The Experiments Of Instructional Effectiveness About Information Technology Integrated Into Classroom

The instructional effectiveness’ studies of information technology integrated into classroom more tend to explore the influence factors of effectiveness, and the research objects more tend to middle and primary school basic education. The standards of the effectiveness evaluation also notice more the cognitive ability of students. How to evaluate the students’ learning effectiveness promoted by information technology diversely has become one of the core subjects needed to solve urgently in the education nowadays. Based on the instructional effectiveness research supported by information technology from home and abroad and student-centered pattern, this paper conducts the instructional effectiveness’ studies of information technology integrated into classroom diversely from the cognition, emotion, and behavior three dimensions. The first experiment analyzes whether the different instructional media environment will make different impacts on students’ cognitive ability. The second experiment analyzes whether the different instructional media environment will make different impacts on students’ classroom learning satisfaction. The third experiment analyzes whether the different instructional media environment will make different impacts on students’ and teachers’ classroom actions.The first experiment has found that different instructional media technology environment makes different influence on the student’s overall cognitive development. In the multi-media environment and network classroom media environment, the students’ cognitive ability is better than in the traditional classroom media environment, and between the multi-media environment and network classroom media environment, there is no obvious difference. About the students’ recall ability, it shows that student’ performance is best in the multi-media environment, and better in the network classroom media environment. About the students’ transfer ability, it displays that student’ performance is best in the network classroom media environment, and better in the multi-media environment.The second experiment of the study has found that different instructional media environment makes different influence on students’ learning satisfaction in the classroom. In the multi-media environment and network classroom media environment, the students’ learning satisfaction is better than in the traditional classroom media environment, and between the multi-media environment and network classroom media environment, there is no obvious difference. The third experiment shows that different instructional media environment makes different influence on interactive behaviors between teachers and students in the class. From the speech proportion of teachers and students, the proportion of dialogue is higher in the multi-media environment and network classroom media environment than in the traditional classroom media environment, and instructional structure tends to use student-centered pattern rather than the teacher-centered pattern. From the comparison of the types of interact behaviors between teachers and students, the proportion of problems in real time behavior is higher between teachers and students in the environment of the network classroom and multi-media instructional and learning, which can make the teachers give timely feedback and guidance to students’ learning. However, the teacher-student interaction behaviors are nearly controlled teachers’ ask and students’ delaying answer in the traditional instructional media environment, which has a higher proportion of the behavior which is under the guidance of teachers on student learning. From the view of proportion of the use of media, the behavior of students’ operation is more in network and multi-media instructional environment where the students are inclined to operate on own hands.The experimental study of classroom instructional effectiveness which integrates information technology into classroom needs to be further refined, which is not involved to the instructional strategies of teachers, students’ information literacy levels and other factors, and needs to further study on the effectiveness’ evaluation criteria on the basis of the multiple factors’ interaction.