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|Title:||Implications of Computer-Based Projects in Electronics on Fostering Independent Learning, Creativity and Teamwork|
|Publisher:||Lawrence Erlbaum Associates|
|Citation:||Barak, M. (2004). Implications of Computer-Based Projects in Electronics on Fostering Independent Learning, Creativity and Teamwork. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 66-72). Santa Monica, CA: Lawrence Erlbaum Associates.|
|Abstract:||This research aimed to explore the impact of computer-based projects, within the framework of high school electronics studies, on pupils' learning. Technology studies provide a sophisticated learning environment in which computers are simultaneously part of the subject matter learned and a means for teaching and learning. In the beginning stages, pupils highly depend on teachers' instructions and help. Pupils working on non-computerized projects in electronics are likely to progress along a conventional path: planning, constructing, troubleshooting and improving. In contrast, pupils working on computer-based projects tend to modify their systems, drift away from the initial design suggested by the teacher, take risks, improvise and make progress through trial and error. Computerized projects impart flexibility, freedom of action and independence to the pupils beyond that usually found at school. Computerized projects encourage cooperation and teamwork among pupils through the Internet. Under "Internet culture," pupils quickly zip between sources of information, download programs from different sources and exchange ideas with friends. New ideas, especially regarding computer programming, are distributed among the pupils, developed and refined, and become common property. Computerized projects encourage pupils to cross the line from fully teacher-guided work and become confident and independent learners.|
|Appears in Collections:||ICLS 2004|
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