Year: 2007
Type: article
Study design: Clinical Trial
Abstract: This study examines the viability in the classroom of a tutoring system called Interactive Strategy Training for Active Reading and Thinking (iSTART). This study investigated the effects of teacher-guided and iSTART-guided extended practice (following initial reading strategy training with iSTART) including 78 high school students from four biology classes. Eight high school teachers were also trained to administer reading strategy training. The results supported the conclusion that teachers can successfully integrate educational technology in such a way that it compliments their traditional teaching roles while helping to meet the needs of their students.
Authors: Courtney M. Bell, Danielle S. McNamara
Institution: University of Memphis
Language: English
Subfield: Artificial Intelligence
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2767434920