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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/32450
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dc.contributor.authorGardner, Johnen_UK
dc.contributor.authorMorrison, Hughen_UK
dc.contributor.authorJarman, Ruthen_UK
dc.date.accessioned2021-03-23T01:40:16Z-
dc.date.available2021-03-23T01:40:16Z-
dc.date.issued1993-03en_UK
dc.identifier.urihttp://hdl.handle.net/1893/32450-
dc.description.abstractResearchers at Queen's University, Belfast recently completed a study into the potential of portable ‘laptop' or ‘notebook' computers in schools. Over 235 pupils in nine schools were provided with a personal portable computer for a whole school year. One aspect of the research was to assess the impact which the high access to information technology (IT) had on the pupils' learning. Five experimental/control class groups (with/ without laptops) were matched for age, gender and ability. The performance of these pupils in mathematics, English and science tests was measured before and after the ‘treatment' period and the comparisons were analysed. A number of interesting effects were observed and these indicated, with due recognition of the project constraints, that the impact of high access to computers on learning in mathematics, English and science was at best marginal.en_UK
dc.language.isoenen_UK
dc.publisherWiley-Blackwellen_UK
dc.relationGardner J, Morrison H & Jarman R (1993) The impact of high access to computers on learning in mathematics, English and science. Journal of Computer Assisted Learning, 9 (1), pp. 2-16. https://doi.org/10.1111/j.1365-2729.1993.tb00259.xen_UK
dc.rightsThis is the peer reviewed version of the following article: Gardner, J., Morrison, H. and Jarman, R. (1993), The impact of high access to computers on learning. Journal of Computer Assisted Learning, 9: 2-16, which has been published in final form at https://doi.org/10.1111/j.1365-2729.1993.tb00259.x. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for self-archiving.en_UK
dc.rights.urihttps://storre.stir.ac.uk/STORREEndUserLicence.pdfen_UK
dc.subjectAccessen_UK
dc.subjectAssessmenten_UK
dc.subjectEnglishen_UK
dc.subjectMathematicsen_UK
dc.subjectPortable computersen_UK
dc.subjectScienceen_UK
dc.titleThe impact of high access to computers on learning in mathematics, English and scienceen_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1111/j.1365-2729.1993.tb00259.xen_UK
dc.citation.jtitleJournal of Computer Assisted Learningen_UK
dc.citation.issn1365-2729en_UK
dc.citation.issn0266-4909en_UK
dc.citation.volume9en_UK
dc.citation.issue1en_UK
dc.citation.spage2en_UK
dc.citation.epage16en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailjohn.gardner@stir.ac.uken_UK
dc.contributor.affiliationFaculty of Social Sciencesen_UK
dc.contributor.affiliationQueen's University Belfasten_UK
dc.contributor.affiliationQueen's University Belfasten_UK
dc.identifier.scopusid2-s2.0-84991124571en_UK
dc.identifier.wtid639750en_UK
dc.contributor.orcid0000-0002-3844-7305en_UK
dcterms.dateAccepted1993-03-31en_UK
dc.date.filedepositdate2021-03-22en_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorGardner, John|0000-0002-3844-7305en_UK
local.rioxx.authorMorrison, Hugh|en_UK
local.rioxx.authorJarman, Ruth|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2014-03-25en_UK
local.rioxx.licencehttps://storre.stir.ac.uk/STORREEndUserLicence.pdf|2014-03-25|en_UK
local.rioxx.filenameGardner Morrison Jarman JCAL 1993.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1365-2729en_UK
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