This document outlines an evaluation of a new high school technology requirement program. The purpose is to understand student learning across disciplines using technology and project-based learning. Key questions address how the program increases technology use across subjects, engagement in project-based learning, and technology skills. Mixed methods will be used, including pre/post surveys, interviews, focus groups, and tests. Quantitative data will measure changes while qualitative data provides student experiences. Results will be presented to stakeholders including administration, teachers, students, and parents. The evaluation aims to inform program adjustments and understand if project-based learning improves technology learning.
The Educational Equity Imperative: Leveraging Technology to Empower Learning ...Julie Evans
The document summarizes key findings from the Speak Up 2017 research project on technology use in K-12 education. It finds that while developing important workplace skills through technology is a priority, equity of access remains a challenge. While more schools are implementing 1:1 mobile programs, principals note inequities between Title 1 and non-Title 1 schools. Providing mobile devices helps address inequities, but many students still lack home internet access. Rural students in particular struggle to complete digital homework outside of school. The panel discussion calls for ensuring equitable technology resources and helping teachers leverage technology for skill development and equity.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
This document summarizes a report on integrating technology in the classroom from an instructional perspective. It explores the potential benefits and issues of using new technologies for learning across curriculums. While technology provides opportunities, planning must prioritize effective teaching and learning. Teachers need support to effectively use technology as a learning medium, not just a subject. A systemic approach is needed to fully realize technology's benefits for both teachers and students.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
The document discusses research showing the positive effects of technology use in K-12 education. It finds that technology use is linked to improved student achievement in basic skills and higher-order thinking, particularly benefiting special learners. Technology allows for differentiated instruction and increases student motivation. It also helps develop 21st century skills needed for future success. While data is sometimes conflicting, meta-analyses and studies show technology facilitates learning when used appropriately.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
This article discusses a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at a primary school in Kelantan, Malaysia. The study found that using educational technology media like computers and multimedia software increased students' exam scores and interest in Jawi education compared to traditional teaching methods. The author concludes that instructional technology is important for developing students' knowledge and interest, and can improve exam performance when used appropriately in the classroom.
The Educational Equity Imperative: Leveraging Technology to Empower Learning ...Julie Evans
The document summarizes key findings from the Speak Up 2017 research project on technology use in K-12 education. It finds that while developing important workplace skills through technology is a priority, equity of access remains a challenge. While more schools are implementing 1:1 mobile programs, principals note inequities between Title 1 and non-Title 1 schools. Providing mobile devices helps address inequities, but many students still lack home internet access. Rural students in particular struggle to complete digital homework outside of school. The panel discussion calls for ensuring equitable technology resources and helping teachers leverage technology for skill development and equity.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
This document summarizes a report on integrating technology in the classroom from an instructional perspective. It explores the potential benefits and issues of using new technologies for learning across curriculums. While technology provides opportunities, planning must prioritize effective teaching and learning. Teachers need support to effectively use technology as a learning medium, not just a subject. A systemic approach is needed to fully realize technology's benefits for both teachers and students.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
The document discusses research showing the positive effects of technology use in K-12 education. It finds that technology use is linked to improved student achievement in basic skills and higher-order thinking, particularly benefiting special learners. Technology allows for differentiated instruction and increases student motivation. It also helps develop 21st century skills needed for future success. While data is sometimes conflicting, meta-analyses and studies show technology facilitates learning when used appropriately.
This document discusses the role of information and communication technology (ICT) in educational assessment. It states that ICT has led to changes in assessment by allowing for new formats like computer-based testing and higher-order learning outcomes. ICT can be used to support both formative and summative assessment. Examples of ICT tools for assessment include online testing platforms, survey tools, and software for creating and scoring tests. ICT also facilitates project-based assessment and helps support students with disabilities.
This article discusses a study that evaluated students' understanding and interest in Jawi (Arabic script used for Malay) education after using educational technology media in teaching at a primary school in Kelantan, Malaysia. The study found that using educational technology media like computers and multimedia software increased students' exam scores and interest in Jawi education compared to traditional teaching methods. The author concludes that instructional technology is important for developing students' knowledge and interest, and can improve exam performance when used appropriately in the classroom.
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
The focus of this study is to seek the relevance of investing in Information Technology (IT) by the students. The research takes into account 50 students studying at different disciplines at Dhaka University. The respondents were visited randomly to get the relevant data. The result of the study suggests that students’ academic quality and knowledge enhancement have a relationship with investment in IT though the relationship is not significant. The result of hypothesis testing shows that students those have invested in personal computer and internet secure comparatively higher cumulative grade point average (CGPA) rather than those who haven’t invested on these IT tools. But the likelihood of investing higher amount in IT will pay-off better CGPA is not found thus there is no association of good result and investing heavily on IT. However, the findings of this exploratory study offer insights that the money invested in IT for academic purpose is more advantageous than otherwise be invested especially for those students whose academic curriculum mainly decorated in accordance with the modern up-to-date era of Information Technology. Eventually, this study will help concerned students, guardians and academicians understanding how important IT is for student’s academic performance.
E learning criterias- one of researchs that i found interestingNorfaizah Bidin
This document discusses criteria for evaluating elearning programs. It begins by highlighting the need to support elearning initiatives through ongoing research and evaluation. It then discusses evaluating elearning programs at multiple levels, including infrastructure, administration, educational processes, teacher training, and content. The document also emphasizes the importance of assessing the readiness of education systems to integrate technology. It proposes using indicators and tools to evaluate elearning programs according to dimensions like access to infrastructure, ICT use, teacher training, and support.
Recent trends and issues in assessment and evaluationROOHASHAHID1
1. The document discusses recent trends and issues in educational assessment and evaluation. It covers topics such as putting students at the center, building capacity at all levels of education systems, managing local needs, greater use of technology, and shifts towards more holistic and demonstration-based forms of assessment.
2. Key trends discussed include expanding the scope of evaluation beyond just student assessment, increasing use of data and technology to enhance assessment, and growing internationalization and standardization of assessment.
3. Issues addressed involve ensuring appropriate and valid assessment methods that align with learning objectives, evaluating new skills developed through technology, and considering the policy impacts of assessment.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
The document discusses authentic learning tasks, which involve real-world activities that demonstrate meaningful application of skills, and authentic assessment, where students are evaluated on performing tasks using rubrics. Various benefits of authentic learning are provided, including increased engagement, collaboration, and development of complex skills, as well as examples of authentic tasks and their key elements.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
Glasco, rhonda developing and nurturing a common vision for technology integr...William Kritsonis
This article discusses the importance of developing a common vision and plan for technology integration in education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
This article summarizes a case study of 21 middle schools that were given laptops for teachers and students along with instructional resources, professional development, and technical support to analyze the effects of technological "Immersion" on student learning opportunities and achievement. The study found that technology immersion increased independent work, technology use at home, a shift to more student-centered learning, and improvements in technology skills, student engagement, and academic achievement, preparing students for 21st century skills. While providing strong evidence for technology benefits, the critique notes that the study could have been improved by more emphasis on the role of experienced educators to lead technology-integrated instruction.
The paper investigates factors that influence student performance in online and campus-based courses as measured by final course grade. It focuses on the relationship between e-learning tools (like discussion forums and chats) and performance. The paper studies how perceived usefulness, perceived ease of use, computer self-efficacy, computer anxiety, and ability to work independently correlate with course grade. It finds that perceived usefulness, perceived ease of use, and ability to work independently significantly predict grade. The paper aims to explore how e-learning tools affect performance, rather than compare online to campus-based courses.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
KPT6044 (Journal analysis e learning) Nor Husniyah Mohd RashidHusniyah Rashid
This summary provides a high-level overview of the journal article in 3 sentences:
The article investigates how prospective science teachers authoring and using their own online learning designs can enhance their development as teachers and link theory to practice. It found that having teachers design their own online activities using a predict-observe-explain strategy supported their pedagogical and content knowledge growth. Overall, immersing teachers in exemplary online learning designs through authoring and implementing their own helped strengthen their understanding of constructivist principles and technology's role in supporting learning.
MEASURING UTILIZATION OF E-LEARNING COURSE DISCRETE MATHEMATICS TOWARD MOTIVA...AM Publications
This document summarizes a study that measured the utilization and effectiveness of an e-learning course in discrete mathematics for students at Mercu Buana University in Indonesia. The study aimed to analyze student learning outcomes in the e-learning course and determine if it was an appropriate subject for an online format. A quantitative research method was used, collecting data through questionnaires and comparing learning outcomes between students who took the course online versus traditionally. Results found that the e-learning course had a positive impact on students and faculty, though some topics like logic and algorithms were difficult to understand online.
This document contains two literature reviews related to the usage of technology in higher education. The first review examines a study on the adoption of educational technology ten years after strategic goals were set at a Canadian university. It found that while technology has potential to improve teaching, numerous barriers exist. The second review looks at a study on mega-universities and knowledge media strategies. It found that mega-universities are using technology to change systems and support students, representing a third generation of distance education beyond correspondence and multimedia. Both reviews discuss variables, research questions, methods, findings, and perceptions of limitations and strengths.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
Outline for action research prospectusDaniel Downs
This document outlines a research prospectus examining how project-based learning impacts high school students' technology skills and collaborative learning. The research will take place over 12 weeks in a technology classroom, using interviews, focus groups, and skills assessments. Five research questions are posed: 1) Does PBL increase tech skills? 2) Does group work improve vocabulary recognition? 3) Can students independently apply skills learned in groups? 4) Does instructional presentation style affect outcomes? 5) Are project outcomes representative of skills learned through dialogue? A literature review examines a study of PBL's effects on 5th grade social studies learning.
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 ...
This document summarizes a journal article that examines tutors' views on utilizing e-learning systems in architectural education. The study surveyed tutors from the architecture faculty at a university in Saudi Arabia. It found that many tutors had limited experience using online tools and a slightly better experience with communication tools. While tutors were against online design courses, a mix of traditional and online teaching could provide more student support. The study concluded that innovative tools and a strategy integrating professional training and education are needed. Further research should assess blended courses and develop new systems to overcome shortcomings and meet architectural education needs.
The focus of this study is to seek the relevance of investing in Information Technology (IT) by the students. The research takes into account 50 students studying at different disciplines at Dhaka University. The respondents were visited randomly to get the relevant data. The result of the study suggests that students’ academic quality and knowledge enhancement have a relationship with investment in IT though the relationship is not significant. The result of hypothesis testing shows that students those have invested in personal computer and internet secure comparatively higher cumulative grade point average (CGPA) rather than those who haven’t invested on these IT tools. But the likelihood of investing higher amount in IT will pay-off better CGPA is not found thus there is no association of good result and investing heavily on IT. However, the findings of this exploratory study offer insights that the money invested in IT for academic purpose is more advantageous than otherwise be invested especially for those students whose academic curriculum mainly decorated in accordance with the modern up-to-date era of Information Technology. Eventually, this study will help concerned students, guardians and academicians understanding how important IT is for student’s academic performance.
E learning criterias- one of researchs that i found interestingNorfaizah Bidin
This document discusses criteria for evaluating elearning programs. It begins by highlighting the need to support elearning initiatives through ongoing research and evaluation. It then discusses evaluating elearning programs at multiple levels, including infrastructure, administration, educational processes, teacher training, and content. The document also emphasizes the importance of assessing the readiness of education systems to integrate technology. It proposes using indicators and tools to evaluate elearning programs according to dimensions like access to infrastructure, ICT use, teacher training, and support.
Recent trends and issues in assessment and evaluationROOHASHAHID1
1. The document discusses recent trends and issues in educational assessment and evaluation. It covers topics such as putting students at the center, building capacity at all levels of education systems, managing local needs, greater use of technology, and shifts towards more holistic and demonstration-based forms of assessment.
2. Key trends discussed include expanding the scope of evaluation beyond just student assessment, increasing use of data and technology to enhance assessment, and growing internationalization and standardization of assessment.
3. Issues addressed involve ensuring appropriate and valid assessment methods that align with learning objectives, evaluating new skills developed through technology, and considering the policy impacts of assessment.
This study examined the impact of a one-to-one laptop initiative on business and marketing high school teachers over eight years through surveys, observations, and focus groups. The findings showed that while technology access increased, most teachers' instructional practices did not fundamentally change and challenges with professional development, access issues, and classroom management emerged. Exemplary teachers were transitioning to more interactive, collaborative approaches. The need for adequate technology-based professional development was discussed to help teachers better integrate technology into instruction.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
The document discusses authentic learning tasks, which involve real-world activities that demonstrate meaningful application of skills, and authentic assessment, where students are evaluated on performing tasks using rubrics. Various benefits of authentic learning are provided, including increased engagement, collaboration, and development of complex skills, as well as examples of authentic tasks and their key elements.
Improving understanding of pre service teacher experience with technology int...ijma
Pre-service teachers develop technology competency during their tenure in the college classroom. These
stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology
integration. 656 pre-service education students from five universities across the United States completed a
qualitative survey aimed at identifying how they perceived technology integration throughout their teacher
education program. Three themes, corresponding to Bloom’s Revised Taxonomy, were identified; 1) preservice
teachers first identify and understand technology as a tool, 2) pre-service teachers apply technology
and analyze the process of integration, and 3) overall, pre-service teachers do not evaluate and create
technology integration experiences. The results of this study are discussed thematically in relation to
Bloom’s revised taxonomy. Limitations are discussed and recommendations for future research examined
for pre-service teacher technology training.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
Glasco, rhonda developing and nurturing a common vision for technology integr...William Kritsonis
This article discusses the importance of developing a common vision and plan for technology integration in education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
This article summarizes a case study of 21 middle schools that were given laptops for teachers and students along with instructional resources, professional development, and technical support to analyze the effects of technological "Immersion" on student learning opportunities and achievement. The study found that technology immersion increased independent work, technology use at home, a shift to more student-centered learning, and improvements in technology skills, student engagement, and academic achievement, preparing students for 21st century skills. While providing strong evidence for technology benefits, the critique notes that the study could have been improved by more emphasis on the role of experienced educators to lead technology-integrated instruction.
The paper investigates factors that influence student performance in online and campus-based courses as measured by final course grade. It focuses on the relationship between e-learning tools (like discussion forums and chats) and performance. The paper studies how perceived usefulness, perceived ease of use, computer self-efficacy, computer anxiety, and ability to work independently correlate with course grade. It finds that perceived usefulness, perceived ease of use, and ability to work independently significantly predict grade. The paper aims to explore how e-learning tools affect performance, rather than compare online to campus-based courses.
Effectiveness and Acceptability of Instructional Materials in the Enhancement...IJAEMSJORNAL
The study examined the effectiveness and acceptability of the instructional materials developed by the faculty of the College of Management and Business Technology (CMBT) of the Nueva Ecija University of Science and Technology (NEUST). The sample consisted of selected instructional materials developed by the said Department. This included the instructional materials being used by the Master of Business Administration and Doctor of Philosophy in Business Administration of the Graduate School. The research employed the descriptive design where eighty-eight respondents were purposively selected. The parameters in the instrument used were the instructional content, procedure, relevance, knowledge and practical applications, clarity, development of higher thinking skills, and alignment with the thrusts and goals and objectives of the University. The following findings were made: the total weighted mean got 3.55 with verbal description of “Very Satisfactory” indicated that the instructional materials developed by CMBT faculty were acceptable, except for the item friendliness of figures which got a “Needs Improvement” rating. Recommendations for the enhancement and continuous development of instructional materials were also made.
KPT6044 (Journal analysis e learning) Nor Husniyah Mohd RashidHusniyah Rashid
This summary provides a high-level overview of the journal article in 3 sentences:
The article investigates how prospective science teachers authoring and using their own online learning designs can enhance their development as teachers and link theory to practice. It found that having teachers design their own online activities using a predict-observe-explain strategy supported their pedagogical and content knowledge growth. Overall, immersing teachers in exemplary online learning designs through authoring and implementing their own helped strengthen their understanding of constructivist principles and technology's role in supporting learning.
MEASURING UTILIZATION OF E-LEARNING COURSE DISCRETE MATHEMATICS TOWARD MOTIVA...AM Publications
This document summarizes a study that measured the utilization and effectiveness of an e-learning course in discrete mathematics for students at Mercu Buana University in Indonesia. The study aimed to analyze student learning outcomes in the e-learning course and determine if it was an appropriate subject for an online format. A quantitative research method was used, collecting data through questionnaires and comparing learning outcomes between students who took the course online versus traditionally. Results found that the e-learning course had a positive impact on students and faculty, though some topics like logic and algorithms were difficult to understand online.
This document contains two literature reviews related to the usage of technology in higher education. The first review examines a study on the adoption of educational technology ten years after strategic goals were set at a Canadian university. It found that while technology has potential to improve teaching, numerous barriers exist. The second review looks at a study on mega-universities and knowledge media strategies. It found that mega-universities are using technology to change systems and support students, representing a third generation of distance education beyond correspondence and multimedia. Both reviews discuss variables, research questions, methods, findings, and perceptions of limitations and strengths.
This document summarizes a presentation on mobile teaching and learning. It discusses how mobility has evolved in educational technology forecasts from 2005-2011. Examples are provided of how universities have incorporated mobile learning, such as anatomy apps and augmented reality systems. Challenges of mobile learning include issues around device ownership, costs, and assessing impacts beyond just content delivery. The document concludes by outlining frameworks for evaluating mobile learning initiatives, including examining usability, technical functionality, and alignment with learning goals.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
Outline for action research prospectusDaniel Downs
This document outlines a research prospectus examining how project-based learning impacts high school students' technology skills and collaborative learning. The research will take place over 12 weeks in a technology classroom, using interviews, focus groups, and skills assessments. Five research questions are posed: 1) Does PBL increase tech skills? 2) Does group work improve vocabulary recognition? 3) Can students independently apply skills learned in groups? 4) Does instructional presentation style affect outcomes? 5) Are project outcomes representative of skills learned through dialogue? A literature review examines a study of PBL's effects on 5th grade social studies learning.
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 ...
This document provides guidelines for developing a technology use plan for a school district. It recommends forming a committee with representatives from various stakeholder groups to evaluate current technology use, assess needs, create a vision statement and goals, determine professional development needs, and develop an implementation timeline and evaluation strategy. The plan should address instructional technology, software, assistive technology, standards, and staff training. It suggests evaluating the plan annually and specific sections monthly and weekly to ensure goals and objectives are being met.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses the need for universities to adopt scientific principles of curriculum development when designing their syllabus documents. Currently, university syllabi are lacking important information and not meeting stakeholder expectations. Proper curriculum documents should include objectives, assessment guidelines, time allocation and resource requirements. Adopting curriculum development practices could help reform university teaching and examinations by creating more valid and reliable question papers. Universities should learn from the curriculum development cells in Maharashtra polytechnics to improve their syllabus documents.
The document provides an overview of the key components of developing a technology use plan, including establishing a planning team, outlining the process, developing goals and objectives, and addressing staff development needs. The multi-step process involves convening a committee, educating members, creating a vision statement, analyzing data, establishing goals and strategies, and ongoing evaluation. Sample goals focus on student learning, powerful teaching, school-community connections, and technology training. Staff development aims to provide adequate training and support time for teachers to integrate new technologies into the classroom curriculum.
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
Development of Indonesian National Qualification Framework-Based teaching mod...IJAEMSJORNAL
The learning model developed in this study is a whole series of presentation of teaching material that covers all aspects before being and after learning conducted by lecturers by including teaching materials in the teaching and learning process. The learning model developed is called QI MODELS with the syntax: Goals, Observation, Project, Discussion, Task, Practice, Meaningful, Justification, and Evaluation. Teaching material contains a set of material from the course "Instructional Media Design" that is arranged systematically so that lecturers and students can use it in the learning process in an atmosphere and a comfortable environment for learning. To see the effectiveness of the product an analysis of the learning outcomes of the 26 students taught using the Instructional Media Design textbook developed, and compared with the learning outcomes of students in the class taught with presentation material. Based on the analysis, the average value of basic competencies using instructional materials for Indonesian National Qualification Framework (INQF)-based Instructional Media Design is higher than the average value of students who use presentation materials. Testing the hypothesis used is a different test. From the calculation results obtained tcount = 7.63 while ttable = 2.01. Because tcount = 7.63>ttable = 2.01, it was concluded that there was a significant difference in students' learning achievement using Instructional Media Design textbooks and using presentation material. The effectiveness of the use of Instructional Media Design textbooks is 79.09%.
This action plan aims to improve teaching, learning, and the use of technology across Wharton Elementary School. It establishes four main goals: 1) improve student achievement and teaching effectiveness through technology integration; 2) improve campus staff technology skills through professional development; 3) provide instructional leadership to support curriculum integration of technology and increase efficiency; and 4) effectively evaluate technology use and infrastructure to meet long-term plans. Evaluation at all levels will be key to monitoring success, ensuring access to current technologies, and meeting 21st century learning needs through an evolving plan.
final presentation for my MA enquiry on:
Evaluating the Impact of an ELearning resource upon the attainment of Year 8 pupils during their Design and technology home learning project.
This study examines the implementation of e-portfolios in PK-12 schools by Educational Technology Leadership (ETL) graduates. A mixed methods approach was used, including a survey of 271 ETL graduates and analysis of 60 graduate e-portfolios and interviews with 50 graduates. The survey found that graduates believe digital portfolios should be used for assessment more than traditional paper portfolios are currently used. Analysis of e-portfolios found that graduates integrate web tools and are enthusiastic about e-portfolios. Graduates reported implementing e-portfolios in PK-12 classrooms in a more purposeful way.
Glasco, rhonda developing and nurturing a common vision for technology integr...William Kritsonis
This article discusses the importance of developing a common vision and plan for integrating technology into education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
A seminar drawn from two projects that explored a range of assessment practices, and examined how they are implemented by establishing and comparing attitudes to assessment amongst tutors and students within three ODL environments: University of London International Programmes, King’s College London (ODL programmes) and the Open University.
The document outlines the process for developing a technology use plan, including establishing a planning team, conducting a needs assessment, developing goals and objectives, and providing staff development. The plan recommends involving all stakeholders in the planning process and establishing a vision statement, goals around infrastructure, hardware, software, training, and integration of technology to enhance learning. It provides examples of goals and objectives from other technology plans and recommendations for effective staff development to ensure teachers understand and can apply new technologies.
The document discusses the challenges and opportunities of designing a context-based curriculum in Omani higher education institutions. It outlines the objectives of studying context-based curriculum, including understanding stakeholders' perspectives and benefits. Key opportunities are making learning more relevant to students' environment and society's needs, while challenges include ensuring teachers understand the local context and maintaining strong industry relationships. Stakeholders like teachers, students, and industry all play important roles in the development and implementation of context-based curriculum.
1) The document discusses differentiation and how technology can aid in the process. It defines differentiation as tailoring instruction to meet individual student needs through content, process, products, or learning environment.
2) Several impacts of technology on learning are described, including that technology is most effective when integrated with curriculum content, provides opportunities for collaboration and feedback, and is used regularly in the classroom.
3) Teachers can differentiate instruction by content, process, product, and learning environment based on student readiness, interest, and learning profile. A variety of strategies are provided for each area of differentiation with examples of how technology could support these approaches.
PAGE MERGEFORMAT 2Further refine your paper to iTatianaMajor22
PAGE \* MERGEFORMAT 2
Further refine your paper to include a sample theoretical or conceptual framework and a sample research question. Include the following:
· Identify one theorist and theory.
· Explain the primary postulates of the theory and how they relate to your problem and purpose.
· Review two to three major research studies related to the framework and your study.
· Clearly explain how the theory or conceptual framework aligns with your problem, purpose, and research questions. What ties them together?
· Provide a research question.By Day 7
To complete:
· Make revisions to your capstone paper based on feedback.
· Include the sample framework and research question.
· Complete and submit this Assignment in complete APA style, following the “APA Course Paper Template With Advice (7th ed.)” document found in the Learning Resources.
Use the template provided in the announcements, discussion board, and Doc Sharing!
Note that I often highlight the most important revisions needed in blue.
Novice
Emerging
Proficient
Advanced
Points
1 (10%)
Fulfills minimal expectations of the assignment. Key components are not included.
1.6 (16%)
Most parts of assignment are completed. Topics are not fully developed.
1.8 (18%)
All parts of the assignment are completed, with fully developed topics.
2 (20%)
Assignment exceeds expectations, integrating additional material, information, or both.
1.7
Adherence to Assignment Expectations
1 (10%)
Assignment demonstrates minimal understanding of the course or module’s criteria.
1.6 (16%)
Assignment demonstrates some understanding of the course or module’s criteria.
1.8 (18%)
Assignment demonstrates a clear understanding of the course or module’s criteria.
2 (20%)
Assignment demonstrates an exceptional understanding of the course or module’s criteria.
1.7
Assimilation and Synthesis of Ideas
1 (10%)
Shows a minimal understanding of the assignment’s purpose.
1.6 (16%)
Shows some degree of understanding of the assignment’s purpose.
1.8 (18%)
Demonstrates a clear understanding of the assignment’s purpose.
2 (20%)
Demonstrates a clear understanding of the assignment’s purpose as well as the intellectual ability to explore and implement key instructional concepts.
1.7
Assimilation and Synthesis of Ideas
1 (10%)
Does not include specific information from course videos or required readings.
1.6 (16%)
Minimally includes specific information from course videos or required readings.
1.8 (18%)
Includes specific information from course videos or required readings to support major points.
2 (20%)
Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings.
1.7
Written Expression and Formatting
1 (10%)
The quality of writing, APA formatting, or both are minimally acceptable for advanced graduate level work. The writing has many grammatical or mechanical errors. (1 point) The writing includes some attempt to convey ideas, but they need to be expressed ...
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
1. Purpose and Focus of Evaluation
The purpose and focus of the evaluation is to better understand the results of student
learning in a multiple discipline areas with the use of technology. The evaluation will attempt to
evaluate how project based learning improves student learning of technology tools and
materials. This evaluation is a formative evaluation which aims to prepare needs assessment as
well. Since the program is new it will need to make necessary adjustments as the program
grows. This program has been developed to allow students to make independent decisions on
how they can learn and express themselves creatively with technology.
Description of Program
The program to be evaluated is a high school technology requirement. This program is a
required course in which students complete the course using their choice of subject area (science,
English, social studies) develop a project using technology. This course is proposed to start in the
2011 school year. The course is taught by technology department teachers and utilizes teacher
collaboration from multiple subject areas. Students need to develop their own project concepts
and what technology they will use to complete the project.
What stakeholders will be informed?
The stakeholders who should be informed are the Director of Technology, Principal of the
High school and prominent and effected department heads. These stakeholders should be
informed of the results of this evaluation in order to understand whether the program they are
using promotes certain outcomes.
2. Evaluation of Capabilities and Risks of Evaluation
The capabilities and risks of doing this evaluation are relatively small. The evaluation will
require as few as three individuals to work as individuals to administer interviews, collect video
data and administer testing procedures. The major investment in the completion of this
evaluation is time for data collection and organization. The cost of having individual
administering the testing and surveying materials is anticipated to be minimal.
What are the political ramifications?
The political ramifications for this evaluation are that it could empower the technology
department to have a larger role in curriculum development or it could hurt the need for
technology in the school curriculum. The results of the questions could provide solid data that
technology learning improves project based learning techniques. This program could also show
the weaknesses of student’s technology learning.
Description of Approaches and Models Used
“The distinguishing feature of an objectives orientated evaluation approach is that the
purposes of some activity are specified, and then the evaluation focuses on the extent in which
these purposes are achieved.”(Fitzpatrick,Worthen,Sanders,2004) It is the object-orientated
approach in which my evaluation will seek to determine the extent of student learn across
content areas, skill levels and technology projects. The key questions of the evaluation will seek
to define specific goals and learned skills.
3. Object Orientated Approaches to Key Questions
1. How does the WHS tech requirement increase the student use of technology across the
“content areas”?
Objectives-orientated approach
This question requires that specific data regarding students using different content areas in
order to complete their technology projects. This question gets data pertaining to the specific
content areas students will use. This question will require on qualitative and quantitative data
collection. The described content areas like English, math or Social Studies will be asked in both
quantitative questions and in qualitative interviewing scenarios.
2. Based on the standards of the course requirement will students engage more in the project
based learning?
Objectives –orientated approach
This question will measure student’s level of engagement and learning with project-orientated
school work by having to use technology. This question will be answered primarily in qualitative
interview questioning. This specific question is aimed primarily at teachers but there is an
anticipation that all participants will be asked to reflect on their experiences with subject matters
similar to project based learning. There will be quantitative data collected from likert surveys to
measure the tendencies of learning styles. One of the anticipated learning styles anticipated in the
questions will be “Project Based”.
3. Will the use of project based learning increase student use of technology?
4. Objectives-orientated approach
This question will measure the student’s use of technology before and after the beginning of
this program. To answer this question most definitively will be to create test score summaries
from the pre and post technology skills test. This data can be constructed to show the growth of
learning as well as possible areas of limited learning.
With Qualitative data students can express in interviews or focus groups their perceptions of
learning. In this forum students will hopefully respond to their understanding of their learning
and expectations. Students and teachers can reflect on specific uses of technology and scenarios
in which they felt as though they expanded their knowledge base.
Who is the Audience or Stakeholders?
The audience for this evaluation would be the High School Principal, Director of Technology,
department heads of different departments, Assistant Superintendant of Curriculum. The core
group of teachers and administration and committee to help develop and implement the program
would also hold interest. The data from the evaluation will help the stakeholders make changes
in the curriculum or implementation of the program.
The stake holders will also be part of the formative evaluation of the program as their input
into future evaluations and goals will be taken into account. It will be important to work
successfully with the stakeholders in order to ensure their participation and interest in continually
evaluating the program.
5. An important factor in this evaluation is the school community of parents, administrators and
teachers. In Winchester, Massachusetts the affluent community cares deeply about the education
of the students and the programs they are involved with. “Dialogue with multiple audiences also
clarifies the reasons behind an evaluation.”(Fitzpatrick,Worthen,Sanders,2004) involving these
audiences will empower the evaluation and show clear reasons for the evaluation on all sides.
What are the key questions?
The evaluation questions are based on the outlined focuses of the program. Under
agreement between major stakeholders (High School Principal, Technology Director, High
School Department Heads) the focused areas of the High School Technology Program will teach
technology courses which allow students to take advantage of multiple subject disciplines,
creating technology final projects and learning specific technology skills. Having the key
questions aligned with the stakeholders thinking should enhance buy in from the
administration.
The Big Questions
1. How does the WHS tech requirement increase the student use of technology across the
“content areas”?
2. Based on the standards of the course requirement will students engage more in the project
based learning?
3. Will the use of project based learning increase student use of technology?
6. Summarized Researched Findings from a Project Based Learning Article
The research article attempts to make sense of current data and definitions of project based
learning defined in the article as “PBL”. The article clarifies what project based learning is
predominantly defined as and also explains that part of the problem with assessing project based
learning is that there have been different definitions of what it entails and how it has been
instructed in various contexts.
One of the key concepts of instruction with “PBL” is the “project as the central teaching
strategy.”(Thomas,2000) This means that all work and instruction is aimed at completing the
project not teaching subject areas in a central way only as needed. The projects are student
driven and when they are completed are realistic and not school-like. (Thomas,2000)
Conclusively PBL has students constructively investigate their question and use problem solving
to follow the investigation to completion.
The article describes common characteristics of project based learning as a “model which
organizes learning around projects” (Thomas,2000). This model “culminates in realistic projects
or presentations which use an authentic driving question and the use of tools of technology.”
(Thomas,2000) These open descriptions and programs which have adjusted the variables of PBL
have made it difficult to define PBL to one type of instructional models.
The “Expeditionary Models” which are similar to the predominant one described in the article
as Project Based Learning (PBL) has been shown to increase learning in content areas as well as
skill based learning. One example is the researches conducted at the New American Schools
Development Corp. Using “Expeditionary Learning” (PBL) students have improved standardized
tests scores on the Iowa Basic Skills in Dubuque, Iowa from “Well Below Average” to “District
7. Average”. The magnitude of change in schools through the schools in Dubuque, Iowa was from
15%-90%. (Thomas,2000)
This research substantiates the evaluation of the learning of technology skills in the Required
Technology Course Program with the use of Project Based learning Initiatives. Students in the
program will be self directed learners who will problem solving skills in order to complete
projects. The evaluation of the learned technology skills will determine if the PBL approach is
appropriate and successful in the Required Technology Course context.
Key Question Analysis
The key questions will be addressed with a series of data collection techniques which will
collect quantitative and qualitative data. Each type of data is necessary to best assess the
program’s success at teaching the skills that need to be learned with technology but all the
experience and process of the students projects in the program.
The qualitative questions will be addressed primarily in interviews and focus groups. It is
important to collect this data because it will give insight to the learning process involved with
specific student’s projects as well as their happiness with the program.
Quantitative questions will be asked in the form of likert surveys and test summaries. These
questioning methods are necessary to understand in clear numbers the learned skills and
knowledge as well as percentage data which can reflect the student happiness and perceived
success with the operation of the program.
Research Methods & Feasibility Issues
8. How does the WHS tech requirement increase the student use of technology across the
“content areas”?
Research Method: Students will take a likert scale survey which will assess their inclusion of
other subject disciplines with technology learning before and after their participation in the
course. These questions will ask students to choose a content area in which they worked and try
to develop an understanding of their selection for specific content areas. The variable with this
question is if the students who are using technology across disciplines are learning new skills or
are they just applying it differently to a new subject area.
Based on the standards of the course requirement will students engage more in the project
based learning?
Research Method: Students will be given a likert survey which assesses the student’s likelihood
to complete a long range project using technology before and after their participation in the
project. Students will also be asked to define specifically their work ethic in projects. Teachers
will be asked to measure student reaction to multiple step project assignments. Administrators
may be asked to express their opinion on the showcasing of multi-step projects. A variable in this
questioning is individual’s completion of projects. Some may complete the project successfully
but not learn new tools or do it in a project based way. These variables allow for new questions
about the learning methods.
Will the use of project based learning increase student use of technology?
9. Research Method: Students will be surveyed on their use of technology habits before and after
their participation in the course. This question is looking for a growth of technology tools being
used as well as the student’s knowledge of technology tools. The pre and post test of technology
skills will give in a clear presentation of quantitative data the stronger and weaker areas of the
students technology knowledge gained over the course of the program. A variable for this
question is the normal difference in some students learning compared to others and how this
might affect the data.
Data Types
The quantitative data that I will receive will be in the form of questionnaires and likert
surveys from primary sources. These questionnaires should reflect in quantitative percentages the
habits, confidence, skills of students use of technology, project based learning and independent
work skills and experience.
There is qualitative data to be collected from interviews and focus groups. This data will also
be a primary source. This data will be from students, teachers, administration and community.
This data will allow individuals to reflect openly on their experiences with the program. The
questioning will be open ended and encourage personal expression with inclusions of scenarios
and portrayals of the sources experience.
Questionnaires-Open question questionnaires, for those who cannot be interviewed. Data will
provide open answers to questions regarding participation and final outcomes in the program.
Test Data-Test scores and summaries which will provide percentage data of learned skills in
technology.
10. Interview transcriptions-Transcribed data of interviews of participants providing experiences and
scenarios.
Interview videos-Interview data which can be used for continual viewing and for final
presentation.
Likert Surveys-Surveys to determine opinions and feeling pertaining to student involvement with
the program as well as their learning tendencies.
Measurement of Quantitative & Qualitative Data
This evaluation will be a formative evaluation which will provide data of the success of major
components of this plan. This evaluation will provide quantitative data which will show the
students tendencies with technology and learning on their own. It will be important that students
are able to provide a broad range of responses in regards to their use of technology. It will also
be important that a broad range of students are surveyed in order to gain quality data which
includes students who willingly take technology courses and those who may have a limited
experience with technology learning.
Feasibility Issues of Evaluation: Data Sources, Sampling Strategy & Validity Issues
The data sources for this evaluation will be prospective students for the high school
technology required course. They will be randomly sampled. Some of the validity issues may
develop with students who have taken no technology courses or those students who have taken
other high school courses or have been using technology regularly in their classes to complete
projects.
11. The sampling strategy for the data is to use 100 participating students as well as all
participating administration and teachers. The sampling size allows for focus groups as well as
individual interviews. The sampling size also allows for complete testing to be completed in a
relatively short time.
Potential validity issues exist with students being able to discuss their experiences before tests
and interviews. Potential bias and validity issues exist with the evaluator working within the
program being evaluated. Considering the relatively short testing times the data collection should
show little to no validity issues. The evaluator will hire individuals to administer tests and direct
focus groups and interviews.
The Content, Audience and Focus of the Final Report
The presentation of this report would be a presentation night specifically at the high school
in which everyone could receive a copy of the report and watch a multimedia presentation
which outlined some of the major parts of the report.
The multimedia presentation would use a series of videos of student experiences and stories
about their participation in the program. These “experience stories would give real life scenarios
and portrayals of their learning in technology and the skills they gained. The video can also show
some of the qualitative interview data given from major stakeholders and express some of the
key goals of evaluating the program.
A key piece of the presentation will be to show some of the pertinent quantitative data in a
PowerPoint presentation. This will reveal the results of the evaluation and then open up the
presentation for a question and answer period. An open and honest presentation of the experience
12. of all of the students involved will be very powerful with the audience. The expected audience
would be students, parents, teachers, administrators and community members.
Time and Task Management Plan Visual
Time and Task Plan Visual: High School
Technology Requirement
September 1, 2011
Pre-Evaluation Site Visit: Evaluate site context
of learning, resources, anticipated learning
environment.
Participants: Students, Teachers,
Administration, School
Time Period: One Month
Prior to evaluation start.
September 15,2011
Pretest Of Technology Skills: Technology skill
test based on National Technology Standards.
Participants: Participating Students
Time Period: 2-3 Days
September 19,2011
Likert Surveys Pre-test: Evaluate student,
teacher, administration opinions, attitudes
and dispositions with technology curriculum
learning and process.
Participants: Teachers, Administrators,
Time Period: 2-3 Days
13. Students
September 23-December 10, 2011
Continual Site Visits During Program
Time Period: Once a
Week for duration
Of program.
December 12-13,2011
Interviews with Teachers, Administrators
Time Period:2 Days
December 13-15,2001
Interviews with Students
Time Period: 3 Days
December 16-18, 2011
Focus Groups Meet 3 Sections
Subjects: Project based learning
Technology skills
Content Areas
Time Period: 3 Days
January 2-20
Data Analysis and Synthesis Time Period: 3 wks.
February 20th
: Final Presentation of Findings Time Period: 2 Days
14. References
Fitzpatrick, S.,Sanders,J.,Worthen,B. (2004). Program Evaluation:Alternative Approaches and Practical
Guidelines 3rd Edition (. Boston: Pearson Education.
Thomas,J. W. (2000). A Review Of Research On Project Based Learning. San Fafael,California: The
Autodesk Foundation.