This document presents an investigation into the relationship between the mode of reading assessment and instruction, and the reading achievement of grade six students. It outlines the problem that pencil-based assessments are still used despite more technology being integrated into literacy instruction. The purpose is to understand students' technology experience, investigate if differences exist between scores on paper vs. computer tests, and how aligning instruction and assessment impacts achievement. A mixed methods sequential exploratory design is proposed to address the research questions through quantitative and qualitative data collection and analysis.
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Type and Use of Innovative Learning Environments in Australasian Schools .Tec...eraser Juan José Calderón
Type and Use of Innovative Learning Environments in Australasian Schools ILETC Survey 1
Wesley Imms, Marian Mahat, Terry Byers & Dan Murphy
• What types of learning environments are in use
in Australian and New Zealand schools?
• What types of teaching approaches happen in these?
• What types of learning do they facilitate?
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
The purpose of this transcendental phenomenological study was to understand how in-service teachers with
3-5 years of experience perceived their pre-service training regarding integration of 21st Century
technology into instruction. Twenty participants from a rural public school system in southeast North
Carolina participated. This study attempted to describe: How do 3rd – 5th year teachers in one public school
district in North Carolina describe college experiences with educational training to integrate 21st Century
technology into their classroom lesson plans? Through interviews and a focus group themes were identified
through the participant’s perceptions of the phenomena of 21st Century technology integration training.
Participants identified these themes: (a) exposure to basic uses of technology, (b) 21st Century technology
assignments were neither purposeful nor rigorous, and (c) the majority of integration of confidence and/or
competence began after field placements. Themes were used in developing a list of best practices as
articulated by the participants.
Ziyanak, sebahattin the effectiveness of survey instruments nfaerj v29 n3 2016William Kritsonis
This article examines how sociological imagination of the individuals living in southeastern Turkey is constructed through Movie, The Bliss. Traditional and modern forms of life are symbolically constructed in this movie. The framework of “honor killing,” “masculinity in southeastern Turkey," “cultural deficiency,” and “othering” will be analyzed to explicate how stereotypical southeastern characters are reproduced. Content analysis technique is applied to interpret apparent and latent contents, contexts, aspects and so forth. Developed categories are revisited through Ibn Khaldun's Typology, cultural deficiency theory, Tonnies’ theory, Durkheim’s view on society, and Goffman’s framing process.
William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982)
Research topic Impact of modern technology in education1. Intmyrljjcpoarch
Research topic: Impact of modern technology in education
1. Introduction
Over the past few years, there has been a significant increase in the use of modern technology in the education sector (Wankel, & Blessinger 162). Internet access and the availability of computer technologies have also increased and this has impacted the education sector in many ways.
Statement of the problem
Educators have a lot of interest in determining if the resources, time and money invested in modern technology has a positive impact on education. Education entails many aspects and therefore there is a great need to determine how the major aspects of education are affected by technology.
Purpose of the study
The objective of the study is to examine the impact of the use of technology in the education sector.
The research project will seek to answer the following questions:
What is the effect of technology on interactions of learners?
What is the impact on technology on the delivery of the curriculum?
What is the effect of technology on second language acquisition?
2. Literature review
This section will include a comprehensive analysis of existing studies on the impact of technology on education. The data and information will be collected from books and peer-reviewed articles.
3. Research methodology and design
The study will use both qualitative and quantitive research so as to come up with reliable findings on the effect of technology on education. In order to meet the objectives of the research, the study will use both secondary and primary data. The secondary data will greatly contribute to the background of the study. The primary data will be collected through questionnaires and interviews.
4. Findings and analysis
This section will show an outline of the findings of the study. The data will be presented in graphs, columns, and rows etc. This will help in evaluating the data to come up with clear and reliable conclusions.
5. Conclusion and significance of the study
A conclusion of the study will be reached after analyzing the findings. The intention of this study is to make any correction on how technology is used to improve the delivery of education curriculum.
References
Ng, Eugenia M., Nikos Karacapilidis, and Mahesh S. Raisinghani. Evaluating the impact of technology on learning, teaching, and designing curriculum : emerging trends. Hershey, PA: Information Science Reference, 2012. Print.
Wankel, Laura A., and Patrick Blessinger. Increasing Student Engagement and Retention Using Immersive Interfaces : Virtual Worlds, Gaming, and Simulation. Bingley, U.K: Emerald, 2012. Print.
...
Impact of technology on teaching and learningSteven Poast
The benefits of technology in the traditional and online classrooms are reviewed. Student performance and perception are researched to see positive impacts in educational environment.
Creativity in the Classroom Nacc 2016 ConferenceTania Sterling
Introducing creativity into the classroom doesn't have to make the harder; it can actually make it a lot more interesting for instructors and learners. This session addresses what creativity is, why creativity is important now more than ever, and provides easy and engaging suggestions for bringing creativity to teaching and learning.
"The Effect of Reading Test Mode Interchangeability and Student Assessment Preferences"
ABSTRACT
Computer-based testing (CBT) in education is on the rise; however, researchers question
the interchangeability of CBT and pencil-based testing (PBT). Educators and leaders need to consider test mode interchangeability and student assessment preference prior to adopting CBT in K-8 schools. Following the new literacies theory, this mixed methods study examined test mode preference, the effect on achievement, and factors that influenced student preferences. Research questions investigated participants’ computer attitudes and use to determine test mode preference, the impact of test mode and test mode preference on achievement, and factors that influence testing preferences. This sequential explanatory within-group design included 2 online surveys and 2 reading tests in CBT and PBT formats. Paired-sample t tests were used to analyze reading test data preferred and nonpreferred test modes and across CBT and PBT test modes. Qualitative themes were generated and coded using an inductive approach, and patterns among data were analyzed. Findings revealed that all participants used technology regularly at home and at school, and most students preferred CBT over PBT. Quantitatively, there were no significant differences in reading achievement between students’ preferred and nonpreferred test modes or between CBT and PBT test formats. Qualitative analysis indicated that students who chose PBT as their preferred test mode did so due to their familiarity with the format. Overall, results supported the idea that CBT and PBT were interchangeable. Implications for positive social change include increasing teachers’ effective use of testing modes to improve student confidence, which may translate into improved student achievement.
For Ontario educators interested in the ppt that Janice and I did at our Oct 22 PA Day regarding Growing Success, feel free to adapt this presentation for your purposes.
The workshop provided hands-on team writing time to create constructive, parent-friendly Learning Skills and Academic comments for the NEW upcoming Elementary Progress Report.
Let me know if this is helpful!
@taniasterling
1. AN INVESTIGATION OF THE RELATIONSHIP BETWEEN THE MODE OF READING ASSESSMENT AND INSTRUCTION, AND READING ACHIEVEMENT OF GRADE SIX STUDENTS Tania Sterling Walden University EDUC 8030-10 Dr. Mitchell Olson Does Alignment Matter? Group 2 February 26, 2010
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12. Research Questions blog.patientslikeme.com/2008/10/ Q1. What prior experience with technology use at home and at school, and attitudes about technology do students possess? (Qualitative) Q2. Is there a difference in the reading achievement results on pencil-paper and computer-based reading tests of grade six males and females with or without regular access to technology at home and at school? (Quantitative) Q3. How does aligning the mode of literacy instruction and the mode of literacy assessment impact student achievement? (Both)
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16. New Literacies Defined Theoretical Framework #1 http://www.edutopia.org/images/graphics/fea_programming.jpg The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICT to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. (Leu, Kinzer, Coiro, and Cammack, 2004, p.1).
21. 3 rd largest district in Ontario, Canada More than 112,000 pupils,10,000+ staff 92 schools Research Context Theoretical Framework #2 Rationale for Research Design
22. The role of policy Rationale for Research Design
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27. Interested in finding out more…? Visit my wiki at http://learning- leadingbydesign.wikispaces.com / NEW
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Editor's Notes
Hook: Identifies your connection to the interest area--perhaps a student or illustration that defines or characterizes the problem. An example might be a short bio on a particular student that defines your interest in the topic area.
Today’s learner interacts with a whole variety of electronic and social networking tools. We need to help bring the gap between the tools they are accessing outside of school, and those they interact with inside of school.
Today’s learner interacts with a whole variety of electronic and social networking tools. We need to help bring the gap between the tools they are accessing outside of school, and those they interact with inside of school. When the teaching methods used and the assessment tasks are not aligned to the learning activities assumed in the intended outcomes, the learner fails to find relevance in what is being taught and measured. The theory of constructive alignment (Biggs 1999; 2003) whereby the mode of literacy instruction is aligned with literacy assessment may provide a solution to this problem.
Purpose Research Questions Theoretical Frameworks & Empirical Research Diagram of Proposed Inquiry Rationale for Design Proposed Significance References
Particular to the proposed reading test mode investigation, pencil-based reading assessments are still predominantly used to assess the literacy achievement of learners who frequently use technology and new literacies at home and at school (Ibid).
Research indicates an overwhelming trend to use computer-based testing (CBT) to measure achievement (Wang, S., Jiao, H., Young, M., Brooks, T., & Olson, J., 2008). While the advantages over traditional pencil-based tests are many, researchers question the equivalency and inter-changeability of results between these two test modes. This paper proposes an investigation of the relationship between pencil-paper and computer-based tests, and student reading achievement in classrooms where technology is integral to literacy teaching and learning. Constructivist theories that support computer-based instruction and assessment are discussed and test mode research from the past five years is critically analyzed. This paper concludes with implications of this review on the proposed reading test mode study. Before changing reading assessments from pencil-paper to computer-based testing formats in Ontario, it is not only important to understand the learning theories that support computer-based instruction; comprehending “the impact of different test administration modes on reading scores” (Wang et al., 2008, p. 10) is imperative.
Research indicates an overwhelming trend to use computer-based testing (CBT) to measure achievement (Wang, S., Jiao, H., Young, M., Brooks, T., & Olson, J., 2008). While the advantages over traditional pencil-based tests are many, researchers question the equivalency and inter-changeability of results between these two test modes. This paper proposes an investigation of the relationship between pencil-paper and computer-based tests, and student reading achievement in classrooms where technology is integral to literacy teaching and learning. Constructivist theories that support computer-based instruction and assessment are discussed and test mode research from the past five years is critically analyzed. This paper concludes with implications of this review on the proposed reading test mode study. Before changing reading assessments from pencil-paper to computer-based testing formats in Ontario, it is not only important to understand the learning theories that support computer-based instruction; comprehending “the impact of different test administration modes on reading scores” (Wang et al., 2008, p. 10) is imperative.
Research indicates an overwhelming trend to use computer-based testing (CBT) to measure achievement (Wang, S., Jiao, H., Young, M., Brooks, T., & Olson, J., 2008). While the advantages over traditional pencil-based tests are many, researchers question the equivalency and inter-changeability of results between these two test modes. This paper proposes an investigation of the relationship between pencil-paper and computer-based tests, and student reading achievement in classrooms where technology is integral to literacy teaching and learning. Constructivist theories that support computer-based instruction and assessment are discussed and test mode research from the past five years is critically analyzed. This paper concludes with implications of this review on the proposed reading test mode study. Before changing reading assessments from pencil-paper to computer-based testing formats in Ontario, it is not only important to understand the learning theories that support computer-based instruction; comprehending “the impact of different test administration modes on reading scores” (Wang et al., 2008, p. 10) is imperative.
3 part mixed methods sequential exploratory design involving a total of 30 students randomly selected from 2 grade six classrooms in YRDSB: classroom A is part of a technology demonstration classroom program called Literacy@School and is therefore outfitted with additional hardware and software to support teaching and learning. Teacher A also attends professional development to learn and share effective technology integration strategies. Classroom B and teacher B do not have access to additional hardware, training or technology support. Phase 1: Qualitative investigation (phase one), students will complete an online survey to gauge their prior experience using computers at home and at school, as well as their attitudes to on and off computer literacy learning. The teacher participants will complete a similar online survey to identify specific new digital literacies, strategies and skills that they are, or are not employing during literacy instruction. Phase Two: Quantitative, students will complete three reading tests of varying modes over a six week period. Achievement results will be shared with students between test modes. Test #1 will be done on the computer; reading assessment #2 will be administered using pencil-paper; and students will then choose and complete a third reading assessment using the test mode of their choice. Students will be stratified according to gender, reading achievement, and test mode preference. Phase Three: Qualitative, a representative sub-sample of respondents from all classrooms will participate in semi-structured face-to-face interviews regarding their test-mode preference and overall experience. Discussions will be audio recorded and transcribed for data analysis, and the researcher will make field notes. This sequential explanatory design will allow for priority to be placed on the students’ reading test mode data gathered from the three separate reading assessments in phase two.
Q1. What prior experience with technology use at home and at school, and attitudes about technology do students possess? (Qualitative) Q2. Is there a difference in the reading achievement results on pencil-paper and computer-based reading tests of grade six males and females with or without regular access to technology at home and at school? (Quantitative) Q3. How does aligning the mode of literacy instruction and the mode of literacy assessment impact student achievement? (Both)
Text in today’s world is shifting from the printed page to electronic formats. Therefore, today’s learner interprets meaning from a variety of media including the Internet. The new literacies of the Internet and other ICTs include the skills, strategies, and dispositions necessary to successfully use and adapt to the rapidly changing information and communication technologies and contexts that continuously emerge in our world and influence all areas of our personal and professional lives. These new literacies allow us to use the Internet and other ICT to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. (page 1).
Emerging technologies and the Internet are drastically changing the way students receive and produce information everyday. New literacies demand a change in the way we teach and assess literacy (Leu, Kinzer, Coiro, & Cammack, 2004). CLICK-read definition In an interview with Mokhtari, Kymes, and Edwards (2008), the Connecticut new literacies team further emphasize the importance of figuring out how to assess the new literacies (p. 355).
This is the new learning environment that promotes and establishes the 21 st century literacies, and we have many tools already available to assist us to support a 21 st century approach to learning. Let’s use them to promote positive use and help student prepare for the world of work, post secondary education and life long learning? And in doing so we ensure our students will demonstrate positive use of ICT and they will be able to find, locate, synthesize, evaluate and present information and ideas, and they will be the literate graduates of the 21 st century.
Fortunately, CA might help: Therefore, quality literacy learning in today’s elementary classrooms in Ontario should align the revised Language curriculum expectations (what?) with their instruction (how?) and assessment strategies (how well?). In relation to the proposed investigation, literacy teachers who use new literacies and ICT strategies to instruct reading, should use new literacies and ICT to assess reading
As cited in Becta’s report (2002), when teachers use ICT in their classrooms, a student’s commitment to learning increases and learners are very eager to work using ICT on their own time, before and after school. Furthermore, when students use ICT in their learning they seem to work more independently during regularly timetabled sessions and take more responsibility for their own learning (Harris & Kington, 2002). While some report that ICT embedded instruction and online knowledge building forums improve students’ higher order thinking (Kanuka, 2005) and problem solving skills, meta-cognition, and conceptual understandings (Chan & van Aalst, 2004), unanswered questions remain “about the impact of technology in the long and short term on students’ learning, and how it has affected simple and complex learning tasks” (Cox & Marshall, 2007, p. 59). Questions surrounding literacy teaching and learning, “assessment, curriculum, and teacher education, and how these are impacted by present and emerging technologies, must be addressed if we are to shape theories and pedagogies of literacy that dynamically respond to social and technological change” (Leu, Kinzer, Coiro & Cammack, 2004, p.1).
Describe YRDSB context
To bridge the gap between outside and inside literacies, the Ontario Ministry of Education revised its 1-8 Language curriculum (2006) to include a fourth strand called Media Literacy . Now in its fourth year of implementation however , the new literacies curriculum is still not aligned with new approaches to literacy assessment.
Describe rationale for selecting my sample
When educators better understand the way learners are reading, the type of reading will be valued, and learners might perceive themselves more as readers. This has the ability to impact social change because the needs of learners will be better met, and students will be better prepared for the emerging world of work that lies ahead for them. Who are the stakeholders and main players? What will its importance be to students, families, instructors, administrators, and community partners? How will your work impact a larger context?
Provide a conclusion that has an application for others in your audience: Provide links to websites that will help the audience be informed or equipped Highlight important articles they should know about or that inform them about your topic Include suggestions for navigating your problem better
Provide a conclusion that has an application for others in your audience: Provide links to websites that will help the audience be informed or equipped Highlight important articles they should know about or that inform them about your topic Include suggestions for navigating your problem better