Technology-supported learning environments in science classrooms in India

A review of features of technology-supported learning environments based on participants’ perceptions

“…For example, Gupta and Fisher (2012) proposed the Student cohesiveness factor to assess the extent to which students know, help and are supportive of one another. The social dimension has been substantially addressed in TSLEs through technology features that extend learning communities to beyond the classroom and remotely, with diverse participants including novices and experts.…”

“…(WIHIC) questionnaire (Fraser, McRobbie, & Fisher, 1996), were used for a technology-rich, outcomes-focused science learning environment (Cakir, 2011;Gupta & Fisher, 2012;Koul, Fisher, & Shaw, 2011). Five out of the seven factors address the social dimension of learning.…”

“…For instance, the factors of cognitive apprenticeship, integration of face to face sessions, and timely guidance depict possible influences of social supports on learners' cognitive growth. The extent to which teachers adjust the learning activities to suit different types of students (differentiation, n = 3, e.g., Gupta & Fisher, 2012) also entails supports from the social dimension. Additionally, there are factors depicting the allowance of TSLEs in terms of promoting students' epistemological awareness, goal setting, help seeking, time management, and taking ownership of their own learning (active learning, n = 2, e.g., Walker & Fraser, 2005).…”

“…Among the 17 factors included in the social dimension, two main aspects, teacher-student interaction and student-student interaction, emerged. Factors that portray teacher-student interactions investigate various supports offered by teachers including trust, attention, help, care, friendship (teacher support, n = 9, e.g., Gupta & Fisher, 2012), as well as understanding and encouragement (Wu et al, 2009). Researchers also explore different types of peer interactions in terms of the extent to which students have opportunities to interact and discuss with one another, to exchange information, and to engage in collaboration (e.g., Newhouse, 2001;Walker & Fraser, 2005).…”

Mobile Learning Apps to Support Students Learning Goals

“…In their work on instructional strategies, Marzano In 2001, Prensky developed two terms to describe technology users in the classroom-"digital natives" (for students because they often were more knowledgeable than their teachers in ICT use) and digital immigrants for their teachers. According to Gupta and Fisher (2012), the use of different technologies in the classroom has grown rapidly and this has meant that learners "have more flexibility and autonomy to learn at their own pace and time in a highly interactive environment." (196).…”