This document outlines the key themes and topics to be covered in Chapter 2 of the author's work. It includes 3 main themes: 1) differing opinions on the value of homework, 2) what makes homework good, and 3) student engagement and perceptions of homework. For each theme, it lists several authors and their works from the literature that support ideas within that theme. It also includes tables that were created to summarize the literature on this topic, including the authors, titles, years of publications, and key ideas. The document concludes with a summary of the author's dilemmas in using homework and questions around how to design meaningful homework assignments that incorporate technology and feedback to increase student learning and engagement.

1. Chapter 2 outline
Theory – something about what makes homework meaningful
Theme 1 Why good
Theme 2 Why bad
Theme 3 Why mml multi media learning is good
Conclusion my purpose
21st Century skills.org
AACTE.org
Table 1
Literature Review Table Example
Theme/Domain Author Title and Key ideas
Year Or notes or
definitions
What makes hw meaningful
Cooper?
Theme 1: Differing Opinions Necessity
Makes it bad Optional
Theme 2: Value of Homework Student
What makes it good understanding
Benefits to
classroom
Efficacy
Cultural context
Theme 3: Student Engagement and Regular
Student Perception
21st century
learner
Rich Mayer
Theoretical Rationale or

2. Seminal Author
Kralovec
Buell
How can I use this theory to connect
to mml and homework
Summary
Literature Table
Chapter 7: Building Tables to Summarize Literature pg 63
No lines in table
Note horizontal lines
Note where it is italicized and not italicized
Note on page 64 where they used half or partial lines
What makes hw meaningful
In his exhaustive research it seemed that no matter what type of Cooper? 10.
study was conducted the results indicated a positive relationship
between homework and achievement
Improved students learning when meaningful homework Mendicino, Razzaq,
assignments are completed and returned to students with and Heffernan
constructive comments.
Students also benefit from completing work and learning to work
independently.
Students in middle school are not provided with sufficient Quoted in 17 from
opportunities to develop and exercise their autonomy within the Feldlaufer, Midgley
classroom and Eccles, 1988
Middle school teachers expect greater student independence and

3. self sufficiency outside the classroom Zimmerman 2002
How can middle school students be empowered to exert greater
control over their learning so they become more proactive, self-
motivated learners.
Adolescents are looking for teachers to hop on the digital 12.
bandwagon. They condiser the Internet to be their most important
source
Theme 1: Differing Opinions Necessity
Makes it bad Optional
Teachers students to overvalue work and increases a sense of 15.
competition. Takes time away from family and personal well-
being
Most homework not designed well – should be designed to
involve activities appropriate for the home
Inappropriate homework may even decrease student achievement
Middle schoolers should have between 1 to 2 hours of homework
a night.
Homework punishes students in poverty 6
Students need to complete long-term independent projects as part
of a rigorous academic program but do they need to do this at
home? They need to learn skills through drill and practice. Place
for these things is in school.
Theme 2: Value of Homework Student
What makes it good understanding
Sharing answers with peers before submitting an assignment to 12.
the teacher can enlarge students’ perspective
Allows students the opportunity to determine what material they
understand and identify areas where more study or explanation is
needed 8.
Computer animations and multimedia presentations Benefits to
classroom
8.
All forms of computer based instruction were effective at the Efficacy
college level but somewhat less effective at precollege level 8.
Students learned significantly more with web-based homework
than with paper and pencil homework 9.
Large Cooper study somewhat inconclusive on certain points 10.
Little impact on learning in geography. 11.
Cultural context 13.
and 16
Students consider internet homework helpful because such 12.
assignments increase their understanding of curriculum topics,

4. facilitate independent learning and allow practice with research
skills
Theme 3: Student Engagement and Student Perception Regular
Perhaps teachers need to join the digital revolution just to keep 21st century learner
themselves relevant in the eyes of their students
While no differences in performance were detected between web 5 and jie-liang paper
and paper assignments, students generally are preferring to do
homework on the web.
Rich Mayer
Theoretical Rationale or
Seminal Author
Kralovec
Buell
How can I use this theory to connect to mml and homework
How can I come up with appropriate HW that will provide some
feedback at little or no cost? Have access to textbook interactive
web sites – so-so but may suffice and can use WISE programming
but they are used to WISE and most wise programs offer no
immediate feedback.
Should I be focusing on designing hw that incorporates lab
simulations and more visual explanations of concepts? How can I
guarantee that students have access to a computer with the
necessary software – even things like quick time might not work
on some computers or parents may be unwilling to download
necessary plug-ins.
My dilemmas:
1. I think homework is of great value to keep school in the forefront of a students
thinking. They go home to 4 to 6 hours of computer gaming and learn very little from
these gaming sessions.
2. I am willing to admit that much homework may be construed as busywork
3. I feel that reading in the textbook is a good entry to expanding students reading
of non-english class literature. Unfortunately, even though we have picked a textbook
with a lowwish reading level, it still may be too difficult for many of our students.
However, is it only difficult because they don’t want to go to the effort of finding out
what unknown words mean – or making their lists so we can clarify the next day?
4. I am not good at taking class time for textbooik reading – many teachers take
whole days to read passages and chapter and work on outlining for review and study.
While I do a bit of that, once I have tutored them in how to do it at the beginning of the
year I generally don’t do it again. Would rather spend my time with interactive
demonstrations or labs or lecturing (even though I know I am not a good lecturer).
5. It is becoming more and more apparent that administrators and parents don’t
want homework given – yet, what are students doing after school? They leave us at 2:30.
While there are a few who have rich active sports or music, or babysitting activities and

5. chores, most of our students spend their out of school time on their cell phones or
computers.
6. How do we make the homework the teacher feels is essential more relevant and
deemed important to those administrators and parents? Will creating lessons and hw on
the web and internet give validation to the assignment and encourage a higher completion
rate?
7. Once we improve the completion rate for hw will that translate into higher test
scores? Will these higher test scores become because we can devote more in class time to
experiments and work at a lab station? Even though other studies have shown that the
same learning can be effected with computer simulations I am seeking a way to get
students more interested and involved in the classroom during the day. Lack of interest in
all educational topics is dragging us down. A higher percentage of students attach little
importance to what is happening in the classroom. Will providing more computer time
and/or more lab time rather than “seat” time make their science education more relevant
to them?
1. Roth, Ivanchenko, Record, ScienceDirect Computers and Education, 2008: Evaluating
students response to WeBWorK, a web-based homework delivery and grading system
2. Pritchard, Morote, World Conference on E-learning in Corporate, Government,
HealthCare, and Higher Education, E-Learn 2002: Reliable Assessment with Cybertutor,
a Web-Based Homework Tutor
3. Melis, Andrews, Budenbender, etc. 2001, ActiveMath: A Generic and Adaptive Web-
Based Learning Environment
4. Salend, Duhaney, Anderson, Gottschalk, Teaching Exceptional Children, 2004: Using
the Internet to Improve Homework Communication and Completion
5. Bonham, Beichner, Deardorff, The Physics Teacher 2001: Online Homework: Does it
Make a Difference?
6. Kralovec, Buell, 2001? Association for Supervision and Curriculum Development:
End Homework Now
7. Bonham, Deardorff, Beichner: North Carolina State University? 2002-3??: A
comparison of student performance using web and paper-based homework in college-
level physics
8. Cole, Todd, Journal of Chemical Educationa, November 2003: Effects of Web-Based
Multimedia Homework with Immediate Rich Feedback on Student Learning in General
Chemistry
9.Mendicino, Razzaq, Heffernan, Journal of Research on Technology in Education, 2009
41(3): A Comparison of Traditional Homework to Computer-Supported Homework

6. 10. Cooper, Robinson, Patall, Review of Educational Research, 2006, Does Homework
Improve Academic Achievemenet? A Synthesis of Research, 1987-2003
11. Schuster, University of Wisconsin-LaCrosse, 2009: The Impact of Homework and
Homework Preferences in Ninth Grade Geography
12. Strom, Strom, Wing, Beckert, National Assoc. Of sSecondary School Principals,
NASSP Bulletijn, June 2009: Adolescent Learning nad the Internet
13. Xu, The School Community Journal, 2009: School Location, Student Achievement
and Homework Management Reported By Middle School Students
14. Patvarczki, Politz, Heffernan, Worcester Polytechnic Institute, 2009?
15. Marzano, Pickering, Educational Leadership, March 2007: The Case for and Against
Homework
16. Brock, Lapp, Flood, Fisher, Tao Han, Urban Education, 2007: Does Homework
Matter? An Investigation of Teacher Perceptions about Homework Practices for Children
From non-dominant Backgrounds.
17. Cleary, Zimmerman, Psychology in the Schools, 2004: Self-Regulation
Empowerment Program: A School Based Program to Enhance Self-Regulated and Self
Motivated Cycles of Student Learning.
18. Mayer, Educational Psychologist, 1997: Multimedia Learning: Are we asking the
right questions?
19. Whipp, Journal of Teacher Education, 2003: Scaffolding Critical Reflection in Online
Discussions