Ross
Author's Email Address abarre3@lsu.edu
URN etd-07082009-114923
Title Integrated Technology: Does it Affect Learner Outcomes?
Degree Master of Natural Sciences (M.N.S.)
Department Natural Sciences (Interdepartmental Program)
Advisory Committee
Advisor Name Title
Joseph F. Siebenaller Committee Chair
James J. Madden Committee Member
John W. Lynn Committee Member
  • integrated technology
  • traditional teaching methods
Date of Defense 2009-07-02
Availability unrestricted
Because technology has become prevalent in classrooms, this study was undertaken to test whether the use of integrated technology, specifically computers and online activities, affects learner outcomes in a classroom setting. The outcomes from classes taught using integrated technology were compared to classes taught with traditional teaching strategies. Students in a 7th grade life-science class were given pre-tests and post-tests to determine their learning gains on the topics of genetics and photosynthesis. Each class was assigned different activities based on the subject. Each unit was covered in four 90 minute periods. When one set of classes was using integrated technology for a topic, the other set was using traditional methods of learning such as notes, discussions and book work.

The integrated technology had no detectable effect on learner outcomes. There were no significant difference between mean learning gains and the different variables tested: class size, gender and teaching styles. However, there did appear to be a positive effect on the studentsí behavior and attitude for learning the material. The technology-based methods did not detract from student learning. Over a more extended time frame, implementation of technology-based methods in the classroom may increase learning gains and/or foster increases in engagement and class attendance.

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