This study examined a cooperative learning strategy to infuse technology into classrooms with economically disadvantaged students defined as individuals who come from a family which the state board identifies as low income on the basis of uniform methods such as at or below the official poverty line. Findings indicated that environmental health science knowledge levels were increased equally among males and females. Student attitudes were improved, but the difference was not statistically significant. No statistically significant difference existed in knowledge by task assignment of driver versus navigator. The term driver was designated to delineate the role requiring physical contact with the mouse at the computer. The term navigator was designated to delineate the role of the individual required to do the paperwork (e.g., daily work sheet).



learning environments, classroom strategies, computer-assisted programs

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