Technical expertise development in secondary technical schools: Effects of ICT-enhanced 4C/ID learning environments

Abstract

This study assessed the effectiveness of powerful learning environments (PLE), developed in line with the specifications of the 4C/ID-model, and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms. The study had a one by one by two pretest posttest quasi experimental design. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments. The participants consisted of 144 (44, 47, 53) students (mean age was 18.1). The pilot study, served to validate and revise the materials, and to retrain teachers. The main study, consisted of six sessions, conducted in regular classrooms of three schools to test the formulated hypotheses. The results indicate that a 4C/ID PLE promotes the development of technical expertise in secondary technical education better than teaching designed in line with classical instructional design principles. Moreover, results reveal no significant difference of learning gains between the 4C/ID PLE with ICT group and the 4C/ID PLE without ICT group. Finally, the theoretical, research, and practical implications of the results for the instructional design and technology community as well as educational practice are discussed. � 2006 IEEE.