The impact of virtual manipulatives on first grade geometry instruction and learning.

This study investigated the impact of virtual manipulatives on first grade students' academic achievement as well as on student attitudes, behaviors, and interactions.

Thirty-one (31) first grade students were randomly assigned to either a treatment or control group. Both groups studied identical objectives, but the treatment group used virtual manipulatives for practice. A pretest and posttest at both the first and second grade levels was conducted.

The pretests showed that the treatment group began lower than the control group, and at a significantly lower level (p <0.05) on the first grade level of testing. Posttest results showed that the treatment group outscored the control group on both grade level tests, though not at a significant level (p> 0.05). The treatment group had significant improvements (p

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The treatment group teacher recorded her daily thoughts regarding the virtual manipulatives. She also noted her observations regarding student attitudes, behaviors, and interactions. She reported increased instructional time, repetition of practice activities, time-on-task, and feedback. She found that students showed increased motivation and challenged themselves to higher levels.

Teachers are using computer and Internet resources more frequently with their students. Seventy-six percent (76%) of teachers report using computers daily for planning and/or teaching, and 63% report using the Internet for instruction (CEOForum, 2001). The integration of computers into the daily instruction of students has become more than acceptable practice, it has come to be expected (Miller & McInerney, 1994-1995). This expectation is partially a result of the large financial and time investments made on computer systems and Internet accessibility. One estimate suggests that over $6 billion was spent in 1999-2000, and technology expenditures have tripled in K-12 schools during the last decade (Sivin-Kachala & Bialo, 2000). In 2000, the average public school contained 110 computers. Instructional rooms with Internet access increased from 3% in 1994 to 77% in 2000. Nearly 98% of schools had Internet access in 2000, an increase from 35% in 1994 (CEOForum, 2001; Snyder, 2002). The increase in computer and Internet access has made web-based instruction and classroom activities a viable option for educators, and illustrates the tremendous faith that is placed on the capability of computers and Internet to improve instruction (D'Amico, 1990)

Mere faith in technology and the Internet doesn't justify the adoption of and expenditures for computer and web-based resources. A call for accountability in all areas of education has been a dominant theme in recent years. Many opinions exist regarding the effectiveness and appropriateness of technology use with young children and these are forcefully shared in a variety of venues. These opinions range from a call for a moratorium on computers in elementary classrooms (Fool's Gold: A Critical Look at Computers in Childhood [Alliance for Childhood, 2000]) to the response to that article by Thornburg (2000), who promotes the use of technology as an effective learning tool with students of all ages.