A longitudinal study of the use of Integrated Learning Systems (ILS) in the areas of mathematics and reading in selected Australian primary schools
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Fitzgerald, R. (2007). A longitudinal study of the use of Integrated Learning Systems (ILS) in the areas of mathematics and reading in selected Australian primary schools. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 4074-4083). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25965.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
June 25, 2007
Craig Montgomerie & Jane Seale
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Table of Contents
The paper reports on a study that evaluated the systematic use of computer-based learning systems in the form of Integrated Learning Systems (ILS) in primary schools. The results suggest that substantial growth in number achievement is possible for most children. For low achieving children improvements in reading were also noted. These results are particularly impressive given that the curriculum base of the systems is more appropriate for the North American context. After working with ILS for three years, children in the study gained on average 6 months in mathematics compared with children working with the normal school curriculum. In areas of the curriculum that were particularly suited to computer presentation (i.e. spatial thinking and measurement), there was some evidence that gains could be as great as 1 year, with the result that Grade 5 children after working with ILS for 3 years could have performance equivalent to Grade 6 children. The overall results for reading were less encouraging.
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