2. Working Memory
• “Working memory is our ability to store and
manipulate information for a brief time.”
• “It is a basic cognitive skill that we need to
perform a variety of activities, and we use it in
core subjects like reading and maths, as well as
general topics like Art and Music.
Alloway, T. (2009, May 10). 10% students may have working memory problems: why does it
matter?. Retrieved from http://www.sharpbrains.com/blog/2009/05/10/10-students-may-
have-working-memory-problems-why-does-it-matter/
3. Working Memory
• “Most adults can retain about seven items
of information at a time for just a few
seconds. (If you can remember information
for longer than twenty seconds, you have
probably rapidly - and weakly - encoded it
without even realizing it.)”
Purdue University. Working memory. Retrieved from
http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy6/edpsy6_working.htm
4. “There are five main ways to deal
with these limitations in the
capacity of working memory:
1. Feed into the working memory only small amounts of new information at a time. Learners
can do this by focusing their attention effectively.
2. Clear unneeded, old information out of the working memory to make room for the new
information. Our brains perform this service for us automatically - almost as soon as we stop
focusing attention on the information.
3. "Chunk" several pieces of information together, so that several individual pieces comprise a
single chunk. This strategy will be discussed later in this section.
4. Efficiently and rapidly shuttle information into and out of working memory. This requires
retrieval, which is discussed in conjunction with long-term memory later in this chapter.
5. Use additional devices to supplement human memory. For example, if we record a phone
number on a piece of paper, we don't have to store it in memory. If a teacher projects a map
or a diagram on a screen, then it takes little effort for the learners to bring it into working
memory - they can just look at any part of the image in front of them.”
Purdue University. Working memory. Retrieved from
http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy6/edpsy6_working.htm
5. Parent Involvement
“The evidence is now beyond dispute. When
schools work together with families to
support learning, children tend to succeed
not just in school, but throughout life.”
Henderson, A. T., & Berla , N. (1994). A new generation of evidence: the family is critical
to student achievement. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED37
5968
6. Teacher Time Saver
• Yes, really!
• “The need to repeat instructions for older students during class time is
reduced.”
• “After some practice, the students begin to read the information on the
assignment page and improve their independent learning abilities.”
• “...the handouts are on the webpage and easily printed.”
• “Students who are absent will begin to arrive in class with their work done
correctly...”
• More time to facilitate, less time spent with organizational activities
Mortensen, C. (2008). A website is a terrible thing to waste: effective use of classroom websites to
improve teaching and learning. TechEdge, 28(3), 12-14.
Link: http://issuu.com/myweb4ed/docs/a_website_is_a_terrible_thing_to_waste
7. Access, Use, and
Quality
• Universal Access – Anyone with a web browser and modern
connection can access the web. Libraries and schools provide
free access for those without the equipment.
• Ease of Use – Very easy to use so even inexperienced users can
access a website
• Engaging and Interactive Content – Availability of
engaging, interactive, high quality, and free resources meets the
needs of a technologically savvy audience with varied learning
styles.
Lee, W. W., & Owens, D. L. (2004). Multimedia-based
