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Is there anyone who is not? Let me try once more, and make a handful of other points along the way.

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First of all, what possible, reasonable hypothesis could there be in which the mere availability of anything impacted learning? Would the availability of human experts not interaction with them, now improve learning? Would the availability of books? Would the availability of anything?

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If simple proximity to anything were going to correlate with learning outcomes, I would go back to sleeping with books under my pillow. This hypothesis was ill-begotten to start and muddies whatever actual message the authors want to make. Its inclusion in the report suggests to me that there was a pre-existing bias toward finding no or negative results.

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We have almost no idea how the students are using the computers. Internet access at home is correlated positively with outcomes in math and reading.

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Internet access at school is negatively correlated. What are they doing when they access the internet?

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What does use mean??? Using BitTorrent tracker websites to begin peer-to-peer downloads of movies, tv shows, software, and music? As these two web-based activities account for the majority of traffic on the Internet, it would make sense to assume that they account for at least some of what this group of teenagers is doing online.

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Not flirt nő sign mention the slew of web-based Flash games to which so many are completely addicted. When we know nothing beyond the fact that students launch their browsers or open their email clients, why would we expect to find that learning occurs? First, what instructional strategies do these titles supposedly employ that would lead us to believe they should facilitate learning?

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What specifically is the teacher doing? But we get none of this absolutely crucial detail.

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My final point is… self-report data from 15 year olds on whether or not they have educational software at home yes, the article indicates that this is how it was gathered? I could go on.

First Encounter () - IMDb

Flirt nő sign my pal Andy Van Schaack is fond of reminding me, Jay Gould has commented that confusing correlation for causation is just about the worst mistake you can make when dong research. And yet this study seems to frequently flirt with this issue: Thus, the mere availability of computers at home seems to distract students from learning, presumably mainly serving as devices for playing computer games.

Flirt nő sign, lets pretend we are examing a group of 15 year olds, some of whom spend none of their educational and recreational time on computers, some of whom spend some of their educational and recreational time on computers, and some of whom spend much of their educational time and recreational time on computers.

In one scenario, we will carry out the assessment on computers.

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Can we not form a strong hypothesis, ahead of data collection or analysis, about which sub-group will perform best in each scenario? I am told there is ETS research data that implies this is the case.

I will be very anxious to see how the ETS research deals flirt nő sign individuals like me, who live on computers and lack the physical ability to write for two hours. The part of the study I came closest to agreeing with: the inverted U-shape of the relationship between computer and internet use at school and student performance may be due to a true causal effect of computer and internet flirt nő sign.

The point I agree with is, of course, that interaction with computers should be only a part of the learning experience.

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