The document provides an introduction to traumatic brain injury (TBI), discussing what TBI is, how it affects the brain, and the need for effective strategies to help students with TBI. It states that TBI can cause cognitive, emotional, and behavioral impairments. While research has explored TBI, there are few practical strategies available to educators and parents. The purpose of this project is to create a website providing information on TBI and evidence-based strategies in key areas like math, reading, and memory.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
Take a look at this article with a sample of research proposal PhD in mathematics, to get more samples like this visit site https://www.phdresearchproposal.org/creating-a-phd-research-proposal-in-mathematics/
This document discusses the use of PowerPoint presentations in classrooms and their relation to dimensions of learning. It provides both positive and negative impacts of PowerPoint use, as well as their purpose in engaging students. PowerPoint presentations can help develop students' communication skills, collaborative learning, and enhance visual learning when used appropriately. They relate to dimensions of learning by influencing student attitudes, helping build new knowledge, allowing students to analyze information, and developing critical thinking skills when students create their own presentations.
This article critique summarizes an article about a fire and life safety education program in Tucson, Arizona called "Adopt-A-School". The program aims to educate school children about fire safety in a multifaceted way. It also integrates a junior firefighter program to help with volunteer recruitment. The critique argues this is an excellent model for fire departments struggling with recruitment and retention. It emphasizes the importance of creative fire prevention and education programs to engage communities.
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
This summary provides the key details from the document in 3 sentences:
This document summarizes several research articles on integrating technology into instruction. It discusses studies on using technology like laptops, digital books, and online collaboration to increase student engagement and achievement in middle school classrooms. The critiques for each article are also summarized and provide additional context for how the studies could be improved or built upon.
Take a look at this article with a sample of research proposal PhD in mathematics, to get more samples like this visit site https://www.phdresearchproposal.org/creating-a-phd-research-proposal-in-mathematics/
This document discusses the use of PowerPoint presentations in classrooms and their relation to dimensions of learning. It provides both positive and negative impacts of PowerPoint use, as well as their purpose in engaging students. PowerPoint presentations can help develop students' communication skills, collaborative learning, and enhance visual learning when used appropriately. They relate to dimensions of learning by influencing student attitudes, helping build new knowledge, allowing students to analyze information, and developing critical thinking skills when students create their own presentations.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Colorado College Mobile Management Lessondivepatch
This lesson was introduced as the Methods and Practice of Managing Mobile devices in the classroom. It was taught at the Colorado College in the summer of 2013.
This article discusses the importance of evaluating technology programs in schools. It notes that technology specialists should be regularly assessing how the technology program is impacting teaching and learning. The article provides a checklist of items that should be considered when evaluating a technology program, including how technology is being integrated into the curriculum, how it supports research and problem-solving skills, and how well teachers are being trained on educational technology. It stresses that ongoing evaluation is key to ensuring the technology program is effective and having a positive influence on students.
The document discusses the debate around the role of computers in education. It summarizes the arguments made by technological optimists who believe computers and the Internet will revolutionize education, providing unlimited access to information and new forms of distance learning. However, the document argues that in reality, equal access to technology is still limited, finding useful information online can be difficult, and distance learning is unlikely to appeal to most students. While computers can expand learning, they also promote superficial thinking, isolate students, and may primarily benefit commercial and educational institutions rather than students themselves. Overall, the document concludes that computers have not yet realized their promised potential to transform education and that excellence still depends on traditional methods like reading, study, and good teaching.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
Teaching computing in secondary schools sample extractWilliam Lau
This document provides an introduction and overview of a teacher's handbook for teaching computing in secondary schools. It discusses five common fallacies in computing education, including that students born today are "digital natives" and that computing is only about coding. It also previews the contents of the handbook, which will be split into three parts on planning, delivery, and leadership/management of computing curriculum and departments. The goal is to offer guidance for both experienced and new computing teachers based on lessons learned.
Research Proposal # Transformation in Art Education : Multimedia as a Tools i...kemakamal
This document discusses using multimedia as a tool to enhance the learning process in art education. It presents the research problem of determining whether using technology and multimedia improves student performance. The objectives are to identify how multimedia can improve student performance, create an active learning environment, and serve as an effective teaching aid. The questions examine student perceptions of multimedia improving their performance, how it creates an active environment in rural schools, and its effectiveness in the learning and teaching process.
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
The document summarizes two articles about the role of technology in education. The first article discusses how library media specialists can promote technology use among reluctant teachers by collaborating on lesson plans, providing hands-on training and support, and maintaining open communication. The second article outlines principles from NAEYC and the Fred Rogers Center regarding appropriate technology use for young children, such as ensuring it is developmentally appropriate and does not harm children. The critique finds value in the articles' emphasis on intentional integration of suitable technology to enhance learning.
This document discusses how technology can support thinking and inquiry-based learning for English language learners (ELLs). It argues that ELL students must have opportunities to engage in high-level thinking. It provides guidelines for selecting technology tools that scaffold learning and support a variety of thinking skills. It also outlines an approach to designing problem-based curriculum where students work collaboratively to solve problems and construct their own understanding.
Why is Computer Science Education Important ?Neha Sahu
This document discusses an educational program called Computer Masti that aims to impart life skills through computer science education. It does this by taking a holistic approach that teaches concepts, usage skills, and social aspects of computers. Some key aspects discussed include using multimedia to stimulate learning, incorporating thinking process skills like problem solving, and organizing the curriculum in a spiral manner where topics are revisited at increasing levels of depth and complexity. The goal is to impart both computer literacy and fluency through a focus on fundamental concepts and skills beyond just memorization.
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
ECD 400 Article critique young exceptional childtpuga3
This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
Chapter PackChapter 5Chapter 5 Who Are Today’s StudentsJinElias52
Chapter Pack
Chapter 5
Chapter 5: Who Are Today’s Students?
1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
Chapter Pack
Chapter 7
Chapter 7: Classroom Teaching in a Digital World
1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
1. There are many versions of the flipped classroom. Explain your experience with flipped classrooms. Was this process effective for you as a learner? ...
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
Colorado College Mobile Management Lessondivepatch
This lesson was introduced as the Methods and Practice of Managing Mobile devices in the classroom. It was taught at the Colorado College in the summer of 2013.
This article discusses the importance of evaluating technology programs in schools. It notes that technology specialists should be regularly assessing how the technology program is impacting teaching and learning. The article provides a checklist of items that should be considered when evaluating a technology program, including how technology is being integrated into the curriculum, how it supports research and problem-solving skills, and how well teachers are being trained on educational technology. It stresses that ongoing evaluation is key to ensuring the technology program is effective and having a positive influence on students.
The document discusses the debate around the role of computers in education. It summarizes the arguments made by technological optimists who believe computers and the Internet will revolutionize education, providing unlimited access to information and new forms of distance learning. However, the document argues that in reality, equal access to technology is still limited, finding useful information online can be difficult, and distance learning is unlikely to appeal to most students. While computers can expand learning, they also promote superficial thinking, isolate students, and may primarily benefit commercial and educational institutions rather than students themselves. Overall, the document concludes that computers have not yet realized their promised potential to transform education and that excellence still depends on traditional methods like reading, study, and good teaching.
This portfolio discusses the student's experience taking an educational technology course. It provides an overview of key concepts in educational technology including how technology can be used as an informative, constructive, co-constructive, and situating tool. The portfolio also examines four conceptual models of learning - meaningful learning, discovery learning, generative learning, and constructivism. It reflects on how the educational technology course helped the student learn to incorporate technology to facilitate projects and better communicate with students.
Teaching computing in secondary schools sample extractWilliam Lau
This document provides an introduction and overview of a teacher's handbook for teaching computing in secondary schools. It discusses five common fallacies in computing education, including that students born today are "digital natives" and that computing is only about coding. It also previews the contents of the handbook, which will be split into three parts on planning, delivery, and leadership/management of computing curriculum and departments. The goal is to offer guidance for both experienced and new computing teachers based on lessons learned.
Research Proposal # Transformation in Art Education : Multimedia as a Tools i...kemakamal
This document discusses using multimedia as a tool to enhance the learning process in art education. It presents the research problem of determining whether using technology and multimedia improves student performance. The objectives are to identify how multimedia can improve student performance, create an active learning environment, and serve as an effective teaching aid. The questions examine student perceptions of multimedia improving their performance, how it creates an active environment in rural schools, and its effectiveness in the learning and teaching process.
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
The document summarizes two articles about the role of technology in education. The first article discusses how library media specialists can promote technology use among reluctant teachers by collaborating on lesson plans, providing hands-on training and support, and maintaining open communication. The second article outlines principles from NAEYC and the Fred Rogers Center regarding appropriate technology use for young children, such as ensuring it is developmentally appropriate and does not harm children. The critique finds value in the articles' emphasis on intentional integration of suitable technology to enhance learning.
This document discusses how technology can support thinking and inquiry-based learning for English language learners (ELLs). It argues that ELL students must have opportunities to engage in high-level thinking. It provides guidelines for selecting technology tools that scaffold learning and support a variety of thinking skills. It also outlines an approach to designing problem-based curriculum where students work collaboratively to solve problems and construct their own understanding.
Why is Computer Science Education Important ?Neha Sahu
This document discusses an educational program called Computer Masti that aims to impart life skills through computer science education. It does this by taking a holistic approach that teaches concepts, usage skills, and social aspects of computers. Some key aspects discussed include using multimedia to stimulate learning, incorporating thinking process skills like problem solving, and organizing the curriculum in a spiral manner where topics are revisited at increasing levels of depth and complexity. The goal is to impart both computer literacy and fluency through a focus on fundamental concepts and skills beyond just memorization.
This document provides a mid-year evaluation report on the progress of North Carolina's 1:1 Learning Technology Initiative during the second year of implementation. It finds that the eight pilot schools have made significant progress, including improving wireless internet access and technical support. However, it also notes ongoing challenges around content filtering and the need for continued professional development for teachers. Key findings include that teachers are using laptops more frequently but want more models for effectively integrating technology. Infrastructure issues like limited network bandwidth and lack of loaner laptops when devices break need addressing. Overall the initiative is enhancing learning opportunities, but also complicates classroom management initially.
ECD 400 Article critique young exceptional childtpuga3
This article critique summarizes an article about the importance of play for child development. It discusses how parents can hold play dates to help develop their child's social and play skills. The article outlines different types of play children engage in, such as isolated, parallel, and common play. It provides tips for parents on encouraging mutual play during play dates, such as engaging with children, praising shared play, and providing open-ended toys. Play dates should last 30-60 minutes in an environment that fosters interaction.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
Chapter PackChapter 5Chapter 5 Who Are Today’s StudentsJinElias52
Chapter Pack
Chapter 5
Chapter 5: Who Are Today’s Students?
1. What is the difference between equity and equal opportunity? How do equity and equal opportunity apply to students and achievement?
2. According to Chapter 5, there are several program variations for teaching English-language learners (ELs). English as a Second Language (ESL) programs support students in learning English only without furthering the primary language of origin. Other models known as two-way or dual-language programs teach fluency using English as well as the primary language of origin. What are the advantages and disadvantages of both programs?
3. Diversity is a term that can have many meanings depending on context. What types of diversity are currently a part of the today’s classroom? As a teacher, why is it important to affirm diversity?
4. According to Chapter 5, teachers who utilize “culturally responsive pedagogy” have several important attributes. What is “culturally responsive pedagogy?” What are the attributes that identify a teacher as being culturally responsive?
5. What is “gender-fair education?” Why is it important to the development of students?
6. Explain the theory of “multiple intelligence.” Why is it important to the development of students and teaching? How is “multiple intelligence” different from “learning styles?” What is the significance for using both in the classroom?
=========================
Research Multiple Activity Choice Boards / Activities and Create Your Own for Whatever Grade you prefer to work with. Each area should have 3+ choices for a student to demonstrate mastery of learning.
Verbal/Linguistic
Visual/Spatial
Logical/Mathematical
Body/Kinesthetic
Naturalist
Interpersonal
Intrapersonal
Musical
Chapter Pack
Chapter 7
Chapter 7: Classroom Teaching in a Digital World
1. Chapter 7 uses the terms “digital natives” and “digital learners.” What is the difference between these two terms? How can these two terms affect learning and technology in today’s classroom?
1. Technology has created opportunities for an information rich society. Are teens overexposed to technology? Has society become too dependent on technology? Why or why not?
1. What effect has the widespread use of technology had on teaching and learning? Has this phenomenon made teaching easier? Has this phenomenon made learning easier?
1. How can teachers use simulations to enhance learning? Are there situations where simulations should not be used to enhance learning?
1. According to Chapter 7, extending one’s perceptions of the environment belongs to a class of images called augmented reality (AR). Describe an area within the curriculum where AR can be found. How does the use of AR support learning?
1. There are many versions of the flipped classroom. Explain your experience with flipped classrooms. Was this process effective for you as a learner? ...
1Emerging New Technologies in Early Childhood EducatAnastaciaShadelb
1
Emerging New Technologies in Early Childhood Education
Lua Shanks
EDDD 8113
Doctor of Education
Week 6: Refining the Problem and Purpose Statement Comment by Beryl Watnick: Week 8
Emerging New Technologies in Early Childhood Education
Technological revolutions have transformed early childhood education significantly.These developments have eased the tasks of instructors who had challenges related to delivering high-quality education. Aydin et al. (2017) found in their study that both the curriculum and instructional methods have weaknesses that significantly reduce education quality in early childhood schools. For instance, the authors found that the ratio of teachers to students is lower than required, which implies that there are more students per teacher. Consequently, the teachers cannot comprehensively deliver customized instructions to all students effectively due to time constraints. The authors recommend the use of technology, and employment of more teachers to increase instructional quality by increasing the time taken to teach each student according to their learning and developmental needs. In that regard, Dziuban et al. (2018) discuss raise concerns that there are many challenges in early childhood education (ECE). They include ineffective instructional methods, substandard learning environments, and inappropriate content that do not effectively support children's learning and developmental needs. The authors propose the use of technologies to promote quality education and growth in early childhood education. Comment by Beryl Watnick: Really? Where is there evidence for this statement? Comment by Beryl Watnick: grammar
Samudra et al. (2019) argue that the use of technology has not been used to the required potential to improve learners’ needs in early childhood education settings. For instance, the authors found that technological devices have the potential to increase children's developmental and educational needs. In this regard, the authors recommend the use of technological devices including tablets and computers to teach children. The authors researched and found that audiovisual learning devices increase interactive learning, which is associated with high engagement and high performance. Comment by Beryl Watnick: That is obvious, isn’t it?
Research Problem
The problem is that many early year teachers in the current education sector do not have enough ICT equipment and expertise at their disposal to adequately deliver holistic instruction to early year learners. The quality of instruction is not increasing regardless of the increasing advancements in technology. According to Aydin et al. (2017), changes are continuing to be noticed in classroom populations, and in performance. For instance, the number of immigrants has increased significantly, which implies that there is a crucial need to apply effective and appropriate instructional approaches. Additionally, there has been a disproportional improvement in instructi ...
Deliverable 02 – WorksheetInstructions The following worksheetLinaCovington707
Deliverable 02 – Worksheet
Instructions: The following worksheet is shown to you by a student who is asking for help. Your job is to help the student walk through the problems by showing the student how to solve each problem in detail. You are expected to explain all of the steps in your own words.
Key:
· <i> - This problem is an incorrect. Your job is to find the errors, correct the errors, and explain what they did wrong.
· <p> - This problem is partially finished. You must complete the problem by showing all steps while explaining yourself.
· <b> - This problem is blank. You must start from scratch and explain how you will approach the problem, how you solve it, and explain why you took each step.
1) <p> Assume that a randomly selected subject is given a bone density test. Those tests follow a standard normal distribution. Find the probability that the bone density score for this subject is between -1.53 and 1.98
Student’s answer: We first need to find the probability for each of these z-scores using Excel.
For -1.53 the probability from the left is 0.0630, and for 1.98 the probability from the left is 0.9761.
Continue the solution:
Finish the problem giving step-by-step instructions and explanations.
2) <b> The U.S. Airforce requires that pilots have a height between 64 in. and 77 in. If women’s heights are normally distributed with a mean of 65 in. and a standard deviation of 3.5 in, find the percentage of women that meet the height requirement.
Answer and Explanation:
Enter your step-by-step answer and explanations here.
3) <i> Women’s pulse rates are normally distributed with a mean of 69.4 beats per minute and a standard deviation of 11.3 beats per minute. What is the z-score for a woman having a pulse rate of 66 beats per minute?
Student’s answer:
Let
Corrections:
Enter your corrections and explanations here.
4) <b> What is the cumulative area from the left under the curve for a z-score of -0.875? What is the area on the right of that z-score?
Answer and Explanation:
Enter your step-by-step answer and explanations here.
5) <i> If the area under the standard normal distribution curve is 0.6573 from the right, what is the corresponding z-score?
Student’s answer: We plug in “=NORM.INV(0.6573, 0, 1)” into Excel and get a z-score of 0.41.
Corrections:
Enter your corrections and explanations here.
6) <p> Manhole covers must be a minimum of 22 in. in diameter, but can be as much as 60 in. Men have shoulder widths that are normally distributed with a mean of 18.2 and a standard deviation of 2.09 in. Assume that a manhole cover is constructed with a diameter of 22.5 in. What percentage of men will fit into a manhole with this diameter?
Student’s answer: We need to find the probability that men will fit into the manhole. The first step is to find the probability that the men’s shoulder is less than 22.5 inches.
Continue the solution:
Enter your step-by-step answer and explanations here.
1
...
This document provides information about an ESE 315 Entire Course materials package that contains documents for each week of the course, including discussion questions, journal reflections, presentations, and a final project. It lists the documents included for each weekly module and provides some sample questions and prompts from various assignments, such as preparing for an IEP meeting, debating teaching approaches, reflecting on laws governing special education, and creating an inclusive classroom environment.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
- The document discusses technology-enhanced learning in anatomy education. It provides context on how students have changed and questions the role of technology in anatomy learning.
- It reviews frameworks for evaluating technology-enhanced learning and finds most studies only evaluate learner satisfaction rather than learning gain or institutional impact.
- Several of the presenter's own studies are summarized that evaluated learning gain from anatomy screencasts and the impact of using Facebook to manage test anxiety. The presentation calls for evidence-informed practice in anatomy education.
This document contains information about various online courses and discussion questions. It discusses topics like inclusion, accommodations and modifications for students with disabilities, teaching approaches like explicit instruction and differentiation, response to intervention (RTI), and creating supportive classroom environments. The document provides prompts for students to reflect on concepts from their readings and share experiences related to educating students with special needs.
Final ExamSection I. Short answer. 1. What are point and n.docxlmelaine
Final Exam
Section I. Short answer.
1. What are point and non-point sources of pollution?
2. Symbiotic association between what two organisms is important to coral health?
3. What process provides energy to reef and estuary food webs?
4. Cite 3 abiotic factors that influence the types of organisms living in a reef ecosystem.
5. Why are marshes/wetlands/mangrove forests are critical to estuary and reef ecosystems?
6. What is BOD and how is it increased?
7. What are three benefits provided to humans by forest ecosystems?
8. What processes bring nutrients to lake ecosystems?
9. What are the sources of nitrogen in forest ecosystems (natural and human-made)?
10. Why is biodiversity important in forest communities?
Section – II Explain in detail the following
1. Harmful algae blooms occur when water quality is altered by nutrients. What is the nutrient believed to trigger "toxic tides" in coastal waters and describe the sources and routes from the sites on land.
2. Diagram changes in water quality as nitrogen increases in an estuary. Include nitrogen concentration, phytoplankton concentrations, water clarity, SAV health, and dissolved oxygen.
3. Many activities in the Great Lakes watershed alter water quality. During these activities, water quality is degraded, ultimately impacting lake ecosystem structure and function. Pick two human activities and depict how they impact water quality and ecosystem structure and function in the Great Lakes.
4. Human additions of pollutants such as sulfur and nitrous oxides contribute to the phenomenon of “acid rain” and "nitrogen saturation". Describe how acid rain or nitrogen additions affect trees and soils in forest ecosystems.
EDCI 337, Interactive Multimedia Learning | August 2019 A. Traore
1
Module 1 – Multimedia Learning
Module description:
This module, multimedia learning, is the first module in the theoretical portion of the
course. It is important that you have a sound understanding of theoretical foundations
of multimedia learning so that you understand the rationale behind the guiding
principles. Thus, you can design multimedia lessons that are conducive to learning.
Remember that using technology in learning is one thing, and using technology to
create effective learning solutions is another thing. You are here to learn how to use
technology as an effective learning tool.
In this module you will learn theories, concepts, and guidelines underlying
multimedia learning. After this module, you should be able to:
▪ Describe theoretical foundations of multimedia learning through studying the
cognitive theory of multimedia learning (CTML) and the cognitive load theory
as examples
▪ Appreciate the importance of theories and research in designing and
implementing multimedia learning solutions
▪ Identify principles for creating effective multimedia learning solutions
▪ Acknowledge the multiplicity of viewpoints regarding multimedia ...
Intervention forEducationStudent’s Name Institution Affili.docxnormanibarber20063
The document proposes an intervention to reinforce the use of IEPs (Individualized Education Programs) daily for children with autism and learning disabilities. The intervention would use iPads loaded with applications to help students learn skills for independence. Data would be collected through observation and questionnaires to evaluate the effectiveness of daily reinforcement of IEP goals and use of technology. The intervention aims to help students become more self-sufficient through meeting their individual educational needs.
This document is a thesis submitted by Deirdre Timusk to the Graduate Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto, to earn a Master of Arts degree. The thesis explores how a video club was used to help develop teacher's professional vision by investigating how teachers' professional vision changed over time through participation in the video club. It also studied the role of the facilitator to determine how it contributed to the development of professional vision. The expected growth in professional vision did not occur, which the author attributes to the facilitation techniques used. The thesis emphasizes that while video clubs are a valuable professional development tool, care must be taken with the facilitation methods employed.
This document provides an overview of Response to Intervention (RTI) and Illinois' RTI plan. It defines RTI as a general education initiative that uses data to provide targeted instruction to students based on their needs. The key components of RTI are a three-tier model of intervention, a problem-solving model for decision making, and an integrated data system. Illinois requires all districts to have an RTI plan and provides guidelines for funding and evaluating the process. The goals of RTI include identifying struggling students early and improving student outcomes through collaborative, data-driven decision making.
The document discusses understanding inclusive teaching and learning approaches, explaining how to create an inclusive learning environment that engages all learners, addresses different learning styles and needs, and ensures resources and assessments are suitable and accessible for all. It also covers the importance of understanding learners, building rapport, and complying with equality legislation to promote inclusion.
CTE 696 School and Community RelationsDr. Michael Rober.docxdorishigh
CTE 696 School and Community Relations
Dr. Michael Roberts
Presentation to Parent Group
Assignment #3
Project: Preparing and delivering an oral presentation that is designed
to be given to a parent group.
Rationale: To gain experience in the process of dissemination of
information through the format of an oral presentation. This
presentation is to be designed to be given to a parent group in the
scenario of an open house. Your task is to prepare a 10 minute
presentation that will promote your program / project through an
informative speech, a promotional speech, or a special occasion
speech.
You are to write a script that will last about 10 minutes.
Optional Assignment: You can record yourself and save it
to YouTube. In this case, you would have to provide me
with a link from YouTube and then you must submit in the
same email the plan and the grading rubric.
Directions: Your oral presentation will include your: 1) plan, 2) Script & 3)
visual media plan. Upon completion, send the assignment via email as
an attachment. Send it with your nau.edu email account. You will use
all the heading below when your write out your plan. You will have
responses for A, B, and C and D for each assignment you send in.
NOTE: Use each of the below as a heading in your assignment. Do
this on every assignment.
1. Plan for the development of presentation:
A Statement for the purpose(s) of the presentation.
(This is a written statment 1-2 paragraphs)
B. Rationale (statement of need). (This is a written
statement describing the need)
C. Description of the target audience(s) number, special
characteristics and reasons why they are a part of the audience
selected. (Describe the audience. Community college faculty, High
school parents, CTSO parent group, etc.)
2. Script of the information to be covered by your oral
presentation.
A. You are to write a script for your presentation. Time
yourself. It should be between 8 and 10 minutes.
Your speech should be in the format of:
B. Include what you are going to tell them.
C. Tell them.
D. Tell them what you told them.
3. Audiovisual Media Plan
A. List the types of media that you would use if you were
giving this presentation to a parent group, i.e., overhead project,
projector, DVD/VCR, computer, smart board, etc.
B. List the media if they are required for your
presentation.
C. Describe the ultimate media for use in your
presentation (even if not available for your presentation), i.e.,
multimedia computer, color LCD for overhead, etc.
Copy th.
This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
· Write in paragraph format (no lists, bullets, or numbers).· .docxLynellBull52
The document discusses California becoming the first state to pass a law in 1999 legalizing electronic contracts and signatures. The law aims to ensure electronic contracts and signatures have the same legal standing as paper contracts. However, the law only applies when parties agree in advance to electronic transactions and excludes some transactions like wills and certain consumer protection agreements. While the law will significantly impact contract law in California and nationwide, its full effects remain to be determined through future legal cases involving electronic contracts.
This presentation provides an overview of an upcoming classroom project called "AHHHH Stress" that will use project-based learning. The project will have students create their own experiment to determine what stress is, common sources, strategies for coping, and approaches to conflict. It will take place over one month. The goals are for students to learn about stress, memory processing, and problem-solving through hands-on work where they guide their own learning with teacher facilitation. Parents are asked to only interact if the student requests advice.
The document discusses strategies and interventions for helping struggling students in the classroom using Response to Intervention (RTI). It begins with defining the difference between strategies, which are research-based teaching methods, and interventions, which specifically target identified deficiencies. The document then explains RTI as a multi-tiered approach using effective instruction and targeted help to improve student outcomes. Examples of strategies and interventions are provided and teachers participate in an activity to distinguish between the two. The goal of RTI is to help all students succeed through prevention and early intervention rather than waiting for failure.
This document outlines a lesson plan for a 9th-12th grade class on cultural awareness. The lesson involves students using Photoshop to design a photo stamp representing their culture. They will then present a PowerPoint presentation on their culture. Students will be assessed using rubrics for their oral presentation and photo stamp. The lesson is meant to help students communicate about their cultures and appreciate diversity. Adaptations are provided for English learners and students with special needs.
The document outlines a two-part technology unit for high school students focused on using Photoshop/GIMP to design stamps commemorating minority inventors. In the first lesson, students research minority inventors online and write a report. In the second lesson, students use layers and tools in Photoshop/GIMP to design their stamps based on the inventors they researched. The unit aims to advance students' technology and design skills while celebrating cultural diversity.
This document summarizes a field project submitted by Renee Bouyer for a Master of Arts in Education with an emphasis in Special Education from Touro University-California. The project involves developing an interactive website to provide teachers, students, and parents strategies and resources for supporting children with traumatic brain injuries. The website will include sections on memory, reading, and math strategies. The document outlines the background and need for the project, objectives, and components of the website design. It also discusses evaluating the project and plans for expanding it in the future.
This document discusses the challenges of educating students with traumatic brain injury (TBI). It notes that understanding a student's brain after TBI is like understanding a road map, as their brain must find new routes to get to information. The document proposes an interactive website to provide teachers, parents, and individuals with TBI tools and information to alleviate frustration. It cites research recommending educators draw on student strengths and develop novel teaching approaches. The goal is to help students, parents, and teachers succeed and assist all individuals with TBI.
This website provides teaching strategies for students with traumatic brain injuries. The pages include information on traumatic brain injury, biographies of the creators, strategies for English language arts, math, and memory, as well as a list of additional resources. One example strategy is an adapted Fernald lesson plan using tracing, writing, and spelling words to reinforce learning for a student who suffered a head injury in a soccer game. The site aims to share effective techniques for this student population.
This document summarizes a presentation on teaching 21st century learners. The presentation discusses how today's students, who have grown up with technology, think and learn differently than previous generations. These "digital native" students are comfortable with multimedia, multitasking, and using technologies like the internet and mobile devices to access information. The presentation suggests educators should embrace how students use technology and focus on empowering students with new tools, rather than being concerned with tools themselves. It also outlines some of the key traits of 21st century learners, such as being social, visual, and preferring interactive learning experiences with fast response times.
This document provides information about a lesson on cultural awareness for grades 9-12. The lesson involves students creating a PowerPoint presentation and photo stamp about their culture. It outlines the content standards, teaching performance expectations, learning goals, assessment plan, instructional materials, lesson sequence, and post-lesson reflection. Students will be assessed on their oral presentation about their culture and their photo stamp design. The teacher will provide examples and vocabulary support. Adaptations are provided for English learners and students with special needs.
1. Chapter One
Introduction
What is TBI? TBI stands for Traumatic Brain Injury “From 2001 to 2009, the
estimated number of sports and recreation related TBI visits to emergency departments
(EDs) increased from 153,375 to 248,418, and the estimated rate of TBI visits increased
from 190 per 100,000 population to 298.” (MMWR, 2011, p2). Courville and others
states:
Traumatic brain injuries (TBI) are the most common cause of brain damage in the
western world. Direct impact to the skull along with rapid acceleration–
deceleration of the brain within the skull cavity leads to multifocal and diffuse
injuries, with pathology typically concentrated in the ventrolateral and orbital
frontal lobes and the temporal lobes (Courville, 1945; Gentry, Godersky, &
Thompson, 1988; Hadley et al.,1988)
For educators, parents, and students with TBI, TBI can be translated into just one word—
Devastating. Pieper in 2001 best described it by stating, “those experiencing traumatic
brain injury (TBI) is that they often express frustration and pain at ‘“losing”” the child
they knew.” (p 5). The purpose of this project is to try to alleviate this frustration. Some
of the ways to alleviate frustration are to acquire information, knowledge, and strategies,
to deal with issues. This project does just that, with the design of an interactive website,
with practical research-based learning strategies, that demonstrate and model effective
tools for working with students with TBI.
2. Masters Project TBI 2
Educators are constantly looking for new ways to teach in order to deliver our
most effective lessons to all children. “Thus, it is not surprising that educators have
sought to incorporate neuroscience research findings into the special education
classroom.” (Alferink & Dugan, 2010, p 42). “Special educators strive to arrange their
classrooms to elicit the best learning outcomes.” (p 42) In the same article, According to
quoted authors such as Sprenger (1999), arrangements that are brain compatible should
elicit the best learning. More specifically, Sprenger and others suggested that this can be
accomplished by teaching to different learning styles or a child’s multiple intelligences.
(p43)
Statement of the Problem
There is plenty of research on how TBI occurs and how it debilitates the brain, but
there are few strategies available to parents and educators, to help a child with TBI re-
learn to function. During the past several months, this Educator, was providing
instruction with a child who has suffered a TBI. This required spent many hours
researching TBI to determine what strategies are practical and effective for a student with
TBI. (See Appendix).
There are several websites providing information about TBI. The availability of
comprehensive and practical strategies for working with children with TBI is woefully
absent. This web site was developed to provide a comprehensive website that provides
information on TBI and strategies for parents, educators, and students. This website
provides effective and practical methods for addressing the education needs and will tools
to re-assimilate children with TBI with life skills.
Background and Need
3. Masters Project TBI 3
“Students with brain injuries tend to have cognitive problems in four areas:
attention and concentration, information processing, memory, and executive functions.”
(Disability Rights Network, 2008 p12). Working with someone who suffered Hypoxic-
Anoxic Bran Injury, caused by strangulation started this quest. Hypoxic-Anoxic Brain
Injury is one of the many types of TBI. According to the Brain Injury Association of
America, Hypoxic refers to a partial lack of oxygen and Anoxic means a total lack of
oxygen. Therefore, the more complete the deprivation of oxygen to the brain the more
severe the damage to brain. This will then result in the greater the consequences (p. 1)
After testing the student, the student results were two-standard deviation drops in
all areas of academia from previous testing. The school psychology report also showed a
two standard deviation drop as well. The biggest loss for this student is memory,
especially short-term memory. Intervention for this student included support in math,
reading, and writing. Each of these areas, the memory processing is largely affected.
Research showed several methods to help a student with TBI but no modeling or
physical visual representation. The majority of the websites researched for methods and
strategies stated something like this:
• Use a multi-modal approach (overheads, videos, hands-on activities) when
presenting material and instructions for assignments.
• Teach compensatory strategies to students and structure choices.
• Begin class with review and overview of topics to be covered.
• Provide the student with an outline of the material to be presented, to assist in
comprehension.
• Emphasize main points and key ideas frequently.
4. Masters Project TBI 4
• Incorporate repetition into instruction.
• Provide specific, frequent feedback on student performance and behavior.
• Encourage questions.
• Break down large assignments into smaller components.
• Use task analyses to determine skill acquisition and maintenance.
• Ask the student how he or she could improve learning.
• Use a variety of open-ended and multiple-choice questions to encourage
independent thinking.
• Present difficult material in a simplified fashion, using illustrations or diagrams
if possible.
• Provide the student with cues when appropriate.
(Louie, Brett, et al. , 2002, p 65)
The main question is what does this really look like to a teacher or parent? How do you
apply these strategies? How do these strategies differ than other strategies? How will this
part access that needed rouge memory.
Rationale
A report to Congress, December 1999 (http://www.cdc.gov/ncipc/pub-
res/mtbi/mtbireport.pdf), “TBI is the leading cause of death and disability among children
and young adults in the United States.” (p. 1). Teachers many times do not even know a
student has TBI because there are no visible damages. Unless the parent has reported to
the school that the child has suffered a TBI, there is no way to know. In the same report
the disabilities and impairments are described, “TBI is referred to as the invisible
epidemic these disabilities arising from cognitive, emotional, sensory, and motor
5. Masters Project TBI 5
impairments often permanently alter a person’s vocational aspirations and have profound
effects on social and family relationships.” (p. 1-2). Educators, are required to instruct
and educate all children. According to the Free Appropriate Public Education for
Students With Disabilities: Requirements Under Section 504 of The Rehabilitation Act of
1973 states “education services designed to meet the individual education needs of
students with disabilities as adequately as the needs of nondisabled students are met.” As
educators we need to have strategies that are proven effective, and research-based. So
which strategies do we use? Where can we find the most information possible to
complete this directive? That is what this project is going to provide creating one source
of effective, research-based strategies that are modeled and available, for educators and
parents.
Purpose of the Project
The purpose of this project is to provide an interactive website for educators and
parents with information about TBI other websites and to provide tools and strategies to
help students with Traumatic Brain Injury (TBI).
6. Masters Project TBI 6
The website includes a Home page with information about the website
An Information page provides medical information, services available, and other
important information.
7. Masters Project TBI 7
There also is a survey link on the first page to allow for the informal evaluation of the
website. This includes
• Evaluation of research based strategies
• Recommendations
• Overall effectiveness of the website
Math Strategies page provides teaching strategies for Mathematics. This includes video
links to teacher’s modeling the strategy and information as to why it might be effective.
8. Masters Project TBI 8
Language Strategies page provides teaching strategies for English Language Arts (ELA).
This page also provides links to videos that have educators modeling the strategies, and
why they might be effective.
Memory Tools: This includes links to memory games, practices, and strategies that
might be effective for improving memory. (see ELA-same format)
9. Masters Project TBI 9
The last page is a list of all Links that this author has found, on TBI, and strategies for
teaching students with TBI.
This website may be helpful to all educators, however; this website was geared to the
demographics of educators and parents of children who have TBI
Project Objectives
• To research best practices strategies to use with individuals with TBI.
• To create a website where information is available for students with TBI
• To create a website for teachers and parents to find and practice reached based
strategies for Mathematics, English language Arts and Memory
o Effectiveness of the students with TBI determined which strategy used
o Videotaped and uploaded to the website,
o The strategy used is not a recommendation of one strategy over another
strategy.
Definition of Terms all terms have been defined in the chapter.
10. Masters Project TBI 10
CHAPTER 2
What is TBI? TBI stands for Traumatic Brain Injury. There is plenty of research
on how TBI occurs and how it debilitates the brain, but there are few strategies available
to parents and educators to help a child with TBI re-learn to function. For the purpose of
this project, the following questions are asked:
1. What is TBI and how does it affect the brain?
2. What strategies are there for Teachers in the area of memory loss?
3. What strategies are there for Reading Comprehension?
4. What strategies are there for Math Intervention?
The review of the literature is from peer-reviewed, research-based documentation, as well
as government-sponsored reports to demonstrate truth in the findings of this review.
What is TBI and how does it affect the brain?
“A TBI results from a blow or jolt to the head or a penetrating head injury that
disrupts the function of the brain”(Polito,Thompson & Defina (2010, p504) In a Report
to Congress(http://www.cdc.gov/ncipc/pub-res/mtbi/mtbireport.pdf ) in 2003 states the
following:
According to existing data, more than 1.5 million people experience a traumatic
brain injury (TBI) each year in the United States. Of them, as many as 75 percent
sustain a mild traumatic brain injury—or MTBI. These injuries may cause long-
term or permanent impairments and disabilities. Many people with MTBI have
difficulty returning to routine, daily activities and may be unable to return to work
11. Masters Project TBI 11
or many weeks or months. In addition to the human toll of these injuries, MTBI
costs the nation nearly $17 billion each year.(p 1)
Medscape states that “Traumatic brain injury (TBI) is a nondegenerative, noncongenital
insult to the brain from an external mechanical force, possibly leading to permanent or
temporary impairment of cognitive, physical, and psychosocial functions, with an
associated diminished or altered state of consciousness.” American Congress of
Rehabilitation Medicine defines mild head injury as "a traumatically induced physiologic
disruption of brain function, as manifested by one of the following:
• Any period of loss of consciousness (LOC),
• Any loss of memory for events immediately before or after the accident,
• Any alteration in mental state at the time of the accident,
• Focal neurologic deficits, which may or may not be transient."
There is another type of TBI called Hypoxic-Anoxic Brain Injury HAI. We know that
the brain is dependent on oxygen. HAI is the deprival of oxygen to the brain as is stated
by the Los Angeles Caregiver resource center. “the term hypoxic means partial lack.
Other HAI injuries are due to a complete lack of oxygen; the term anoxic means total
lack. The greater the loss of oxygen, the more wide-spread and serious the injury will
be.” (CDMC, 2004,p. 1) Research resulted in another question, what happens to the
brain? What do we need to look at or know? As an Educator, knowledge is power, and
understanding how the brain reacts to this injury is just as important as well as, how the
family, school, and student will react. The Traumatic Brain injury In the United States
Report to Congress 1999 (sums it up perfectly:
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For the estimated 5.3 million Americans who live with a TBI-related disability,
the financial cost is only part of the burden. The long-term impairments and
disabilities associated with TBI are grave and the full human cost is incalculable.
Yet because these disabilities are not readily apparent to the public--unlike a
broken leg, for example--TBI is referred to as the invisible epidemic. These
disabilities, arising from cognitive, emotional, sensory, and motor impairments,
often permanently alter a person's vocational aspirations and have profound
effects on social and family relationships. For many people they feel that they
have lost the person they once knew. (p 2)
What happens to the person? According to Polito, Thompson and Defina ( 2010) in the
article, A review of the International Brain Research Foundation novel approach to mild
traumatic brain injury presented at the International Conference on Behavioral Health
and Traumatic Brain Injury:
Psychological changes associated with TBI often include “executive
dysfunction,” which may be seen clinically as disinhibition, (sic) inappropriate
behavior, impulsivity, emotional lability, (sic) poor judgment, lack of insight, and
regressed social and occupational functioning. Neurocognitive impairments
usually involve a combination of problems with verbal and nonverbal working
memory, verbal fluency, attentional (sic) mechanisms, visual-motor processing
speed, planning and organizing, a shifting conitive(sic) set, and personality
changes. (p 505)
With HAI’s the problems can be cognitive and physical. Los Angeles Caregiver
Resource Center states the following can be the results of the damage:
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• Short-term memory loss
• Decline in Executive functions
• Difficulty with words
• Visual Disturbances
• Ataxia (lack of coordination)
• Spasticity Jerky notions
• Quadriparesis (weaknees of the arms and legs)
• In addition there can be depress, irritability, and an inability to focus or
concentrate.
As an educator, understanding the brain, and understanding the results of this injury, are
the first step in designing a strategy to assist the student with TBI to overcome their
struggles. (p 2)
In 2000 the CDC upon the request of the medical world issued the CDC Injury
Prevention report on TBI and Assessing children some of the recommendations, which
follow along with the purpose of this project summarized the following
There is a lack of communication for educational service that are appropriate, and
many times the students are identified as LD (learning disability) vs TBI. Caregivers
lack the awareness of available services, and many times the actual knowledge as to the
results of the injury; and how damaging it can be is not presented. The article points to
the need for educators to be educated prior to assessing the student, and gives
recommendations of many different assessment tools for the school to use. (p 234-235)
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Understanding the brain of a student with TBI, as an educator, is like
understanding a road map. The student has always gotten from point A to point B by
taking a direct route. Now the brain needs to find an additional route to get to the same
place, and that is very difficult, and frustrating. Studies have shown since this is called
the silent disability there are so many issues that are not academia related. Krach,
Gormley Jr., & Ward. (2009). Chapter 10: Traumatic Brain Injury. In , Pediatric
Rehabilitation: Principles & Practice :
Too often, children with TBI remain underserved and, in some cases, forgotten.
Sometimes educators are unaware the child had a previous TBI, or if their
academic performance on achievement tests was within the average or acceptable
range, they are deemed to be unaffected by the brain injury. Their diagnosis is
forgotten until they have failed academically. (p 248)
TBI is real and incidents are increasing. Educators, parents and students need effective,
easily accessible tools.
What strategies are there for Teachers in the area of memory loss?
Memory loss is one of the biggest concerns for students with TBI. According to
the article, Pediatric Rehabilitation: Principles & Practice
Memory impairment is another common area of concern after pediatric TBI.
Typically, the memory impairment that is seen is for the formation of new
memories as opposed to long-term memory. This has significant implications for
a child’s ability to learn new information. As observed in other areas, severity
of memory impairment appears to be related to the overall severity of injury.
Impairment is seen in both immediate and delayed recall in severe TBI. (p 239)
15. Masters Project TBI 15
What are some of the researched based strategies for memory loss?
The way the target memory task is presented – visually or orally – affects
memory. The ‘picture superiority effect’ (Paivio, 1971) states that pictures are
recalled better than words because they are encoded, and stored in both verbal and
non-verbal codes. Item storage in image memory is more durable than in verbal
memory. Furthermore, while processing visual information, participants develop
the meaning behind pictorial stimuli more than words (Craik & Lockhart, 1972)
Research of many strategies and areas of concern revealed in the article, Explicit memory
among individuals with mild and moderate intellectual disability: educational
implications by Lifshitz, Shtein, Weiss, & Svisrsky (2011) that one of the best ways to
work with memory is to “utilize(sic) multimedia. When teaching the aforementioned
material, use multimedia devices such as the video and computer. These media do not
require the use of expressive language and provide feedback after learning. Integrate the
learners’ own photographs into stimulus materials. (p116)
As an educator, multimedia is used every day. Students have never been without
cell phones, computers, and now iPADS. Simple games on the computer like
concentration, Sudoku, and crossword puzzles can stimulate that short-term and long-
term memory. We know the brain is a muscle we need to exercise it.
What strategies are there for Reading Comprehension?
As stated above Metacognition Strategies is the preferred strategy for teaching
reading comprehension. What are some of those strategies? How should they be
applied? According to Othman, Darussalam, Brunei (2010)
16. Masters Project TBI 16
Metacognition is a concept that has been used to refer to the diversity of
epistemology process. Epistemology is a theory on knowledge particularly the
one related to critical research on method and scope of knowledge. In terms of its
concept, metacognition basically means cognition about cognition that refers to
second-order cognitions; thoughts about thoughts; knowledge about knowledge;
and reflections about actions. (p 457-458)
There are many comprehensive strategies. Which one works and which one does not?
Each child is different; so are the strategies that a teacher should use. For all teachers it is
extremely valuable to have a firm grasp of all reading comprehensive, research-based
strategies that are effective have been presented. The following according to Kracch,
Paivio, Yahya, in the CDC injury prevent report(2010)identifies the best Comprehension
Strategies Used by Teachers are Story Retelling, Think-Alouds, Question Answer,
Relationships, KWL Charts, Story Maps, Graphic Organizers. (p 368)
Teachers need to be creative, use checklists, try various methods, and think
outside the box. There are many different strategies that are out in the educational world
the list above are research-based and they are the foundation. As in, all situations,
borrow and utilize other sources ask other teacher, search the internet, read journals, go to
seminars. Find a strategy that works and use it. Consistency is very important, once your
find a strategy that works use it and if the student suffering from memory loss, repetition
is key.
What strategies are there for Math Intervention?
Mathematics is an issue across all boundaries; according to the article Using an
Intelligent Tutor and Math Fluency Training to Improve Math Performance stated that:
17. Masters Project TBI 17
results of the Third International Mathematics and Science Study (TIMSS)
involving a half-million students showed that U.S. fourth-graders perform poorly,
middle school students worse and high school students are unable to compete. In
the 2006 Program for International Student Assessment, US students ranked 17th
out of 30 in the science assessment and 24th out of 30 in math. (p 136)
Students with TBI, suffering from memory loss, and other damages, may have been
good, exceptional or poor in math may now be completely different. It has also be
determined that “Students with LD characteristically are poor problem solvers. They
typically lack knowledge of problem-solving processes, particularly those necessary for
representing problems and, therefore, need to be taught those processes explicitly and
shown how to apply them when solving math word problems (Montague & Applegate,
1993). Today math intervention is not just for students with disabilities.
What are the best strategies for Math intervention? We know that repetition is
important in math to develop those skills that are the basics of math. “Automatic skills,
which are only acquired after considerable practice, consume little cognitive capacity and
allow the possibility of performing multiple tasks relevant to the problem at hand
simultaneously.” (Arroyo, Royer, Woolf, 2011, p 138). According to the article by
Louie, Brodesky, Brett, Yang, Tan, & Regional Educational Laboratory Northeast &
Islands (2008). Math Education Practices for Students with Disabilities and Other
Struggling Learners, there is no one method for students with disabilities, a summary of
what they recommended is as follows:
• Graphic organizers
• Computer games
18. Masters Project TBI 18
• Manipulative, hands on math
• Peer teaching (p 8)
Response to Intervention (RTI) is another strategy for Mathematics.
The literature presented is from peer-reviewed, research- based documentation, as
well as government-sponsored reports. This literature was presented to demonstrate truth
in the findings of this review. These results are explored and applied to the interactive
website project. Each of the pages of the website addresses one of the questions:
What is TBI and how does it affect the brain?
What strategies are there for Teachers in the area of memory loss?
What strategies are there for Reading Comprehension?
What strategies are there for Math Intervention?
Summary
The website www.effectiveteachingtbi.org will answer the above questions and
will also demonstrate for teachers an effective strategy that worked for this educator. The
purpose of the website is to provide information and real life strategies for this growing
need.
19. Masters Project TBI 19
Chapter 3
Introduction
There is plenty of research on how TBI occurs and how it debilitates the brain, but
there are few strategies available to parents and educators, to help a child with TBI re-
learn to function. Teachers need practical teaching strategies. This project provides an
interactive website to educate parents, teachers and people who suffer from TBI. In
addition, this website gives examples of teaching strategies. The strategy is presented in
video representation.
Background of project
During the past year, this teacher has worked with several students in high school
that have suffered TBI. One student was kicked in the head by another player during a
soccer game. One student attempted suicide by hanging, and suffered an Hypoxic-
Anoxic Brain Injury (HAI). Each student had severe memory loss. Each student had lost
many of their basic cognitive functions. For example, one student was an excellent math
student and now struggled with multiplication tables. The other student, an avid writer,
now struggled to write one paragraph. It is our responsibility, as special educators, to give
these students the tools they need to be successful.
Components of the project
There is a lot of research on what TBI is; however, as it is an injury that cannot be
seen (like a broken leg) each person is affected differently, as an educator, we must find a
way to re-route the brain. Reading about different strategies is a great start but how do
you apply the strategies what do they look like. This is the reason this educator made this
20. Masters Project TBI 20
website. This website gives information on the three areas of need, English Language
Arts (ELA), Mathematics, and Memory Retention.
The home page on the website gives general information about TBI. Pages two,
three and four of the website have actual teaching strategies for each area, ELA
Mathematics, and Memory Retention, and one life skill strategy. The final page has a list
of websites and links (Appendix B). There is also a survey page for the informal
feedback.
The students with TBI that are working with this special education teacher will
determine the strategies used on the website “The concepts of teacher effectiveness and
research-based instructional strategies combine to form a foundation that results in
changes in teaching.” (Fabry, 2010, p.24). Research based strategies are the only
strategies presented on the website.
Methodology and project design
After many months of research and utilizing several research-based strategies, the
ones that were most effective for the students were chosen for the website the choice of
one strategy over another is not to recommend, but to demonstrate, possible strategies.
The participants on the videos are not the students in the research of this project,
but paid student actors. The videos (Youtube) describe the strategy and demonstrate the
technique implementation. In addition, a PDF of the lesson is on the website.
An informal survey of the website and the effectiveness will give these educator
ideas for future videos, strategies and lessons. As stated, this is an interactive website,
research will be on going, and as more information, links and strategies are used, the
website will be updated.
21. Masters Project TBI 21
Summary
The strategies that were tried were research based strategies. The strategies that
were chosen were the strategies that worked with the students. The choice was not an
evaluation of which strategy was better or worse but which one worked.
22. Masters Project TBI 22
Chapter 4
Evaluation of Project
Educators need a place to get information on effective strategies, but more
importantly to see a demonstration of what the strategy looks like. This project will
provide educators, parents, and persons with TBI the information, and strategies as well
as the modeling of those strategies. This website will provide information, papers, and
links to other websites. The hope is that these demonstrated strategies may relieve
frustration and will help to improve the student’s physical and emotional wellbeing.
This web site design is a tool for multiple users. Teachers may be the main target and
user of this information but parents will seek strategies that they can use to support their
children with TBI. People with TBI will themselves research strategies to re-gain their
lives .
The internet provides a median for this information. As an interactive website
the continual monitoring of the information and strategies are a vital part of the
evaluation of the project. The determination of this project and effectiveness of the
website will be the informal evaluation.
Limitations to the website and plans for future expansion
The largest limitation to the website is time. The website is now up and running
www.effectiveteachingtbi.org. The videos on the website require a written consent to be
videoed as the participants are minors; however, they are not my students and are used as
actors only. In addition, the use of a professional cameraperson was used and the
information uploaded to the website.
23. Masters Project TBI 23
Research for this project in ongoing and as an interactive website will be updated
as needed. The design of the website is complete. The rest of the project is on going
including:
• Determine the research strategies for each page of the website
• Monthly new research strategies
• Review informal evaluations from the information link-postings
The future plan depends on funding and reactions to the site. This is a work in
progress and will be updated based upon research and implementation of the strategies.
The site officially went up on October 12, 2012, and has had over 100 hits in less than a
month. The postings as of 10-30-2012 are as follows
In favor of the site—13 postings
Suggestions for the site-1 posting
Solicitation for other things-6 postings
Spam-5 postings
Conclusions
As an educator, understanding the brain of a student with TBI, is like
understanding a road map. The student has always gotten from point A to point B by
taking a direct route. Now the brain needs to find an additional route to get to the same
place, and that is very difficult, and frustrating. This website will assist teachers, parents,
and persons with TBI, by giving them tools and information. Arroyos-Jurado, Paulsen,
Ehly and Max stated it best as an educator “Not only do educators need to draw on
student’s strengths, they also need to come up with novel approaches to teaching learning
24. Masters Project TBI 24
strategies.” (2001,p.137). This project is based on this statement. Each of the strategies
that are used and will be used are novel approaches for each individual person. This
project’s goal is to assist the student, parent and teacher to be successful in educating
themselves and others and to assist all persons who experience TBI.
25. Masters Project TBI 25
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