Effects of web based learning tools on student achievement


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Effects of web based learning tools on student achievement

  1. 1. Effects of Web-based Learning Tools on Student Achievement and Teacher Perceptions<br />Ann E. Crosby<br />
  2. 2. Research Questions:<br />Will co-teaching utilizing web-based learning tools in a 6th grade English class affect the general education teacher’s perceptions regarding technology use at a Middle School during the 3rd marking period in 2011? <br />Will co-teaching utilizing web-based learning tools in a 6th grade English class affect student writing skills as compared to pre-intervention and business as usual at a middle school during the 3rd marking period in 2011?<br />
  3. 3. Why This Project?<br />Weak MEAP scores in area of writing<br />District wide writing goals<br />Lack of technology usage in middle school<br />Budget cuts require free alternative to software<br />
  4. 4. Subjects<br />Small, rural middle school in southeastern Michigan<br />Grades 5-8<br />98% Caucasian<br />16% free or reduced lunch<br />Approximately 130 students per grade level<br />6th grade class consisting of 19 students<br />Varying ability levels<br />10 females, 9 males<br />6th Language Arts teacher possessing a Master Degree in Education<br />8 years teaching experience<br />Little technology experience<br />
  5. 5. Published Literature<br />Current Research<br />
  6. 6. Co-Teaching<br />General education teacher & technology teacher<br />Challenges<br />Who will lead?<br />Who will grade?<br />Making instructional decisions & equal presence?<br />(Mason, 2010)<br />Benefits<br /> Increased motivation and creativity<br /> Professional growth & more likely to reflect on teaching<br />Collaboration helps overcome obstacles and create new methods to reach students.<br />(Ae-Hwa et al., 2006; Jang, 2006; Mason, 2010)<br />
  7. 7. Co-teaching & Technology Integration<br />Novices are more likely to use technology if they have seen it in action. (Jang, 2008)<br />More teacher availability, improved learning outcomes, improved student achievement and the benefit of combined expertise of both teachers<br />(Ae-Hwa et al., 2006; Mason, 2010)<br />
  8. 8. Teacher Perceptions<br />Perceived Barriers:<br /> Lack of time to research and learn technology<br /> Limited skill levels <br /> Cost of software<br /> Fear<br />Lack of training and knowledge about how to implement technology into teaching <br />(Kay, Knaack, & Petrarca, 2009)<br />
  9. 9. Web-based Learning Tools<br />“interactive web-based tools that support learning by enhancing, amplifying and guiding cognitive processes of learners.”<br />Including wikis, interactive videos, game, and online word processing. <br />Teacher Perceived Barriers<br />Tools are untested teaching methods<br />Too time-consuming to search for appropriate activities<br />Teachers feel that they are not knowledgeable enough to align the tools to content standards <br />( Kay, Knaak, & Petrarca 2009)<br />
  10. 10. Web-based Learning Tools<br />Challenges:<br />Students with less computer comfort levels expressed frustration with some WBLT<br />Not all students used the tools appropriately and found little success. <br />It is up to the teacher to choose the appropriate tool and not all tools are created equal. <br />(Cameron and Bennett, 2010)<br />
  11. 11. Web-based Learning Tools<br />Benefits:<br />Students are more engaged when using WBLT than when lessons contain direct instruction alone.<br />(Cameron and Bennett, 2010; Jang, 2006)<br />Improves student knowledge and overall performance in core content classes.<br />(Jang, 2006; Kay, 2008; Kay et al., 2009)<br />
  12. 12. WBLT: Wiki Page<br />“a wiki is an online platform that allows many users to create and edit a simple webpage or several linked pages” <br />Pros<br />The ability of the teacher to monitor discussion and edits allows the teacher to track student improvement. <br />Easy to set up and navigate. <br />Tracking the edits also allows students to see the editing process.<br />(Morgan & Smith, 2008) <br />
  13. 13. Co-planning, Co-teaching & Co-assessing<br />The Intervention<br />
  14. 14. Co-planning<br />Face to face and email communications<br />Agreed on Language Arts Topics:<br />Persuasive Essays and Poetry<br /> Technology Teacher identified WBLT to share with L.A. teacher<br /> Together, final selection of WBLT and lessons were chosen.<br />Lesson Plan<br />
  15. 15. Co-Teaching<br />The technology teacher focused on introducing the technology aspects of the lessons<br />The L.A. teacher focused on delivery of content.<br />Both teachers offered support to students throughout the lessons.<br />
  16. 16. Co-assessing<br />Work was assessed through:<br /> rubrics<br />observation <br />grading done by the general education teacher.<br />Edits and revisions were tracked using wiki history.<br />Skill assignments were completed both through WBLT and written assignments. <br />
  17. 17. Overcoming Obstacles<br />Challenges<br />Solutions<br />Technology issues<br />Scheduling<br />Student technology skills<br />Inappropriate comments<br />Teacher confidence <br />Set up & tested all WBLT<br />Communication and calendar<br />Pre-typed directions and demonstration<br />Monitored daily & removed<br />Demonstrate and allow practice<br />
  18. 18. Instruments<br />
  19. 19. Teacher Perceptions<br />Interview<br />Face to face and email<br />On going throughout the process<br />Focused on the teacher’s:<br /> Past technology experiences<br />Thoughts on technology’s impact on student achievement<br />Perceived barriers with implementing technology <br />Ongoing thoughts regarding the intervention<br />Interviews<br />Survey<br />13 questions rated on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) <br />Given before and after intervention<br />Survey<br />
  20. 20. Persuasive Writing Rubric<br />All final writing assignments are graded using a teacher created criterion-referenced rubric.<br /> Measures students’ writing skills based on set criteria established by Michigan State Content Standards. <br />Assessed by the Language Arts teacher<br />Rubric<br />
  21. 21. Poem Presentation Rubric<br />Control and intervention groups recited poems from memory and the teacher used the same rubric to grade all presentations.<br />Rubric<br />Examples<br />
  22. 22. Marking Period and Assignment Grades<br />Majority of the intervention was completed during the third marking period.<br />Control group completed assignments equivalent to the intervention. <br />Compared identical assignments completed by the control and intervention groups<br />
  23. 23. Planning and Implementation<br />Procedures<br />
  24. 24. Planning<br />Teacher Perception Survey and Teacher Perception Interview were conducted.<br />Teachers chose appropriate WBLT and created a plan for carrying out intervention.<br />The team chose to use a <br />Wiki<br />online persuasive writing map<br />web-based poetry activity <br />interactive persuasion activity<br />
  25. 25. Implementation<br />Introduction to wiki and adding control essay to wiki pages<br />Fact/Opinion Chart.<br />Students/teachers comments<br />Interactive Persuade, Argue, and Advise Activity/Author’s Purpose 1<br />Online interactive Persuasive Essay Map/Map worksheet.<br />
  26. 26. Implementation (cont.)<br /> Wrote essays on wiki pages offered feedback<br />Author’s Purpose Assessment.<br />Found poems on the Internet & created picture video <br />Videos uploaded to wiki pages, viewed others’ videos & left comments.<br />Recited poems <br />
  27. 27. Teacher Perceptions & Student Writing Skills<br />Impact<br />
  28. 28. Teacher Perceptions: Survey Results <br />Teacher felt:<br /><ul><li>Technology is a powerful motivator
  29. 29. More capable of finding quality on-line resources
  30. 30. More positively that technology can help students :
  31. 31. Acquirebasic skills
  32. 32. Acquire critical thinking skills
  33. 33. Solve relevant real-life problems. </li></li></ul><li>Teacher Interview<br />Mixed feeling about WBLT<br />Wiki was a success <br />Teacher plans on using a wiki in her classes next year.<br />5 cons<br />14 pros<br />Pro/Con<br />
  34. 34. Student Writing Skills<br />Persuasive Essay (out of 20 points)<br />53% of students had an increase on the intervention assignment<br />16 % had a decrease<br />Comparison Table<br />
  35. 35. Marking Period Grades<br />When compared to the 2nd marking period<br />students’ grades during the 3rd marking period increased 68%<br />Four students’ grades decreased with three of the four decreasing no more than 4 percentage points.<br />
  36. 36. Marking Period Comparison<br />
  37. 37. Intervention vs. Business as Usual<br />Author’s Purpose Assessment <br />Students in the intervention showed no significant difference in overall scores.<br />Both groups had about 75% passing rate of 70% or above with a class average of about 15/20 on the assessment.<br />Author’s Purpose Assessment <br />
  38. 38. Poem Presentation<br />Intervention group had a class average 7% higher than the control group.<br />Intervention group: 95% passing <br />Control group: 80% passing<br />Intervention group seemed more prepared to recite the poems.<br />
  39. 39. Recommendations<br />
  40. 40. Teacher Perceptions<br />Co-teaching can:<br />change negative feelings about integrating technology<br />be used to increase technology integration.<br />Administrators need to consider co-teaching when creating schedules.<br />As more teachers feel = exponential growth in technology usage.<br />
  41. 41. Web-based Learning Tools<br />large variety <br />varying degrees of quality<br />t-consuming to find and evaluate<br />So:<br />Creation of a WBLT database<br />Content specific teachers evaluate and discuss possible WBLT<br />
  42. 42. WBLT continued<br />Allows students to:<br /> use many modalities to learn concepts and create knowledge.<br />create an original product may encourage learning.<br />Using a wiki is a successful strategy in improving writing<br />Offer PD regarding wikis<br />Add wireless labs.<br />
  43. 43. Student Writing Skills<br />Encouraged more students to complete all assignments <br />quality of work increased<br />Increased motivation and time spent on assignments outside of school hours.<br />More research should be conducted to measure the affects of WBLT on student writing skills.<br />
  44. 44. References<br />Ae-Hwa, K., Woodruff, A. L., Klein, C., & Vaughn, S. (2006). Facilitating co-teaching for literacy in general education classrooms through technology: Focus on students with learning disabilities. Reading & Writing Quarterly, 22, 269-291. doi:10.1080/10573560500455729 <br />Cameron, T., & Bennett, S. (2010). Learning objects in practice: The integration of reusable learning objects in primary education. British Journal of Educational Technology, 41, 897-908. doi:10.1111/j.1467-8535.2010.01133.x<br />Jang, S. (2006). The effects of incorporating web‐assisted learning with team teaching in seventh‐grade science classes. International Journal of Science Education, 28, 615-632. doi:10.1080/09500690500339753<br />Jang, S. (2008). Innovations in science teacher education: Effects of integrating technology and team-teaching strategies. Computers & Education, 51, 646-659. doi:10.1016/j.compedu.2007.07.001<br />Kay, R., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51, 1304-1320. doi:10.1016/j.compedu.2008.01.001<br />Kay, R., Knaack, L., & Petrarca, D. (2009). Exploring teachers perceptions of web-based learning tools. Interdisciplinary Journal of E-Learning & Learning Objects, 527-50. Retrieved from EBSCOhost.<br />
  45. 45. References (cont.)<br />Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers' intent to use computer-based technology. Journal of Instructional Psychology, 35, 275-287. Retrieved from EBSCOhost.<br />Mason, C. (2010, September 30). Co-teaching with technology: The power of “3”. Retrieved from http://www.edimprovement.org/2010/09/co-teaching-with-technology/<br />Morgan, B., & Smith, R. D. (2008). A wiki for classroom writing. Reading Teacher, 62(1), 80-82. Retrieved from EBSCOhost.<br />Pence, H. (2009). Teaching in the 21st century. J.Educational Technology Systems, 38(2), 103-110. Retrieved from http://media.web.britannica.com/ebsco/pdf/103/47623103.pdf<br />Weingarten, K., & Frost, C. (2011). Authoring wikis: Rethinking authorship through digital collaboration. In , Radical Teacher (pp. 47-57). Radical Teacher. Retrieved from EBSCOhost.<br />