The World Wide Web is undergoing a revolutionary transformation from static text-and-pictures hypertext to a more dynamic and interactive medium. A central part of this revolution is the development of component-style software, where many simple units are created rather than few huge, isolated applications. Mathematics, science and technology education researchers and developers around the world have flocked to "Web/ component" software. However, the revolution is flying blind. Without adequate understanding of the educational implications of different models within this paradigm: (1) Too much work is being devoted to educationally suboptimal models of development and use. (2) Promising alternative models are not being developed or are being ignored. The proposed work will define and investigate a range of models of Web/component software.
We will empirically investigate existing models in the field and other models of our own creation. Empirical study will be at two levels. We will conduct a survey of existing models of Web/component software available on the Web (Level 1). At Level two, we will conduct extensive case studies of a number of different models by talking to and observing teachers in action while they attempt to use component software
In this work, we will identify underlying educational issues as related to properties of Web/component models, and hence provide critical guidance to future researchers, developers, practitioners and policy specialists in mathematics, science and technology education.
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| Support for this project was provided by the National Science Foundation, grant number REC-9973156 to Andrea A. diSessa, PI. Support by the foundation does not imply endorsement of any statements or opinions expressed by this project. |