The underlying assumption here is that classroom events are tied to each other in a systemic way. Clearly, one could not answer the question of how much did the computer, or any other event, contribute to the outcomes. Alternatively, one would want to use a methodology that respects the systemic nature of the classroom, the way this system differs from its controls, and the way it changes over time. The emphasis ought not to be on single events or variables but on the way they relate to each other. This approach to studying the effects of technology-based innovations focuses on understanding the relationships among various elements in the project, and the variables that contribute to specific outcomes, rather than to declare the innovation as more or less effective than some other approach.
Students create part of their own curriculum.
Given a specific subtopic, a small group prepares hypermedia study materials on that topic. Students are then regrouped for learning in such a way that each of the new groups contains one student who worked on the curriculum materials for each topic. Each student functions as a discussion leader when the study group moves to the topic of his or her expertise. Assessment of the effects of the innovation includes administering standard pretest and posttest measures to all students. Students in all four classes showed an improvement of more than one grade level in their reading and writing skills.