The data from the two studies clearly indicated that the setting had a significant impact on the types and number of activities that teachers asked students to carry out. For example, teachers tended to plan more writing activities in the computer-supported classroom. They also adopted different roles in the two settings; whereas in the traditional classroom they tended to see themselves as leaders and consequently conducted more front-of-the-classroom activities, in the computer-supported classroom, they were more likely to act as facilitators and expect students to take responsibility for their own learning. This led to more small group activities in the computer-supported classrooms.
The data also show that in the course of the semester, the teachers tended to transfer successful activities from the computer classroom into the traditional one, which resulted in their asking the students to do more writing in class and trying to find ways to foster more interaction in the classroom.
| studies | theory | practice | transition | technology | benefits of using technology | instruction | setting | students | introduction |