Using instructional technology in transformed learning environments: An evaluation of project CHILD

This study compared standardized test scores in reading and math for second- and fifth-grade students from two similar technology-rich elementary schools in Miami Dade County, Florida. One school implemented Project CHILD (Computers Helping Instruction and Learning Development) as its instructional model. The other did not. Project CHILD is a K-5 instructional model that transforms the traditional grade-specific, self-contained elementary classroom into a three-classroom cross-grade cluster. Each classroom in the cluster has at least six learning stations to accommodate varied learning modalities. Students rotate to each classroom in the cluster throughout the day for instruction in reading, writing, and mathematics. Students spend three years working with the same teacher team. Project CHILD students who had completed a full three-year cycle of the program scored higher on all test comparisons. Significant differences were obtained in mathematics applications (Grade 2), reading comprehension (Grade 5, mathematics computation (Grade 5), and mathematics application (Grade 5).

Author: 
Butzin, S.
Year: 
2001
Source: 
Journal of Research on Computing in Education, Vol. 33 (4), 367-373.
Type: 
Related Research
Content Area: 
math
Grade Level: 
early elementary
intermediate elementary
IDEA Disability Category: 
autism
emotional disturbance
major-other health impairment
intellectual disability
specific learning disability
speech or language impairment
Instructional Support: 
practice and reinforcement activities