Multimedia Tools in School: Measuring Achievement in a Connectivist Learning Environment <ul><li>Amity Beane </li></ul><ul><li>University of Maine, Farmington </li></ul><ul><li>December 17, 2008 </li></ul>
Problem There is a gap in knowledge of proficiency using technological pedagogical content knowledge and connectivism in school. Students know more than teachers in terms of using technology to learn.
Purpose The purpose of this study is to identify students and teachers who are connected and compare them to teachers and students who are not connected to prove that connectivism is a valid method of teaching and learning and improves test scores.
Question How is connectivism defined and how can curriculum, assessment, and instruction adapt to the tools available today?
Method Sample The sample (n) will be a selection of high school Spanish teachers and 9-12 grade students in a regional northern New England school district. Instruments The instruments used will be a connectivist survey and the National Spanish Exam. Analysis A community of inquiry framework will be applied to the connectivist survey results to determine connectivist learners. The results of the National Spanish Exam will be compared (traditional student results versus connectivist student results) to determine if connecitivism is a valid method of teaching and learning.