Using Computer Networking to Increase Active Teaching in General Education Math Classes Containing Students with Mild Disabilities

Abstract

The study examined the effects of frequent feedback to teachers on student performance during math instruction. Three teachers, whose classes contained mainstreamed students with mild disabilities, used the computer networking system to check student understanding of math concepts throughout their math lessons. A multiple baseline design across subjects (teachers) was used to assess the effects of using of the networking system on the time teachers spent on active teaching, feedback and explanations, the number of problems given and number of questions asked. Merely using the networking system led to changes in performance for only one of three teachers. In a second phase, using the networking system with coaching, teachers required students to meet a criterion (usually 80%) to determine whether students needed reteaching or were ready for instruction on a new problem type. Although insufficient data points were available for the third teacher, the results suggest that with coaching on how to use the data generated by the computer networking system, teachers increased the amount of time spent on active teaching, providing feedback, number of problems given, and number of questions asked. Teachers reported that the data shown on the monitor screen enabled them to more precisely determine whether students understood skills presented during the lesson.