The use of integrated learning systems in developing number and language concepts in primary school children: a longitudinal study of individual differences

Over recent years there has been intense community debate over educational standards in Australian schools.  This report addresses the possible contribution of a type of emerging technology called "integrated learning systems" to developing numeracy and literacy in primary school children.  The study began in 1997 and trialled the use of two integrated learning systems which are computer based systems known as Tomorrows Promise and SuccessMaker  The systems are currently in use in the US, and are designed to manage the delivery of curriculum materials to individual students.  They are capable of providing feedback to both the student and the teacher through diagnostic assessments.  .  These systems were tested in developing number and language concepts with grade 3, 4 and 5 children in a number of ACT schools.

The study included control groups for each school who had access to more traditional literacy and numeracy programs.  The results of the study suggest that substantial growth in number achievement, and for low achieving children in reading, can result from the systemic use of computer-based learning systems (Integrated Learning Systems) in primary schools, even when the curriculum base of the systems is more appropriate for North American children.  After working with ILS for three years, children gained on average six months in mathematics compared with children working with the normal school curriculum.  In general, children, teachers and parents were positive about the use of Integrated Learning Systems.

Electronic version only available from the Department.  Print copies may be available for loan from your local library.

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