The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
Using Jigsaw Strategy for Teaching Reading to Teenager Learners in VietnamAJSERJournal
This paper indicates strong points of using the jigsaw strategy for teaching reading to teenagers. Two kinds
of datasets including survey and interview provided the researcher with enough evidence in order to judge innovation.
Although this is not a very successful innovation, it helps the researcher experience jigsaw reading lessons in her own
teaching context. Vitally important, the innovation helps engage students in reading lessons and create meaningful
interaction among them. Therefore, the research results will be applied into other reading courses at institutions in
Vietnam and the researcher hopes that it might be useful for those who are interested in teaching reading through the
jigsaw strategy.
5 Data Collection TechniquesAfter reading this chapter you shoul.docxblondellchancy
5 Data Collection Techniques
After reading this chapter you should be able to:
1. 5.1 Identify and appropriately utilize qualitative data collection techniques.
2. 5.2 Identify and appropriately utilize quantitative data collection techniques.
This chapter introduces qualitative and quantitative data collection techniques that can be used to systematically investigate an area offocus. These techniques include using direct observation, interviews, questionnaires, attitude scales, new and existing records, artifacts,teacher-made tests, standardized tests, and school-generated report cards.
Reflection on Action Research
James Rockford
James Rockford is an elementary teacher in a rural school district in Oregon. James is responsible primarily for teaching music andcomputer keyboarding skills to young children and initially became involved with action research as part of a statewide actionresearch initiative. As a result of his first attempt at doing action research and his effort to make it a standard part of his teaching,James has also worked as a mentor for other teachers in his region. James’s story highlights the importance of collecting data froma variety of sources to fully understand the effects of an intervention on student outcomes.
It seemed to be a perfect match. I had charge of a new computer lab and a mandate to develop a program of instruction to match thecurriculum guide, and I needed a “problem” for a collaborative action research class.
The only software that came with the computers was a popular program to teach keyboarding and ClarisWorks. It didn’t make any sense tospend several thousand dollars to teach keyboarding, so the problem became, “How does keyboarding instruction enhance students’ abilityto use word processing, database, spreadsheet, and draw functions?”
Looking at the literature proved to be a formidable problem because there wasn’t a good academic library in the area. The local communitycollege had one online computer to access ERIC (Educational Resources Information Center) through the World Wide Web if I gave searchterms to the librarian. A little help came, but I preferred to do the search myself. Our school was not yet online, so I resorted to using myson’s computer. A quick survey of the literature showed plenty of research on keyboarding but not much focused on young children.Opinions ranged from “Start them as early as possible” to “Avoid bad habits” to “Don’t bother because they can hunt and peck as fast asthey can type.”
The problem proved to be a little overwhelming in that I had just started an instructional program to teach all the keyboarding skills, and itbecame obvious that results would be harder to get for database, spreadsheet, and draw functions. As a result, I decided to look initiallyonly at the effect of teaching keyboarding on word processing for students in grades 4 through 6.
This was supposed to be a collaborative venture, so my first task was to enlist the help of the teachers in grades 4 ...
Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docxhealdkathaleen
Running Head: DATA USE, COLLECTION, AND APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath communicated to me that the student uses English, but he cannot effectively communicate because of the stammering problem. Mrs. Vollrath also stated, John is raised up in a single-family since his father and mother had divorced forcing him to live with his mother alone. The mother is working at the nearby shop where she earns $400 monthly. John is currently having an Individual Education Program (GIS) to help him meet his communication goals. Moreover, John has also been recommended for speech therapy. He started stammering at the age of 6. Later, a psychology assessment established that John was suffering from a serious cognitive disorder. In most cases, he was sad and moody, and sometimes he could withdraw from social situations and become irritable even if no one had annoyed him (Morrison, 2009).
2. Use the chart below to assess the student’s English language arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level texts.
·
The student writes using grammar and punctuation expected of his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.
·
3. My observations of the student regarding listening, speaking, writing and reading skills
John did not have any listening and writing difficulty as he was able to write using grammar and punctuation expected of his grade level. He was also able to write without struggle, listen to the teacher and peers with ease and complete all tasks and homework as assigned. Nonetheless, the main problem with John was speaking because of stammering. In this respect, John could hardly speak with the teacher and fellow students with fluency. He was also unable to can fluently read grade-level texts and could not demonstrate comprehension of grade-level texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the standards
· To engage the teacher and get the opportunity to pronounce words correctly
· To ensure that John learns speaking and readings skills in a manner that reflect ...
DQ 1 for two peopleGuided Response Locate and respond to two cl.docxjacksnathalie
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
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Stephen Phillips - Implementing an inquiry based approach into our schoolSails-project
Presented at the SMEC & SAILS Conference “Thinking Assessment in Science & Mathematics” which was held on 24-25 June 2014 in the Dublin City University in Ireland.
Poster: Implementing an inquiry based approach into our school
We approached the use of inquiry in our school from two different perspectives: 1) How should we go about teaching inquiry at Wilson’s School? What topics shall we pilot teaching at Wilson’s teaching? What are the challenges faced by the teacher and by students? 2) What happens when we raise students’ self-awareness of their communication skills, using inquiry tasks? How will the staff and students feel towards inquiry-based lessons? Will they enjoy them? Will they trust them? Will they see the value in them and their relevance to the real world?
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Edu 710 chapter 3
1. Brandy Shelton
EDU 710
Chapter 3 Assignment
1.
Consideration Your Response
What is your topic? Teacher training for technology in the classroom.
What do you want to learn about this Are teachers being properly trained to make their technology
topic? work to its best potential for them?
What are you planning to do in order Research what has been studied by others in the field and
to address the topic? then interview teachers in the district regarding their
experience. Develop a manual for other teachers to use in the
future.
To whom will the outcome of your Teachers in the Benicia Unified School District, specifically
study be important? elementary school teachers.
How much time do you anticipate the The interviews can be done within a few days, but the
study requiring? training handbook will take a couple of weeks to complete.
How difficult do you anticipate it will I don’t think it will be difficult to complete the study,
be to conduct the study? although I’m not so sure how much research will be readily
available.
Will there be any monetary costs? Not that I know of at this time.
Do you foresee any ethical problems? No.
2. Ethical considerations a researcher should consider when completing an action research project are to
make sure the research being done does not expose the participants (like students and teachers) to harm of any
kind, including physical, emotional, and psychological harm.
3. I believe the most difficult part of doing reconnaissance would be reflecting on your own beliefs regarding
the action research topic and education as a whole. It is difficult for many people to take a step back from
what we do each day in our classrooms and reflect on why we believe what we do and how we came about
those beliefs. I also think that it would be very difficult to understand the historical context of your own
school and how the teaching in the school has evolved, changed, or stayed the same. It seems there could be
another research project that could stem from those findings alone.
4. I believe the most difficult aspect of conducting a literature review for my action research project will be
finding articles that fit my topic and needs so that I can apply my own ideas and expectations without
reinventing the wheel. I think I will find many articles that may be related to my topic, but few that
encompass the entirety of what I hope to accomplish with my project. I also think that I may end up with
more questions than answers after pouring over different research that has already been conducted and
published.
5. See number 6 for both papers.
2. 6.
APA Citation of the author (s) and title.
Swan, K., Schenker, J. & Kratcoski, A. (2008). The Effects of the Use of Interactive Whiteboards on Student
Achievement. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2008 (pp. 3290-3297). Chesapeake, VA: AACE.
Edmonds, K., & Li, Q. (2005). Teaching At-Risk Students with Technology: Teachers' Beliefs, Experiences,
and Strategies for Success. Online Submission, Retrieved from ERIC database.
Type of design or methodology was used.:
Quantitative (compared language arts and math scores from state testing), and qualitative (teacher’s
comments were examined).
Qualitative data analysis.
Educational issue being researched.:
Interactive whiteboards and their affect on student achievement in language arts and math.
At-risk students and their success with technology based learning.
Research hypothesis, question or area of inquiry.:
Do students whose teachers use interactive whiteboards to assist in math or reading/language art instruction
perform better academically (on standardized tests of mathematics and reading achievement) than those who
do not?
Among classes where interactive whiteboards were used, were there differences in usage between classes
whose average test scores were above grade level means and those who weren’t?
Explore the experiences and approaches of teachers who use technology to instruct struggling students, and
to examine the difficulties that teachers encounter when using technology with at-risk learners.
Dependent variable(s) (if applicable.). :
Instructing with an interactive whiteboard in language arts or math.
N/A
Independent variable(s). (if applicable). :
Instructing without an interactive whiteboard in language arts or math.
N/A
Where does the research take place and who were the participants?
The research took place in a small city school district in northern Ohio. The subjects were students enrolled
in 11 elementary schools, 3 junior high schools, and 1 alternative school. One-third of the school district’s
student population were minorities, with the largest number (21%) being African-American. Eight percent
of the district’s students live below the poverty line.
Research took place in a school district within Calgary, Alberta, Canada. The participants were nine female
teachers who work closely with at-risk students using technology. These teachers have worked with
secondary and adult students who face learning barriers such as lack of English skills, repeated failure at
school, aboriginal descent, learning disabilities, and academic or developmental challenges. Three teachers
taught courses exclusively at a distance through online learning, while the other six teachers taught at-risk
learners in blended learning environments.
How were data collected? Who collected it?
Researchers obtained scores from the Ohio Achievement Test (OAT) in language arts and math from school
administrators for the 2006-2007 school year. Administrators also provided demographic information for the
participating students including students’ school, teacher(s), grade level, sex, race/ethnicity, and IEP status.
In addition, data concerning teachers’ use of interactive whiteboards was obtained through an online survey
completed weekly (for 10 weeks).
The data collected were teachers’ reflection on their experience and beliefs about teaching at-risk learners
with technology. Participants answered 5 open-ended questions: 1) How have you used technology with at-
3. risk learners? 2) How effective or successful was this mode of delivery with these students? 3) What
problems and key concerns did you have using this method with these learners? Were you able to address
any of these? How? 4) What suggestions and/or recommendations do you have for other teachers in working
with at-risk students using technology? 5) Do you have future plans for continuing this kind of work? Please
elaborate.
How was the data analyzed?
In order to determine the relationship between interactive whiteboard use and student achievement in math
and language arts, the scores of students whose teachers used interactive whiteboards in math and/or
language arts instruction was compared with the scores of students whose teachers did not use them using
analysis of variance (ANOVA). Average OAT math and language arts/reading scores for each teachers’
students was also computed. Researchers also collected data from teachers regarding their interactive
whiteboard usage using an online survey for 10 weeks. Teachers self-reported the frequency of interactive
whiteboard use in math, language arts/reading, and/or for classroom management. Respondents were also
asked to note effective or otherwise interesting uses made of interactive whiteboards during the previous
week in math instruction, language arts/reading instruction, and/or classroom management.
To find more effective uses of whiteboards, whiteboard teachers whose students scored above overall means
on standardized tests of math and/or language arts were identified. Self-report data for these teachers was
descriptively compared with self-report data from teachers who used interactive whiteboards but whose
students scored at or below the general mean in math and/or reading. Weekly frequency of whiteboard use
was averaged for each teacher across the ten week reporting period. Average use in three categories was
then compared between high-achieving teachers and all other: frequency of use for math instruction,
frequency of use for language arts/reading instruction, and frequency of use for classroom management.
Teachers’ comments concerning whiteboard usage in each category was qualitatively examined for themes
and trends and similarly compared between high achieving and average and/or below average classes.
Qualitative data analysis was used to identify emergent themes. These emerged salient themes were
extracted to answer research questions.
What were the results of the study?
Results show a small achievement increase among students whose teachers used interactive whiteboards for
language arts and math instruction. The increases were quite small and statistically significant only in math.
Positive results were especially pronounced in fourth and fifth grade levels and significant interactions
between achievement gains and grade levels were found in both math and language arts. In addition, when
teacher were grouped by their students’ math and language arts performance, teachers whose students scored
above the mean on both assessments were found to use the whiteboards more frequently (almost every day)
than the teachers whose students scored at our below the means on these tests. The analysis of the self-
reported use of whiteboards from teachers whose students scored above the mean on one or both assessments
also showed that interactive whiteboards are most effective when used to support visualization and
interactivity, and using whiteboards for more student-centered activities.
Researchers found that the use of technology contributes to the increased success rates for at-risk learners,
but exclusive online learning may not work for everyone. For some students, the use of technology offered
independent learning opportunities, but this could also be overwhelming for some. Researchers also found
six different themes that make good strategies for using technology with at-risk learners. The six strategies
were choice, diverse curriculum, structure, customization, blended learning, and safe learning environments.
They also mentioned that teachers looking to teach and connect with at-risk learners may find technology
offers the means to deliver modified programs that focus on the learners’ needs. At-risk learners will also
need more scaffolding, examples and explanations, and a variety of tools to construct their work. They
should feel a sense of belonging, safety, and support as well.
Critique of the design and methodology of the study. Evaluation of the methodology section.
Were the clients adequately described? Please explain.
Yes, student subjects in the study were adequately described although details were not offered. I do feel that
teacher participants could have been better described especially the grade levels and subjects that performed
better in language arts and math.
4. No, the clients could have been better described by adding how long they had been working with technology
and at-risk students, along with what specific subjects / technology they taught and used. The researchers
gave minimal information about the participants and their background with the subject.
Was the setting adequately described? Please explain.
Yes, the setting was described well with demographics and general information about the school district and
demographics.
No, the setting could have been better described by explaining what kinds of schools the nine participants
worked at and when/how they communicated or taught their students using technology.
Was the research design appropriate? Please explain.
Yes, the research design was appropriate but it would have been helpful to know more about the ways
whiteboards were being used using a graph to show trends or themes found amongst all of the teachers in the
district.
Yes, the research design was appropriate but there could have been more details regarding how answers were
coded and themes were found and checked amongst researchers involved in the study.
Were the dependent variable (s) and independent variables (s) adequately described? Please
explain.
Yes, the variables were both straight forward and appropriate for the study.
N/A