This action research aims to determine if incorporating instructional videos with printed lessons is an effective strategy for teaching email skills to immigrant senior learners. Participants will be divided into two groups - one receiving printed lessons only, and the other receiving printed lessons plus videos. Pre- and post-instruction assessments of email skills and perceptions will be administered and compared between groups to analyze the impact of the multimedia incorporation. The researcher hypothesizes that the group receiving the multimedia will demonstrate greater gains in skills and more positive perceptions.
The document discusses the use of audience response systems, also known as clickers, in educational settings. It provides an overview of clickers and their benefits, including increasing interactivity and engagement among students. Clickers allow teachers to pose questions to students and immediately display responses, facilitating discussion and enabling teachers to tailor their lessons based on students' understanding. The document reviews literature showing that clickers promote active learning and improve learning outcomes and satisfaction when used for activities like lectures, discussions, polls, and formative assessments. Key benefits are their ability to provide real-time feedback to teachers and interactive participation for students.
The document outlines a hybrid learning model for a unit where students will create a multimedia presentation. It describes several phases of the learning process. In the first phase, students analyze exemplar presentations using success criteria to understand expectations. They then evaluate different technology tools and choose ones to use. Later, students complete tasks to practice with their chosen tools and receive coaching before designing their presentations. Peer feedback is provided using the success criteria when presentations are shared.
This unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
The tutor asks questions that do not effectively encourage the student to comprehend and decompose the problem before attempting to solve it. When the student expresses confusion early on, the tutor could have asked more specific questions about the problem description to facilitate the student's understanding. Additionally, the tutor sometimes tells information to the student rather than eliciting self-explanations through targeted questions, even though self-explanation has been shown to improve learning. More effective questioning approaches emphasized in the literature include asking about the main steps or components of the problem, and eliciting the student's own understanding through a series of targeted questions.
This study analyzed the online behavior of 22 students who completed interactive online tutorials as part of an introductory circuits class. The researchers found that most students repeated the tutorials multiple times to achieve perfect scores, with the average number of attempts being over 2 per tutorial. This suggests students sought mastery of the material. Total time spent on tutorials was significantly longer than the time spent on the final, graded attempt, further indicating that students repeated tutorials until getting all answers correct. The researchers concluded students used repetition to learn the material and ensure high scores, and that online tutorials can be an effective supplement to traditional education.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that involve creating presentations and papers on topics like how technology changes education, using games in the classroom, universal design for learning, and a final community event project. Instructions are provided for two papers or presentations to complete for each assignment. The document also shares resources like videos to help with the assignments and explains how to use a grading rubric for feedback.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that require submitting papers or presentations on topics like the impact of technology on education and using games in the classroom. Instructions are provided for analyzing lesson plans using principles of Universal Design for Learning and applying assistive technologies. Students are directed to additional resources and are expected to address specific content in their written work.
The document discusses the use of audience response systems, also known as clickers, in educational settings. It provides an overview of clickers and their benefits, including increasing interactivity and engagement among students. Clickers allow teachers to pose questions to students and immediately display responses, facilitating discussion and enabling teachers to tailor their lessons based on students' understanding. The document reviews literature showing that clickers promote active learning and improve learning outcomes and satisfaction when used for activities like lectures, discussions, polls, and formative assessments. Key benefits are their ability to provide real-time feedback to teachers and interactive participation for students.
The document outlines a hybrid learning model for a unit where students will create a multimedia presentation. It describes several phases of the learning process. In the first phase, students analyze exemplar presentations using success criteria to understand expectations. They then evaluate different technology tools and choose ones to use. Later, students complete tasks to practice with their chosen tools and receive coaching before designing their presentations. Peer feedback is provided using the success criteria when presentations are shared.
This unit introduces middle school students to digital media and advertising through various lessons and activities. Students analyze commercials and advertisements, track commercial data using spreadsheets, and create their own video commercial using a web 2.0 tool. Formative assessments include student presentations, peer critiques, and use of rubrics. The goal is for students to develop skills in technology and digital media important for future careers. Interviews with teachers found the project beneficial and engaging for all students when appropriately modified.
The tutor asks questions that do not effectively encourage the student to comprehend and decompose the problem before attempting to solve it. When the student expresses confusion early on, the tutor could have asked more specific questions about the problem description to facilitate the student's understanding. Additionally, the tutor sometimes tells information to the student rather than eliciting self-explanations through targeted questions, even though self-explanation has been shown to improve learning. More effective questioning approaches emphasized in the literature include asking about the main steps or components of the problem, and eliciting the student's own understanding through a series of targeted questions.
This study analyzed the online behavior of 22 students who completed interactive online tutorials as part of an introductory circuits class. The researchers found that most students repeated the tutorials multiple times to achieve perfect scores, with the average number of attempts being over 2 per tutorial. This suggests students sought mastery of the material. Total time spent on tutorials was significantly longer than the time spent on the final, graded attempt, further indicating that students repeated tutorials until getting all answers correct. The researchers concluded students used repetition to learn the material and ensure high scores, and that online tutorials can be an effective supplement to traditional education.
This document summarizes the technology plan of the Disability Services department at East Stroudsburg University from 2012-2015. It provides an overview of the university and department demographics, stakeholders, and an assessment of current technologies. The plan identifies goals and objectives to update hardware/software, provide laptops and training to students, and ensure staff have the skills to use assistive technologies. The budget analysis shows funding was spent on conferences, publishing, and computers. The plan aims to make education fully accessible to students with disabilities.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that involve creating presentations and papers on topics like how technology changes education, using games in the classroom, universal design for learning, and a final community event project. Instructions are provided for two papers or presentations to complete for each assignment. The document also shares resources like videos to help with the assignments and explains how to use a grading rubric for feedback.
This document provides an overview and instructions for assignments in the EDU 620 course. It outlines assignments for each week that require submitting papers or presentations on topics like the impact of technology on education and using games in the classroom. Instructions are provided for analyzing lesson plans using principles of Universal Design for Learning and applying assistive technologies. Students are directed to additional resources and are expected to address specific content in their written work.
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
Using screencasts to report course issues. Collaboration between and online instructor and elearning instructional designer. Paper presented at KU Village Online Conference, 2010
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
EDU 620 Education Organization / snaptutorial.comMcdonaldRyan45
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating inclusive lesson plans. It provides resources and instructions for completing each assignment, including analyzing example UDL lesson plans and discussing how UDL principles support diverse learners. The document contains the learning objectives and requirements for the entire course.
EDU 620 NERD Lessons in Excellence--edu620nerd.comthomashard88
This document provides an overview and instructions for assignments in EDU 620 Entire Course. It outlines the weekly topics, assignments, and discussions which include analyzing how technology impacts education, creating lesson plans using universal design for learning principles, and discussions on student motivation, UDL guidelines and resources, and minimizing modifications for individual students. Students complete 2 papers or presentations for most weekly assignments. The course aims to help students apply principles of differentiated instruction and universal design for learning.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And
Edu 620 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
The document provides information on several online educational resources:
- Google Drive allows students to collaborate, edit, revise, comment and share documents with a Gmail account. It helps students socially collaborate.
- Brain Pop features educational videos on various subjects accompanied by activity sheets and questions. Videos are aligned to standards.
- Quizlet is a free website for students to create and study flashcards digitally. It includes text-to-speech and practice sets for standardized tests.
- Read, Write, Think is a website with English language arts resources, lessons, and interactive programs for students. It also has videos of teacher instruction.
- Grammar Gorillas is a website with grammar games to help students practice their skills
EDU 620 AID Become Exceptional--edu620aid.comkopiko128
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
The document outlines an instructional design plan for a workshop to teach senior citizens how to use Picasa photo editing software to create online image albums. The target audience is seniors over 55 years old in Idaho. The goal is for learners to be able to create an online image album using Picasa. A supplantive instructional strategy is proposed, with step-by-step procedures to account for common limitations in aging populations such as vision issues. Formative evaluation methods like expert review and usability testing will be used during development.
EDU 620 AID Education for Service--edu620aid.comkopiko65
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Technology Resources for English Teachers (7-12)adidio
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how they connect to Universal Design for Learning guidelines and Common Core State Standards. Connections are made to principles of providing multiple means of representation, action and expression, and engagement.
This document provides an overview of an online graduate course titled "Instructional Message Design". The course introduces students to applying learning theory, visual literacy principles, and graphic design techniques to instructional media development. Students will learn how to select and combine visual and text representations to effectively communicate instructional information. They will explore principles of visual learning and apply them to instructional design, technology, and information presentation. The course aims to teach students how to design effective graphics and visuals to support learning based on evidence from behavioral and cognitive psychology research. It is intended for graduate students interested in designing visuals and graphics for instructional purposes.
EDU 620 AID Remember Education--edu620aid.comchrysanthemu16
This document provides an overview and instructions for assignments in an EDU 620 course. It includes assignments for each week that involve creating presentations, papers, and discussions applying principles of universal design for learning (UDL) and analyzing how technology can support differentiated instruction and student motivation. Learners are asked to design instructional plans using the UDL framework and analyze example lesson plans focusing on the three UDL principles of representation, action and expression, and engagement.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
EDU 620 AID Education Planning--edu620aid.comThanika1
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
The document summarizes a thesis on extracting workflows from UML activity diagrams. It discusses how software engineers currently struggle to find workflows of similar systems online beyond images of diagrams. The thesis proposes a tool called UADxTractor that takes diagram images as input and analyzes them through various processing levels to extract and semantically store the workflow information. It outlines the key challenges addressed, such as image preprocessing and shape detection, and the programming tools and languages used to develop the extraction and storage functionality.
The document summarizes the synthesis and testing of new triazole compounds for various biological activities. A series of triazoles and related heterocycles were synthesized by incorporating a methylene amino oxy methyl moiety. These compounds were evaluated for antimicrobial, antituberculosis, anti-inflammatory, analgesic, and acute toxicity properties. Several compounds showed significant antimicrobial and anti-inflammatory activity comparable to standard drugs. A few compounds also exhibited good antituberculosis activity and analgesic effects with low acute toxicity. The results suggest that these triazole derivatives may act as selective inhibitors of COX-2 and thus have anti-inflammatory properties without ulcerogenic effects.
Edu 620 Effective Communication-snaptutorial.comjhonklinz17
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
Using screencasts to report course issues. Collaboration between and online instructor and elearning instructional designer. Paper presented at KU Village Online Conference, 2010
EDU 620 Enhance teaching - snaptutorial.com donaldzs63
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This five-week online professional development course covers digital citizenship for teachers and administrators. Each of the five modules focuses on a different element of digital citizenship, including digital foundations, digital footprint and safety, copyright and plagiarism, netiquette and cyberbullying. The course is asynchronous and consists of weekly readings, online discussions, and activities. Participants are expected to complete a minimum of two discussion posts and one activity response per week. The goal is for educators to understand proper technology use, its impact on society, and practice ethical and responsible digital behavior.
EDU 620 Education Organization / snaptutorial.comMcdonaldRyan45
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating inclusive lesson plans. It provides resources and instructions for completing each assignment, including analyzing example UDL lesson plans and discussing how UDL principles support diverse learners. The document contains the learning objectives and requirements for the entire course.
EDU 620 NERD Lessons in Excellence--edu620nerd.comthomashard88
This document provides an overview and instructions for assignments in EDU 620 Entire Course. It outlines the weekly topics, assignments, and discussions which include analyzing how technology impacts education, creating lesson plans using universal design for learning principles, and discussions on student motivation, UDL guidelines and resources, and minimizing modifications for individual students. Students complete 2 papers or presentations for most weekly assignments. The course aims to help students apply principles of differentiated instruction and universal design for learning.
Edu 620 Education Specialist-snaptutorial.comrobertledwes2
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And
Edu 620 Exceptional Education-snaptutorial.comrobertleses17
This document outlines the course content and assignments for EDU 620. It includes 2 papers or presentations for each weekly assignment, covering topics such as the influence of technology on education, using games in the classroom, universal design for learning (UDL), and creating an instructional plan. It provides instructions for completing each assignment, including content requirements and APA formatting guidelines. The course aims to help students evaluate technologies for supporting diverse learners and design inclusive lessons following UDL principles.
The document provides information on several online educational resources:
- Google Drive allows students to collaborate, edit, revise, comment and share documents with a Gmail account. It helps students socially collaborate.
- Brain Pop features educational videos on various subjects accompanied by activity sheets and questions. Videos are aligned to standards.
- Quizlet is a free website for students to create and study flashcards digitally. It includes text-to-speech and practice sets for standardized tests.
- Read, Write, Think is a website with English language arts resources, lessons, and interactive programs for students. It also has videos of teacher instruction.
- Grammar Gorillas is a website with grammar games to help students practice their skills
EDU 620 AID Become Exceptional--edu620aid.comkopiko128
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
EDU 620 Week 3 Assignment Udl/Cast Instructional Plan Analysis (2 Papers)
The document outlines an instructional design plan for a workshop to teach senior citizens how to use Picasa photo editing software to create online image albums. The target audience is seniors over 55 years old in Idaho. The goal is for learners to be able to create an online image album using Picasa. A supplantive instructional strategy is proposed, with step-by-step procedures to account for common limitations in aging populations such as vision issues. Formative evaluation methods like expert review and usability testing will be used during development.
EDU 620 AID Education for Service--edu620aid.comkopiko65
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
This document discusses computer assisted instruction (CAI) in education. It defines CAI as an interactive instructional technique using computers to present material and monitor learning. CAI allows individualized self-paced instruction. It describes different types of CAI including drill and practice, tutorials, games, and simulations. The document also outlines the characteristics, features, uses, role of teachers, merits, and limitations of CAI. It concludes that while CAI has benefits for students, teachers are still needed to support learning and address limitations.
Technology Resources for English Teachers (7-12)adidio
This document provides summaries of various technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, Voki, and GoAnimate. It describes the purpose and key features of each resource and how they connect to Universal Design for Learning guidelines and Common Core State Standards. Connections are made to principles of providing multiple means of representation, action and expression, and engagement.
This document provides an overview of an online graduate course titled "Instructional Message Design". The course introduces students to applying learning theory, visual literacy principles, and graphic design techniques to instructional media development. Students will learn how to select and combine visual and text representations to effectively communicate instructional information. They will explore principles of visual learning and apply them to instructional design, technology, and information presentation. The course aims to teach students how to design effective graphics and visuals to support learning based on evidence from behavioral and cognitive psychology research. It is intended for graduate students interested in designing visuals and graphics for instructional purposes.
EDU 620 AID Remember Education--edu620aid.comchrysanthemu16
This document provides an overview and instructions for assignments in an EDU 620 course. It includes assignments for each week that involve creating presentations, papers, and discussions applying principles of universal design for learning (UDL) and analyzing how technology can support differentiated instruction and student motivation. Learners are asked to design instructional plans using the UDL framework and analyze example lesson plans focusing on the three UDL principles of representation, action and expression, and engagement.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
This document provides summaries of various educational technology resources for secondary English classrooms, including Google Drive, Brain Pop, Quizlet, Read Write Think, Grammar Gorillas, PBS Learning Media, Grammar Bytes, and Voki. Each resource is summarized in 1-2 sentences describing its purpose and functionality. The document also includes potential connections between each resource and the Universal Design for Learning principles and guidelines.
EDU 620 AID Education Planning--edu620aid.comThanika1
FOR MORE CLASSES VISIT
www.edu620aid.com
This Tutorial contains 2 Paper for each Assignment (Not for DQs)
EDU 620 Week 1 Assignment Technology Changes Everything (2 PPT)
EDU 620 Week 2 Assignment Games In The Classroom (2 Papers)
EDU 620 Week 2 Discussion 1 Student Motivation And Technology
The document summarizes a thesis on extracting workflows from UML activity diagrams. It discusses how software engineers currently struggle to find workflows of similar systems online beyond images of diagrams. The thesis proposes a tool called UADxTractor that takes diagram images as input and analyzes them through various processing levels to extract and semantically store the workflow information. It outlines the key challenges addressed, such as image preprocessing and shape detection, and the programming tools and languages used to develop the extraction and storage functionality.
The document summarizes the synthesis and testing of new triazole compounds for various biological activities. A series of triazoles and related heterocycles were synthesized by incorporating a methylene amino oxy methyl moiety. These compounds were evaluated for antimicrobial, antituberculosis, anti-inflammatory, analgesic, and acute toxicity properties. Several compounds showed significant antimicrobial and anti-inflammatory activity comparable to standard drugs. A few compounds also exhibited good antituberculosis activity and analgesic effects with low acute toxicity. The results suggest that these triazole derivatives may act as selective inhibitors of COX-2 and thus have anti-inflammatory properties without ulcerogenic effects.
The document discusses how multimedia design impacts the learning experience. It outlines Richard Mayer's cognitive theory of multimedia learning, which posits that students learn better from words and pictures rather than words alone. The document also addresses different types of graphics and images that can be used for instruction, such as decorative, representational, organizational, interpretive and relational graphics. It notes principles of multimedia learning such as the contiguity principle, which states students learn better when words and images are near each other, and the modality principle, which found animation with narration works better than animation with on-screen text. The goal of multimedia design should be to select words, graphics and text carefully based on the audience to maximize learning potential.
The document discusses instructional multimedia, which combines text, graphics, video, and audio to convey messages and information. It notes that multimedia has many benefits for learning, including greater learning gains, better consistency and retention of content. The document outlines the basic categories of electronic communication, presentation support, and student materials. It provides guidelines and considerations for developing effective instructional multimedia, including clear objectives, appropriate content and media, and evaluation. The major criteria for selecting instructional media are practicality, student appropriateness, and instructional appropriateness.
Lesson 6 Using and Evaluating Instructional Material (EDTECH)120308
The document discusses how to effectively use instructional materials according to Hayden Smith and Thomas Nagel's book. They recommend following the acronym PPPF which stands for: Prepare yourself, Prepare your students, Present your material under the best conditions, and Follow up. It also lists Robert Gagne's nine instructional events and notes that while instructional materials are useful, an effective teacher is still needed to work with the materials.
The document provides guidelines for selecting instructional materials. It lists 4 questions to consider: 1) Do the materials give a true picture of the ideas presented? 2) Do the materials contribute meaningful content to the topic? 3) Is the material appropriate for the learners' age, intelligence, and experience? 4) Is there a teacher's guide to provide effective use of the materials? The document was prepared by Recel D. Victoriano for Lesson 6 on the selection of materials.
Ed. Tech ; Lesson VI - Using and evaluating instructional materialschristianerickbesana
Instructional materials are used to help teach students and achieve learning objectives. Examples include textbooks, films, audio recordings, and field trips. When selecting materials, teachers should consider if the material is appropriate for the age and experience of students, aligned to curriculum standards, and unbiased. Field trips require preparation so students understand the purpose and can cite what they learned.
Effective use of materials involves preparation. Teachers should know the lesson objective and material selection. Students need to understand expectations and goals. When presenting material, teachers should have it ready under the best conditions to avoid being unprepared. Follow-up is also important to determine if the objective was achieved rather than just entertaining students.
The document discusses abstract art and its history. It provides background on abstract art movements from Impressionism to the present. Key artists discussed include Kandinsky, Mondrian, Matisse, and Picasso. Various abstract art styles are defined such as Neoplasticism, Cubism, and Expressionism. The document concludes with guidance on creating abstract artworks using different techniques like brushing, smearing, and dabbing. Sources cited provide further information on abstract art.
The document discusses principles of instructional design for multimedia. It outlines seven principles: multimedia principle, contiguity principle, modality principle, redundancy principle, coherence principle, personalization principle, and practice principle. It also discusses instructional design as a process, discipline, and science. Key aspects of instructional design discussed include needs analysis, material development, implementation, and evaluation.
Ed. Tech. I Lesson 6:Using and Evaluating Instructional MaterialsRisha Cajilig
This document discusses the selection and use of instructional materials. It emphasizes that instructional materials should support learning objectives and be appropriate for students. When selecting materials, teachers should consider whether the content is accurate, unbiased, and aligned with standards. For optimal use, teachers should prepare themselves and students, present the materials under good conditions, and follow up with students. The proper use of instructional materials requires preparation, presentation, and assessment to enhance learning.
This document presents a study on the relationship between multimedia enhanced language learning instruction and speaking competence among grade 9 students. It aims to determine the benefits of multimedia instruction, the overall speaking competence of students, and whether a relationship exists between multimedia instruction and speaking competence. The study also examines differences in these areas between genders. The study focuses on 75 grade 9 students at Western Mindanao State University – Integrated Laboratory School during the 2015-2016 school year. It utilizes surveys and a speaking skills test to gather data on multimedia benefits and speaking competence. The findings of the study could benefit teachers, administrators, students, and future researchers.
USING AND EVALUATING INSTRUCTIONAL MATERIALSjanehbasto
The document provides guidelines for selecting and using instructional materials. Teachers should understand the overall purpose of education and their teaching goals. When choosing materials, they should consider whether the materials accurately portray the ideas presented, contribute meaningful content, and are appropriate for the learners' ages and abilities. A teacher's guide can help ensure the optimal and effective use of instructional materials. Materials should help develop students' critical thinking and make the most of the time and resources required.
The document discusses a study that aims to determine the relationship between the use of multimedia facilities and students' academic performance as perceived by teachers. It provides background on multimedia and how it has impacted education. The study will be conducted among high school students in San Agustin and will use questionnaires and statistical analysis to understand teachers' and students' perceptions of how multimedia facilities influence academic performance. Key areas of focus for the study include types of multimedia used, their effects on performance, and how multimedia can improve performance levels.
instructional matertials authored by Mr. Ranie M. EsponillaRanie Esponilla
1. In the past, education focused only on rote memorization of facts, but modern teaching views each child as unique and helps them grow according to their abilities.
2. The passage discusses how increases in population and knowledge have impacted education and how instructional materials can help learning if used effectively. It aims to study how materials affect student performance in private schools.
3. The background provides context on the study, which examined how modern instructional materials correlate with academic performance in biology classes and how teacher knowledge impacts material effectiveness.
This document provides guidance on writing effective thesis statements by defining what a thesis statement is, its key characteristics, and by walking through examples of strong and weak thesis statements for various writing prompts. It emphasizes that a good thesis statement makes an arguable claim, addresses all parts of the assigned prompt, and previews the scope and focus of the essay. Through a series of examples, it helps the reader to identify the thesis statement that is the best fit for the assigned writing task.
Basic Instructional Design Principles - A PrimerMike Kunkle
Training involves planned instructional techniques to achieve learning objectives and transfer knowledge, skills, and attitudes. It is developed through a systematic instructional design process that analyzes learning needs and develops instruction to meet those needs. Models typically specify a method that, if followed, will facilitate knowledge, skill, and attitude transfer. Key figures in the field include Robert Mager, Robert Gagne, and Benjamin Bloom.
The document appears to be a survey for an MBA research thesis investigating customer attitudes towards luxury brands and mobile phones among Pakistani youth. It contains a table for respondents to provide their name, age, gender, mobile number, education and indicate their level of agreement on various statements related to social needs, materialism, consumer attitudes, experiential needs, fashion trends, need for uniqueness, and conformity in relation to luxury brands and mobile phones. Respondents are asked to rate their level of agreement on a 5-point scale from strongly agree to strongly disagree. All information provided will be kept confidential.
Final thesis presented december 2009 march 2010Lumbad 1989
This document is a thesis presented by Joanna April De Leon Lumbad to the faculty of St. Scholastica's College in Manila for the degree of Bachelor of Science in Interior Design. The thesis explores defining the Filipino cultural identity through Filipino avant-garde in performing arts theaters. It discusses the history of performing arts theaters and Philippine theater. Through interviews with theater experts and observations of existing theaters, the thesis examines how theater design has adapted over time to different influences and seeks to determine if an avant-garde concept can help establish a uniquely Filipino style.
This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration.
Effective Professional Development for Successful Technology Integrationshughes
This document discusses the importance of effective professional development for teachers to successfully integrate technology into their classrooms. It notes that while teachers have access to technology, few use it appropriately. Effective professional development demonstrates why technology integration is important, teaches educators how to integrate it, and offers diverse training methods. It is important for professional development to assess teacher needs, set goals, and identify funding. When done poorly, professional development can negatively impact teacher attitudes towards technology integration. Overall, the document stresses that with proper training, teachers can maintain positive attitudes and effectively incorporate technology.
The document discusses three articles on the use of technology in education. The first article finds that PowerPoint presentations can improve student learning when not too broad or animated. The second article finds that providing each student with a laptop improved their academic performance. It also discusses using webcams for tutoring. The third article discusses how SMART boards improve student engagement and learning, especially for younger and disabled students. Overall, the document concludes that technology can enhance learning when used appropriately.
This document provides a summary of research on the benefits of one-to-one computing initiatives in K-12 education. It discusses how giving each student a laptop or tablet can increase student engagement and ownership over their work. Research has found that these initiatives improve attendance rates, discipline, and test scores when implemented effectively with proper training. However, barriers like technical support and wireless infrastructure must be addressed. The document reviews several research articles that found one-to-one programs facilitate differentiated and student-centered learning, while also allowing for more feedback between teachers and students.
The document provides an overview of two technology integration projects in Alberta, Canada: the Alberta Smart Inclusion Project and the 1:1 Mobile Tablet Project. The Alberta Smart Inclusion Project involved four school jurisdictions in a community of practice to research how technology can support diverse learners. The 1:1 Mobile Tablet Project explored using iPads in rural inclusive classrooms to investigate their educational benefits. Both projects evaluated the impact of technology on student and teacher outcomes through surveys and assessments. The results showed benefits to student engagement, skills, and participation, as well as teacher pedagogy, but also challenges around device management and app issues.
This document discusses computer-assisted instruction (CAI), beginning with an overview of its origins in programmed learning and teaching machines. It describes key principles of programmed instruction like breaking content into small steps and providing immediate feedback. It then covers different types of CAI like drill and practice, tutorials, games, simulations, and problem-solving. Benefits are noted like individualized pacing and engaging students. Challenges are also outlined such as cost and lack of human interaction. Overall, the document provides a comprehensive overview of CAI, its foundations, applications, advantages and limitations.
The document describes how a teacher used cognitive tools and mobile devices to teach a lesson on the atmosphere and carbon cycle. The teacher created a web quest to present information through text, videos, animations and activities. Students were divided into groups and given links and references to answer questions. Both positive and negative aspects of using these tools were discussed. Positives included the ability to learn over distances and access information. Negatives included lack of human contact and multimedia in some programs. The teacher concluded the experience supported a more contextual approach to individual cognition and learning.
Revised @ 1921 using technology in special education cl(1)Luncan Oana
This document discusses using technology in special education. It defines special education as education tailored to students' individual needs and disabilities as physical or mental impairments that may be present from birth or occur later in life. The document argues that computers can help low-achieving students and those with special needs by allowing individualized, self-paced learning with immediate feedback. Educational software like drill and practice programs and games are discussed as beneficial if integrated properly into instruction. While computers provide advantages, teachers still play an important role in coordinating the learning process and computers cannot replace them.
Educational technology can enhance curriculum by improving student achievement, engagement, and higher-order thinking skills. When students are grouped for cooperative learning activities using technology like iMovie and Windows Movie Maker, they develop more positive attitudes and like their classes more. Additionally, students' attitudes toward learning and self-concept improved when computers were used for instruction. Research also found that interactive video programs increased students' problem-solving skills. Students who used technology scored higher on achievement and standardized tests compared to students without technology. Learning technology skills provides preparation for the modern workforce.
eLearning in practice in Higher Education by Prof. Edward ReeveDr Poonsri Vate-U-Lan
This presentation provides an overview of e-learning practices at Utah State University. It begins with definitions of key terms like asynchronous learning, synchronous learning, and blended courses. It then showcases USU's use of an learning management system (Canvas), interactive video conferencing, lecture capture software, and other tools to support online and blended courses. The presentation outlines best practices for e-learning like developing clear course objectives, interactive content, and continuous evaluation. It concludes by discussing trends that may impact e-learning's future, such as mobile learning, social learning, and personalization.
Blended learning - Online Learning and Traditional LearningArpit Srivastava
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
This document provides an analysis and plan for training faculty members at Duquesne University on using online communication tools to engage students. It follows the ADDIE model of instructional design, which includes analysis, design, development, formative evaluation, implementation, and summative evaluation. The needs analysis identified a need to train faculty on tools like discussion boards, blogs, wikis and messaging to enhance online interaction. The target audience consists of 13 faculty from various departments who will complete the online training modules in Blackboard. The analysis of learners found they have basic computer skills but varying experience with technology for teaching.
This document summarizes an ICT-based resource developed by NCERT (National Council of Educational Research and Training) for teachers and students. It discusses the goals of integrating ICT into education according to India's National Policy on ICT in School Education. The resource includes educational CDs and curricula to help teachers develop ICT competencies and allow students to explore technology creatively. The overall goal is to prepare youth for participating in a knowledge-based society and economy while respecting students' right to learn in their own way.
The Role of Computer Assisted Instruction (CAI) on Students’ Language Profici...InternationalPublica
The purpose of the study is to find out the role of Computer Assisted Instruction (CAI) on
students’ language proficiency. This study used an experimental design whereby two groups of
students underwent into two different teaching methods: The controlled group who was taught
using traditional method of teaching and the experimental group who was taught with the
integration of CAI. Research evidenced indicates that the students taught using CAI had higher
increase in their language proficiency compared to the other group. CAI is an innovative approach
to the teaching learning process. Thus, the study assumes its significance and relevance in the
present context.
There are three stages of technology application in schools: using technology to do existing tasks, improving on existing tasks, and enabling new tasks not previously possible. Schools face pressure to integrate technology from various stakeholders. Technologies can be used as productivity tools to accomplish tasks more efficiently or as cognitive tools to enhance thinking. Technologies affect student learning in different subject areas such as providing simulations in science, tutorials and graphing in math, and communication tools in foreign language. Technologies also benefit students with special needs and allow distance learning. As technologies are integrated, teachers take on more of a facilitator role and emphasize formative assessment to confirm student understanding of concepts and tools. Key issues for schools regarding technology include infrastructure, budgets, professional development, equity, and
Computer assisted instructions edit shalabh (4)Slideshare User
The document discusses computer assisted instruction (CAI) and computer assisted learning (CAL). It defines CAI as using computers to aid teaching through interactive instructional material and monitoring learning. CAL means teaching students using computers so they can easily learn. CAI provides benefits like immediate feedback, summaries of performance, and exercises for practice. CAL aims to increase teaching productivity and learning capacity. The roles of teachers in CAI include being liberated from routine duties and analyzing data.
The document discusses an action research project that examined whether integrating technology into literacy instruction could improve 4th graders' reading comprehension skills. It describes the experimental design using two classrooms, one with technology integrated into reading lessons and one without. Results showed that students who had technology integrated into their lessons, using tools like the SMART Board, PowerPoint, and online reading programs, had greater gains in their reading levels and scored higher on a reading comprehension test compared to students without technology integration. This implies that technology can positively impact reading skills when used to supplement literacy instruction.
The document summarizes key points from a technology conference for school administrators. It discusses the increasing role of online learning, the need for technology training for teachers, and important elements of a comprehensive technology plan, including vision/mission statements, assessment of technology use, budgets, and documentation of hardware/software. Hybrid courses combining online and in-person learning are presented as an option. The importance of technology planning and having clear goals and outcomes is emphasized.
The document summarizes the key elements of successful online teaching and learning. It discusses the characteristics of successful online students, including being self-motivated and having strong writing skills. It also outlines the qualities of good online instructors, such as being organized and responsive. The document emphasizes fostering interaction through forums, team projects, and building a sense of community. It concludes that a variety of training opportunities are needed to support online instructors.
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...randypacifico84
Distance education provides flexibility for students and increased access to learning opportunities. It uses both synchronous technologies like videoconferencing and asynchronous technologies like message boards. There are benefits to both students and institutions, but distance education also faces challenges like social isolation and ensuring academic integrity.
Similar to Multimedia Presentation - PV (secure) (20)
Distance education reported by:Randy M. Pacifico, EDD,EM Student at Batangas ...
Multimedia Presentation - PV (secure)
1. Effectiveness of Incorporating
Instructional Videos
with Printed Lessons
in Teaching Email Skills
for The Immigrant Senior Learners
Peter Vo
A Capstone Presented to the Teachers College Faculty
Of Western Governors University
In Partial Fulfillment of the Requirements for the Degree
Master of Education in Learning and Technology
2. Capstone Project Overview
Even though there are huge sources of printed materials available for teaching
computer skills, most immigrant seniors still struggle with learning Email skills due
to their limited English proficiency, lack of computer experiences, and cognitive
aging effects. (Unable to understand and follow the step-by-step lessons)
This action research aims toward an effective instructional strategies to
incorporate instructional multimedia with the printed lessons in teaching the
emails skills to the the immigrant senior learners.
The participants will be stratified as two classrooms differentiated by the variance
“instructional multimedia” (one classroom uses printed lessons only, and the other
uses instructional multimedia incorporated with printed lessons).
Data will be collected as pre- and post-instruction data, including assessment test
scores and Likert level perceptions toward the email skills.
Pre- and Post-instruction mean test scores (quantitative) and learners' perceptions
toward email skills (qualitative) will be compared to draw conclusions.
3. Project Development Process
Why did I choose this topic?
I chose this topic because I am currently teaching basic computer skills to
the immigrant seniors who struggle understanding the English
instructional materials and software operations, due to their limited
English proficiency, lack of computer experiences, and cognitive aging.
Yet, I want to seek an effective teaching strategies that will help these
learners to overcome their learning struggles.
I wanted to find out how significant the email skills will increase when I
incorporate instructional multimedia with printed lessons, in teaching the
emails skills to the immigrant senior learners, despite the fact the English
lessons only effective to native English speaking.
I also chose this topic because I want the immigrant seniors to learn the
Email skills so they can connect & exchange texts, photos, videos, links,
various document types etc. with their loved ones, using today's hi-tech.
4. Project Development Process
How does my project fit into the existing
body of knowledge in the field?
A research has revealed that using instructional videos can help the
teachers to illustrate better the “one-on-one instruction with visual
explanations and procedure” (Castro, 2007, p. 189)
Other research indicated instructional videos can help the learners to
understand better the computer skills, which involved sequential steps
(Uechi, 2010, p. 14).
Another research elaborates “An instructional program integrated with
evocative digital resources provides the opportunity for instructors [or
facilitators] to reduce anxiety and to help their students make
connections and form relationships across the boundaries of classroom,
discipline, skill, and background” (Johnson, 2011, p. 9)
5. Project Development Process
Why is this topic important to my field?
Email technology can be a vital instrument for circumstances when the
seniors must exchange information from a long distance (on vacation, on a
field trip, notify important announcement etc.)
Email can also be a vital instrument for circumstances when the seniors
want to share family photos, videos, text messages, documents with
relatives in another part of the world.
Email can also be a vital instrument for circumstances when a friend want
to forward to other friend(s) the valuable link(s) to YouTubes, Webcam
videos, or articles.
There are other circumstances when email can be a vital instrument for
communicating in solving “human conflicts”.
6. Methodology
1. First, [researcher] divides the participants into two groups – group A taught
with printed lessons only, group B with printed lessons and instructional
videos incorporated (for stratified and convenience sampling)
2. [Researcher] administers an initial email skills assessment to measure how
good were the participants' email skills; and an initial Likert questionnaires
to measure how positive were their perceptions toward learning email skills,
prior to receive the instructional units. (pre-instruction assessments)
3. [Teacher] presents the instructional units for email skills.
4. [Researcher] administers the Post-Instructional assessment and Likert
questionnaires, to measure how significant will the participants' email skills
and learning perceptions increase, after receive the lessons.
5. [Researcher] draws conclusions based on the comparison of assessments'
test scores and Likerts' responses from Pre- and Post assessments between
two participant groups.
7. Results
Those immigrant senior learners who attended the classroom where the
teacher incorporated instructional videos with existing printed lessons, will
have increased their level of lessons and skills mastery in learning the email
skills.
The incorporation of multimedia technology with the existing instructional
materials, not only can help the immigrant senior overcome their learning
struggles, and successfully learn the email skills, but it would also benefit
the teachers.
It was clear that the learners from both classrooms indicated highly
positive perceptions toward the incorporation of instructional videos with
existing printed lessons.
8. Results
Send (group A)
Send (group B)
Response (group B)
Response (group B)
Forward (group A)
Forward (group B)
Attachment (group A)
Attachment (group B)
Manage Filter (group A)
Manage Filter (group B)
0 1 2 3 4 5 6 7 8 9 10 11
Initial Skill Test Scores
0% (no skill)
40% (some skill)
80% (Average Skill)
100% (Advanced Skill)
Headcount of Students' Test Scores by group and Skill
EmailSkills
Pre-Instructional skills test results (only one student group A has some skill)
Post-Instructional skills test results (showing more students gained skills)
Send (group A)
Send (group B)
Response (group B)
Response (group B)
Forward (group A)
Forward (group B)
Attachment (group A)
Attachment (group B)
Manage Filter (group A)
Manage Filter (group B)
0 1 2 3 4 5 6 7 8 9 10 11
Post-Instruction Skill Test Scores
0% (no skill)
40% (some skill)
80% (Average Skill)
100% (Advanced Skill)
Headcount of Students' Test Scores by group and Skill
EmailSkills
9. Challenges
There were several challenges in this research.
Difficulties in getting the participants involved.
Difficulties in getting the system's hardware and
software support from the computer IT groups.
Organize the instructional settings.
Preparation of instructional materials.
10. Obstacles & Strategies
Getting the 21 senior learners to participate in this study was an obstacle
due to their Computerphobia and language barriers.
I had to convey and explain each participant “yes, I have effective
teaching strategies and you can learn the email skills” when I passed
the Capstone Informed Form. And they smile.
I also told them to look for more computer skill classes in future.
Have other non-instructional volunteers to help setting up hardware and
software for internet connection was another obstacle.
I had to promise these network administrators “yes, I will not give out
the router's security password and I will configure each learner's
laptop”.
I also told these network administrators “yes, I will do the same for
other classes in future”. And I receive support from them.
11. Obstacles & Strategies (cont.)
Organizing instructional settings (classrooms, projectors,
sound, tables & chairs, etc.) was challenging.
I have my wife help me organizing this obstacle. She arranges all of
this so well.
My wife promised to offer same help in the future.
Preparing instructional units suitable for bilingual learners
(manual, multimedia) was challenging.
I had to think a lot when designing an effective lesson plan, making
sure it will provide the right instructional stuffs.
I had to make the instructional videos by myself, due to short
budget and the skill details in the lesson plans.
I will use the same strategies for future lesson plans, developing and
making the multimedia, myself whenever possible.
12. Prediction of strategies
Effective planning strategies for lesson plans, developing
and making the multimedia, using available assistive
technology will help students and teachers success.
Being able to work with other professional in a teamwork
spirit will help the teacher get the job done smoothly.
Clear goal of instructional and performance objective will
bring fruitful results to the classroom
A details and careful learning strategies will help learners
overcome learning struggles and fully master the skills.
13. Strengths
Creating effective instruments for data collection and analysis was a
strength. This research deals with both quantitative and qualitative data.
The instruments were simple but effective for the researcher to use in the
data collection and analysis process.
Having effective verbal skills in delivering the lessons was another
strength.
I was the teacher and researcher, who also have the same native
language with the learners, a strength for the lesson delivery in dual
language when needed.
The incorporation of multimedia with printed lesson really helped the
learners overcome their learning struggle. The learners were able to
understand the step-by-step instructions related to the skills they learn.
The strength in this study can be applied to other computer skills classes
for the immigrant seniors in the future.
14. Weakness
The lessons were based on Google's Gmail features. Had the
study based on other email services i.e Yahoo, Hot mail, MSN
etc. the results might be different.
Most of the participants were from the same cultural and
native language background. Having participants from
different background might affect the result.
Almost all participants from Asia region. Having participant
from other region of the world might also affect the result
Instructional videos were created to play on DVD players or
computers. Developing these Instructional videos as stream
videos would be more useful.
15. Revisions
Following are revisions recommended by the
researcher, if this study were replicated.
Include other email services i.e Yahoo, Hot mail, MSN etc.
in the lessons delivery and student performance practice.
Include participants from different cultural and native
language background.
Include participant from other region of the world.
Include instructional videos as stream videos during lesson
delivery.
Increase time for the instructional units and assessments
16. Recommendation
This study could be improved by:
Adding to the list of participants with more immigrant seniors from
different ethnics or backgrounds.
Expand the research strategies on the available assistive technology
for teaching and learning settings, which could help solve the
immigrant senior learners' struggles in learning new technology. It is
important to look at the immigrant senior learners as the special
populations in researching for instructional remedies.
Another area could be improved is to expand the study of the
learners' email skills in a different environment other than the
personal computer, i.e. the smartphone, the tablet, etc. Because of
this improvement, the influential factors and the findings could be
different.
17. Classroom Applications
The immigrant senior learners would appreciate the teachers
who would incorporate instructional videos with the printed
lessons in the delivery of step-by-step computer lessons and
best practice of skills.
Breaking the lessons into small chunks would helps both the
teachers and students in achieving the instructional goals
Not only to use the videos technology in immigrant adult
teaching and learning, but also all other available technology
because the immigrant adults are the special populations
Instructional project is not a one-man job, but a team-work
job where each individual can contribute his/her talents.
18. References
Castro, Claudio de Moura (2007). Adult education: The victory
of spontaneous action. Retrieved from
http://www.claudiomouracastro.com.br/upload/Adult
education.pdf
Johnson, M. (2011). Adult Learners and Technology: How to
Deliver Effective Instruction and Overcome Barriers to
Learning. Retrieved from
http://www.umsl.edu/~wilmarthp/modla-links-2011
Uechi, N. (2010). An Instructional Video Module on
Spreadsheets Accommodating the Needs of Senior Citizens.
Retrieved from
http://scholarspace.manoa.hawaii.edu/handle/10125/15365