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• W2321868182 abstract "ABSTRACTU.S. higher education institutions spend a large amount of time, money, and energy on technology. Educators face a student population that has never been without the Internet—they are “Born Digital.” Students expect that faculty and universities utilize more technology. Higher education is faced with the question whether technology provides students with the experience they need to succeed or whether it hinders development of valuable skills that are achieved through traditional classroom instruction. We must be sensitive to what pedagogical approaches are helping students to gain technology skills that will aid them to engage in civic and political life. Consequently, few studies have shown a connection between increasing use of technology and improved student performance. Does academic performance improve with increased use of technology? This is the question our study attempts to answer. Our experimental design involves a pretest–posttest experiment examining student knowledge of political topics as well as their use of news media and products in introductory American Government courses. Students experienced different levels of exposure to technology to determine any differences in learning outcomes. Two important themes were explored: (1) How information technology promotes and enhances student learning and (2) how qualitative and quantitative research methods can be used to investigate the online learning experience.KEYWORDS: Experimental designhigher educationpolitical scienceresearch methodstechnology ContributorsLinda K. Mancillas is an assistant professor of political science at Georgia Gwinnett College in the metro Atlanta area. She received a BA in Political Science and Women's Studies from the University of Alabama at Birmingham and her MA and Ph.D. from American University in Washington, D.C. Her research interest are classroom technology and gender. Dr. Mancillas is Chair of the American Political Science Association Committee on the Status of Latinos y Latinas in the Profession for 2015–2018.Peter W. Brusoe is a campaign finance and lobbying specialist working for a private company in Washington, DC. He received his Ph.D. from American University in 2012. His primary research interests focuses on small donors to campaigns and the broad representativeness of campaign donors. He has co-authored articles in the Election Law Journal and contributed to the Oxford Handbook of New York State Politics. His research has been used for reforming New York's campaign finance laws.NotesFact-based questions are 1, 2, 4, 7, 8, 13, and 20; Application Questions are 3, 14, 16, 17, and 18; Legal questions are 5, 6, 9, 11, 12, 15, and 19.The questions were structured as a free response. Some students wrote Pelozzi, Peloski, Pellosi Reed, Weed, Boner, or Banner. Credit was given for these responses." @default.
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• W2321868182 date "2016-01-26" @default.
• W2321868182 modified "2023-09-23" @default.
• W2321868182 title "Born Digital: Integrating Media Technology in the Political Science Classroom" @default.
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• W2321868182 doi "https://doi.org/10.1080/15512169.2015.1096792" @default.
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