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Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
Literature Review
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Literature Review

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  • 1. ED 605 Literature ReviewTrisha A. Dunn
  • 2. Problem StatementDoes the use of a classroom wiki increasestudent engagement in the classroom?
  • 3. Keywords & Sources of Information • Keywords • Sources  Web 2.0  Academic Search Premier  Educational Technology  ProQuest Education  Information Technology  ERIC  Learner Engagement  Partnership for 21st Century  Technology Integration Skills  Social Networks  Influence of Technology  Computer Assisted Instruction  Computer Mediated Communication  Student Experience  Teacher Experience  Instructional Design
  • 4. Literature Matrix Author Year Journal Source Title Wiki Background Other Technologies Classroom Engagement Adoption Factors Advantages/ Disadvantages "Language Arts Educators Balance Text-Only Ash 2011 Education Week Tactics with Multimedia Skills" X X X X "Web 2.0 Technologies for ClassroomCapo, B. H., & Orellana, Quarterly Review of Distance A 2011 Education Instruction: High School Teachers Perceptions X X X X X and Adoption Factors" Primus : Problems, Resources, and "Lines of Communication: Using a WIKI in a Carter, J. F. 2009 Issues in Mathematics Mathematics Course" X X X Undergraduate Studies Engstrom, M. E., & Jewett, D 2005 TechTrends "Collaborative Learning the Wiki Way" X X X "Collaborating Like Never Before: Reading and Gibbons, S. 2009 English Journal Writing Through a Wiki" X X XHazari, S., North, A., & Journal of Information Systems "Investigating Pedagogical Value of Wiki Moreland, D 2009 Education Technology" X X X X "Learning and Teaching in WANDA WikiMoreillon, J., Hunt, J., & Ewing, S. 2009 Teacher Librarian Wonderland: Literature Circles in the Digital X X Commons" "Student-Reported Differences in TechnologyOliver, K. M., & Corn, J. O. 2008 Educational Media International Use and Skills After the Implementation of One- X X X X to-One Computing" "Wiki-Supported Collaborative Learning inPifarré, M., & Staarman, International Journal of Computer- J.K. 2011 Supported Collaborative Learning Primary Education: How a Dialogic Space is X X X X Created for Thinking Together" "Wiki, wiki, wiki-WHAT?" Assessing Online Tharp, T. L. 2010 English Journal Collaborative Writing" X X X X
  • 5. Annotated ReviewConsists of two basic parts: A. A summary of education in the age of technology B. A review of how wikis are used to foster collaboration
  • 6. Annotated ReviewIntroduction o The “Digital Disconnect” (Engstrom & Jewett, 2005). o New models of education (Learning for the 21st Century, 2002)Education in the Age of Technology o Finding a place in the global marketplace (Good, 2008)  Addressing the gap between how students live and how they learn (Partnership for 21st Century, 2002) o Ability to comprehend and utilize a variety of media (Ash, 2011)  Digital literacy through Web 2.0 (Partnership for 21st Century, 2002)  Internet usage shifting from “omnidirectional” to “multidirectional” (Good, 2008)  Key is finding ways to support students appropriately (Pifarre & Staarman, 2010)
  • 7. Annotated Reviewo Teacher attitudes and beliefs  “Add technology and stir” mentality (Good, 2008)  Technology not being “widely integrated into the curriculum across grade levels” (Good, 2008)  Teacher attitudes and beliefs as impediments (Capo, 2011)  Adequate training an issue (Capo, 2011).o Increased technology usage fosters improved student attitudes and self-concepts (Good, 2008)  Students enjoy working on computers and are more motivated to complete activities (Good, 2008)  Social Web 2.0 tools give students chance to express their views (Hazari, North, & Moreland, 2009)  Social technologies “mirror the social networking sites they use all the time in their lives outside of school” (Gibbons, 2010)  Using real-world examples helps students “understand and retain more when their learning is relevant, engaging, and meaningful to their lives“ (Partnership for 21st Century, 2002)
  • 8. Annotated Review o Students more “digitally connected than parents and educators  Sites like Facebook offer schools access to graduates and parents (Roe, 2011)  School clubs and organizations use Facebook and Twitter (Roe, 2011 o One-to-One Computing  Increases individualized learning  Students report higher levels of satisfaction with school technology (Oliver and Corn, 2008)  Collaborate on tasks more often (Oliver and Corn, 2008)  Generate original internet content (Oliver and Corn, 2008)Fostering Collaboration with Wikis o Wiki characteristics  Allow for individuals to edit content and control changes (Wei- Tsong & Zu-Hao, 2011; Engstrom & Jewett, 2005)
  • 9. Annotated Review  Allow administrators to determine security levels for all members (Wei-Tsong & Zu-Hao, 2011  Allow for linked content and pages (Wei-Tsong & Zu-Hao, 2011; Pifare & Staarman, 2011)o Sharing knowledge and building communities  “Wiki community” consists of many interactions among its members, who work to create benefits for the group (Wei- Tsong & Zu-Hao, 2011)  Communal nature encourages individuals to collaborate and share knowledge  Provide users with space to store documents, images, and presentations (Wei-Tsong & Zu-Hao, 2011)  Wikis provide students with the ability to effectively manage larger quantities of information (Raman & Olfman, 2005
  • 10. Annotated Reviewo Collaborative nature of the wiki design  Dynamic nature allows them to be updated from anywhere without prior knowledge of a programming language (Carter, 2009)  Creates space for students to develop relationships “in which they expected challenges and alternatives” (Pifarre and Staarman, 2010)  In collaborative writing projects educators felt the “lack of structure and the social nature of the project” helped students bring meaning to the assignment (Tharp, 2010)  Community-building potential ideal for a variety of collaborative activities (Moreillon, Hunt & Ewing, 2009)
  • 11. Annotated Reviewo Wiki environment addresses major theories of learning (Hazari, North, & Moreland, 2009)  Engagement theory Specific to technology-based teaching Offers a “conceptual framework that encourages collaboration and student engagement” Main components have been shown to increase student motivation Wikis provide students with opportunities for problem solving in a group environment  Constructivism Inquiry-based learning in which students construct personal meaning and interpretations of new materials based on prior knowledge and learning.  Wiki applications provide students with means of making critical connections
  • 12. Annotated ReviewSummary o Era of “technology saturation” o Literature supports the idea that wikis foster collaboration in the classroom (Good, 2008)
  • 13. ReferencesAsh, K. (2011). Language arts educators balance text-only tactics with multimedia skills. Education Week, 30(35), 7-S9.Capo, B. H., & Orellana, A. (2011). Web 2.0 technologies for classroom instruction: High school teachers perceptions and adoption factors. Quarterly Review of Distance Education, 12(4), 235-253.Carter, J. F. (2009). Lines of communication: Using a WIKI in a mathematics course. Primus : Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19(1), 1-17. Retrieved from http://search.proquest.com/docview/213432677?accountid=231Engstrom, M. E., & Jewett, D. (2005). Collaborative learning the wiki way. TechTrends, 49(6), 12-15,68. Retrieved from http://search.proquest.com/docview/223126162?accountid=231Gibbons, S. (2010). Collaborating like never before: Reading and writing through a wiki. English Journal, 99(5), 35-39. Retrieved from http://search.proquest.com/docview/205393161?accountid=231
  • 14. ReferencesGood, Thomas L. 21st century education: A reference handbook. Thousand Oaks, CA: SAGE Publications, 2008. II-209-I-219.Hazari, S., North, A., & Moreland, D. (2009). Investigating pedagogical value of wiki technology. Journal of Information Systems Education, 20(2), 187- 198. Retrieved from http://search.proquest.com/docview/200157232?accountid=231Moreillon, J., Hunt, J., & Ewing, S. (2009). Learning and teaching in WANDA wiki wonderland: Literature circles in the digital commons. Teacher Librarian, 37(2), 23-28.Oliver, K. M., & Corn, J. O. (2008). Student-reported differences in technology use and skills after the implementation of one-to-one computing. Educational Media International, 45(3), 215-229.Partnership for 21st Century. (2002). Learning for the 21st century: A report and mile guide for 21st century skills. Retrieved from http://www.p21.org/downloads/ P21_report.pdfWashington, DC: Partnership for 21st Century Skills.
  • 15. ReferencesPifarré, M., & Staarman, J.K. (2011). Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together. International Journal of Computer-Supported Collaborative Learning, 6(2), 187-205.Raman, M., Ryan, T., & Olfman, L. (2005). Designing knowledge management systems for teaching and learning with wiki technology. Journal of Information Systems Education, 16(3), 311-320. Retrieved from http://search.proquest.com/docview/200159459?accountid=231Roe, M. J. (2011). Learning tools for innovation. Leadership, 40(4), 32-38.Tharp, T. L. (2010). "Wiki, wiki, wiki-WHAT?" assessing online collaborative writing. English Journal, 99(5), 40-46. Retrieved from http://search.proquest.com/docview/205412963?accountid=231Wei-Tsong Wang, & Zu-Hao Wei. (2011). Knowledge sharing in wiki communities: An empirical study. Online Information Review, 35(5), 799- 820.
  • 16. Research OutlineResearch Design: My research will utilize a causal-comparative research. I will select two groups thatdiffer on the variable of classroom wiki usage andcompare them in terms of their feelings of classroomengagement.Hypothesis: I would test the hypothesis that studentswho use a class wiki feel more actively engaged in theclassroom than those students who do not use a classwiki.
  • 17. Research OutlineSampling• I will select participants based on the teachers’ willingness to participate.• My experimental group will be those students who are in a class in which the teacher utilizes a class wiki.• My control group will be those students who are in classrooms without a class wiki.• Comparing at least five classes from my control and five from my experimental group should yield more accurate results than just comparing two classes.
  • 18. Research OutlineData Collection• I will utilize a survey to test the students’ feelings of engagement which will ask them to identify the number of times over the course of a week of instruction they access the wiki (for the experimental group) and their general feelings of engagement in the classroom.• I will also survey the teachers as to their own perceptions of student engagement.
  • 19. Research OutlineAnalysis• I will analyze the data to compare the two groups.• It will be important for me to isolate students into homogenous groups. For example, I believe grouping students by average GPA might work to ensure that my results are not skewed because students whose teacher utilize a class wiki might already be placed in honors of Advanced Placement and might, therefore, already tend to be more engaged in class.

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