Scholars Day_2016.pptx
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This document summarizes a study investigating multitasking with technology in academic settings. The study developed a conceptual model of factors that influence multitasking, including technology factors. It describes a survey and experiment methodology involving students in China and the US. The results showed that using technology while studying increases time and decreases accuracy. Multitasking reduces learning efficiency. Technology use during class also impacts information retention, though strong self-control may mitigate these effects. The study aims to further examine how technology-based factors influence multitasking and academic performance.
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This document outlines an agenda to investigate multitasking with technology in academic settings. It discusses motivation from psychology and education perspectives, current classroom multitasking behaviors, and presents the research question on factors that cause and are impacted by academic multitasking with a focus on technology's role. The conceptual model identifies various individual and task-related factors. Background sections cover multitasking effects on learning and information retention, and studies on laptop use, time spent multitasking, and cognitive load theory in relation to technology use.
94f6d7e04a4d452
This document discusses perspectives from parents who support the use of technology in schools. It provides several key points:
1) Many parents today are computer literate and use technology in their own lives, recognizing the benefits it can provide their children.
2) Parents acknowledge that technology exposure at school benefits students, especially those without access at home, helping prepare them for global competitiveness.
3) Research shows technology can increase academic achievement for both general and special education students when utilized properly in schools.
University of Michigan CRLT Study of LectureTools and Laptop Use
The document summarizes findings from a study on the effective use of laptops in classrooms using the LectureTools software. Key findings include:
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- When used intentionally to support pedagogy through activities, feedback, and participation, LectureTools had a positive impact on teaching and learning according to student and instructor surveys and interviews. However, distraction remains a challenge.
Alt2013 Expectations and reality: experiences of implementing mobile devices ...
This document summarizes a study on the implementation of mobile devices in two Scottish primary and secondary schools. Teachers were surveyed before and during the study about their expectations and experiences. One primary school provided iPod Touches to all students, which they used both in and out of school. While teachers expected benefits like access to resources and interactive learning, challenges included technical issues, finding meaningful uses, and developing skills. Many challenges were resolved through management strategies, but teachers still struggled with pressure to keep apps updated and fully utilizing the technology's potential. More research is needed on supporting teachers long-term.
Rs persuasive argument presentation
This document discusses how educational technology can benefit students in 5 key areas:
1. Individual and whole-class instruction - Technology allows for customized learning for each student and increased engagement through tools like laptops and group activities.
2. Higher-order thinking skills - Technology provides opportunities for research, analysis, and evaluation through resources like interactive videos and online discussions.
3. Connection to multiple learning styles - Different technologies support visual, auditory, and hands-on learners through tools like SMART Boards and online materials.
4. Learning abilities of students with impairments - Technology helps students with visual and hearing impairments participate in individual and group learning.
5. Workforce preparation skills
Meda5400TechnologyIntegrationPlanning(TIP)Model
This document describes the Technology Integration Model (TIP) which is a 5-phase process for integrating technology into teaching based on the work of M.D. Roblyer. The 5 phases are: 1) Determine relative advantage of using technology; 2) Decide on objectives and assessments; 3) Design integration strategies; 4) Prepare the instructional environment; 5) Evaluate and revise integration strategies. Each phase involves answering key questions to guide teachers through planning, implementation, and evaluation of technology integration. The goal is to ensure efficient and successful use of technology to address instructional problems and meet learning objectives.
2017 MassCUE Presentation: Evaluating Your 1:1 Learning Program: One District...
This document outlines the goals and process of an evaluation conducted by the Mendon-Upton Regional School District (MURSD) of their 1-to-1 iPad program. The goals were to provide a structure for evaluating 1-to-1 learning programs, identify core values, and design evaluation questions. MURSD worked with external evaluators who used surveys, observations, and focus groups to assess how iPads were being used for communication, collaboration, and innovation. The evaluation found benefits but also recommended enriching pedagogy and focusing professional development on curriculum. It emphasized being transparent about program goals and using evaluation to improve instruction.
Design based for lisbon 2011
The document summarizes a seminar on research methods in distance education, with a focus on design-based research. It discusses four main research paradigms - quantitative, qualitative, critical, and design-based research. Design-based research is presented as a methodology developed by educators that focuses on iterative design, testing, and evaluation of learning innovations in authentic contexts. Examples of design-based research studies and results from a survey on social software use among distance learners are also summarized.
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This document discusses parents' perspectives on using technology in schools. It notes that many parents today are computer literate and recognize the benefits of exposing children to technology to prepare them for the future workforce. Research shows that increased parental involvement through technologies like online grade access improves student achievement, attendance, and test scores. The document also addresses ensuring equity for all students when using technology, even for those without home computer or internet access. Overall, parents approve of and utilize technology in schools to help students succeed academically.
Technology-Enhanced-Assessment-for-Learning.pptx
This document discusses technology-enhanced assessment and its use in evaluating student learning. It defines technology-enhanced assessment as using technology to support the management and delivery of assessments. Some key points:
- Technology can be used to deliver questions via devices and allow interactive question types. It also enables automated scoring and feedback.
- Assessments range from presenting traditional questions digitally to innovative question types that maximize student-question interaction to personalized assessments informed by student models.
- Design considerations include accessibility, question types, and addressing technology and security issues.
- Examples of technology-enhanced assessments mentioned are PISA, TIMSS, and ALL surveys which introduce more effective assessment methods and tools. PISA 2018 results for the Philippines
080117 Peeking Over The Horizon
Technology is changing higher education in fundamental ways. It affects how students learn and interact, creating opportunities to enhance communication and connect in new forms. While technology poses threats if institutions do not adapt, it can also leverage existing activities and reduce barriers if universities explore how to integrate it effectively in teaching and learning. Recent studies show most students now use technology extensively, including for academic purposes, indicating it must be addressed as part of the student experience.
Making connections: Global Student Technology Survey
In late 2017, Learning and Teaching Services launched the first ever Navitas Global Student Technology Survey, building on several years of teacher and student research and input from stakeholders around the world. Our findings highlight some familiar aspects of technology and its potential to connect people, places, systems and experiences in learning and teaching, helping us to make connections across seemingly disparate colleges and learning contexts.
In this presentation, Lucy and Kooshan provide a quick tour of the big picture using data gathered from 7,240 participants studying at 96 Navitas colleges in 26 countries around the world, exploring themes such as trends in mobile, supporting student community and providing the foundations for a seamless digital experience.
Consultant
The document discusses the need for support services to prepare K-12 students for online learning. It recommends assessing students' technology skills, access to tools, study habits, lifestyle, goals, and learning preferences to determine their readiness. An interactive online assessment tool is proposed that would provide feedback to help students decide if online learning is appropriate given these factors. Having measures to ensure student success in online programs is important to increase graduation rates.
Usability Analysis of Educational Information Systems from Student’s Perspective
This paper is presented in Proceedings of the 2020 International Conference on Big Data in Management organized by the University of Manchester UK.
Kitpatrik model
Study one surveyed men and women's attitudes toward computer technology, finding differences in comfort levels. Study two used an observation tool to assess how essential technology was to teaching and learning, listing the specific technologies used by students. Study three examined how reaction and learning predict job performance in an Air Force technical training program, presenting statements about course materials, presentation, and extracurricular activities.
RIDE 2010 presentation - Formative assessment practices in distance learning:...
RIDE 2010 presentation - Formative assessment practices in distance learning:...Centre for Distance Education
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Assessment Strand by Dr Stylianos Hatzipanagos, Lecturer in Higher education/Head of e-learning, King’s College London. Teaching and Research Award Holder.
More details at www.cde.london.ac.uk.
Teacher Design Decisions during Technology Integration
The document summarizes research on how teachers design lessons that integrate technology. It finds that teachers integrate technology in varying degrees and are influenced by their pedagogical beliefs, contextual factors, and backgrounds. The researcher observed teachers as they designed lessons, analyzed the lessons, and interviewed the teachers. The results showed that teachers focused more on teacher-based strategies than student-centered ones and used technology mostly for lower-level thinking. Teachers' technology integration was also affected by the support and priorities in their schools. The researcher suggests improving pre-service teacher education and in-service professional development focused on effective technology integration.
Self directed learning in future learn courses using the Bouchard framework
This brief presentation was given during the FutureLearn Academic Network event at the CALRG confereence in The Open University, Milton Keynes, United Kingdom on June 2015.
Similar to Scholars Day_2016.pptx (20)
University of Michigan CRLT Study of LectureTools and Laptop Use
University of Michigan CRLT Study of LectureTools and Laptop Use
Alt2013 Expectations and reality: experiences of implementing mobile devices ...
Alt2013 Expectations and reality: experiences of implementing mobile devices ...
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2017 MassCUE Presentation: Evaluating Your 1:1 Learning Program: One District...
Making connections: Global Student Technology Survey
Making connections: Global Student Technology Survey
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Usability Analysis of Educational Information Systems from Student’s Perspective
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RIDE 2010 presentation - Formative assessment practices in distance learning:...
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Teacher Design Decisions during Technology Integration
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Self directed learning in future learn courses using the Bouchard framework
Scholars Day_2016.pptx
- 1. Investigating Multitasking with Technology In Academic Settings Yangyan Dong Faculty Advisor: Mehruz Kamal Scholars Day 2016
- 2. AGENDA • Introduction • Conceptual Model • Methodology • Technology-based Factors • Conclusion
- 3. •Cannot live without using technology •Enjoy using different technologies •Doing multiple things at same time => Habit INTRODUCTION
- 4. CONCEPTUAL MODEL Multitasking Motivation and Intention Metacognition Age Similarity of Tasks Difficulty of Tasks Time Factors Social Factors External Distractions Practice/Training Availability of Media Unstructured vs. Structured Use of Technology Mental Factors Types of Software Technologies Performance Productivity Health Processing of Information Teaching Methods Learning/ Learning Processes Attention/ Level of Focus Relationships Satisfaction Distractibility Assessing Importance of Information Number of Tasks or Media
- 5. Methodology 1. Survey – Questions were formulated from the factors from the conceptual model – Quantitative analysis of survey data – Correlated data to quiz scores • Grouped into two groups (below 75 or above 75) CHN USA # of Students 40 42 Class Types Senior of High School Freshman / Senior of College Age 17 -19 17 - 24 2. Experiment – Grouped into two groups (Control Group(18) and Experimental Group(18)) – Observation • Freshman / Senior of College
- 6. Do you think you can multitask?
- 7. WHAT’S HAPPENING IN CLASSROOMS NOW... • Replying Email • Checking FaceBook • Online Shopping • Taking Notes • Doing Homework • Daydream
- 8. RESEARCH QUESTION • What are the factors that cause, and, are impacted by multitasking in academic settings? –What role does technology-based factors have to play in the same context?
- 9. MULTITASKING IN ACADEMIC SETTINGS • Multitasking adequately affects an individual’s ability to (Rekart 2011) – Retain Information – Learn Effectively
- 10. ROLE OF TECHNOLOGY • The Impact Of Using Laptop While Attending A Lecture – Using laptop receive lower grades (Hembrooke and Gay 2003)
- 11. Experiment (USA) ● 14.26 % of students did not use any technology devices ● 85.74% of students used at least one technology devices during the class time
- 12. • The effect on retention of Information – The Cognitive Load Theory (CLT) ROLE OF TECHNOLOGY (CONT.)
- 13. Experiment (China) – The second task with the higher level of cognitive load will affect the main task (Lee, Lin & Robertson 2012)
- 14. Technology-based Factors External Distractions Availability of Media Unstructured VS Structured Use of Technology Types of Software Technology
- 16. • Do you usually listen to music when you are studying?
- 17. • Do you usually text with your friends when you are studying?
- 18. ● If you put your cellphone and laptop in front of you, will those distract your attention?
- 19. TYPES OF SOFTWARE TECHNOLOGIES
- 20. Observation (US)
- 21. • Do you usually listen to music & Text with your friends when you are studying?
- 22. UNSTRUCTURED VS. STRUCTURED USE OF TECHNOLOGY
- 23. ● Taking notes on the laptop/tablet causes some form of distraction
- 24. Summary of Results ● Using technology device while studying will increase the time consume and decrease the accuracy ● Doing multiple things while studying will decrease learning efficiency ● Studying environment is a factor to determine the role of multitasking ● Using technology devices during class time will impact the ability to retain information ● Having a strong self-control may overcome the impact of using technology while studying
- 25. CONCLUSION • Investigate Factors –Ongoing experiments based on Technology-Based Factors • Contribution –Academic –Information Systems Practitioners