Technology-supported learning environments in science classrooms in India
The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region...
| Main Authors: | , |
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| Format: | Journal Article |
| Published: |
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/39131 |
| _version_ | 1848755507881312256 |
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| author | Gupta, A. Fisher, Darrell |
| author_facet | Gupta, A. Fisher, Darrell |
| author_sort | Gupta, A. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students' perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students' perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement). |
| first_indexed | 2025-11-14T08:57:25Z |
| format | Journal Article |
| id | curtin-20.500.11937-39131 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:57:25Z |
| publishDate | 2012 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-391312017-09-13T14:22:14Z Technology-supported learning environments in science classrooms in India Gupta, A. Fisher, Darrell The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in particular. This study, which is the first of its kind in India, reports the use of a modified form of Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) for assessing students' perceptions of their learning environments in technology-supported science classrooms. Analysis of data from 705 students from 15 classes provided evidence for the reliability and validity of the questionnaire in Indian science classroom settings. The same data also were used for studying gender differences and associations between students' perceptions of their technology-supported learning environments and three learner outcomes (attitude towards science, academic efficacy and academic achievement). 2012 Journal Article http://hdl.handle.net/20.500.11937/39131 10.1007/s10984-012-9103-9 restricted |
| spellingShingle | Gupta, A. Fisher, Darrell Technology-supported learning environments in science classrooms in India |
| title | Technology-supported learning environments in science classrooms in India |
| title_full | Technology-supported learning environments in science classrooms in India |
| title_fullStr | Technology-supported learning environments in science classrooms in India |
| title_full_unstemmed | Technology-supported learning environments in science classrooms in India |
| title_short | Technology-supported learning environments in science classrooms in India |
| title_sort | technology-supported learning environments in science classrooms in india |
| url | http://hdl.handle.net/20.500.11937/39131 |