The document summarizes research on how technology has influenced secondary writing instruction and assessment since the implementation of NCLB in 2002. It reviewed 46 articles on this topic. Three main themes emerged from the research: 1) Technology can improve writing and student expertise by allowing access to primary sources and supporting analytic writing. 2) Technology supports writing through social interaction and motivation by allowing social construction of learning and multimedia support. 3) Technology promotes deeper understanding and discourse by allowing students to cross boundaries, pool expertise, and bring out-of-school literacy into the classroom. Assessment research found technology motivates students and provides efficient feedback, especially for special populations. The implications are that technology must be well supported by teachers and more funding is needed for appropriate
The student experience of a collaborative e-learning university module. Miche...eraser Juan JosÊ Calderón
Â
The student experience of a collaborative e-learning university module
 Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
TEACHER EDUCATORSâ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Â
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachersâ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is âTeacher Educatorsâ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli Districtâ. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educatorsâ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
The student experience of a collaborative e-learning university module. Miche...eraser Juan JosÊ Calderón
Â
The student experience of a collaborative e-learning university module
 Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
TEACHER EDUCATORSâ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Â
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachersâ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is âTeacher Educatorsâ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli Districtâ. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educatorsâ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Â
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
Â
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Technology Applicability Framework (TAF) âa tool for scaling up and monitoring of Water, Sanitation and Hygiene Technologies for providing sustainable service delivery
By AndrĂŠ Olschewski and Benedict Tuffuor.
First, I welcome you to the new Ericsson Technology Review. For some months now, we have been working on how to continue to deliver our in-depth technical insights this journal is renowned for, but also how to offer a broader perspective on technology developments in ICT. So here it is...
I am delighted to be able to share some of my thoughts and the stories of Ericsson experts â their perspectives, concerns, and insights on advancements being made in technology.
Perhaps the most obvious change weâve made is the name of the journal. As industries merge, overlap, and collaborate more, we find ourselves changing too. I daresay the situation is the same everywhere. Today, Ericssonâs experts have different sets of skills compared with just a few years ago. Our customers also have different problems: subscribers are more demanding, and technology is more complex as it weaves its way deeper into the fabric of our lives. Some of the people I have conversations with today work in businesses that didnât exist, even a couple of years ago. So, in an attempt to clarify what this journal is about (reviewing technology), we added the word technology to its name.
To our long-standing readers, I would like to emphasize that the fundamental nature of our content â in-depth analyses of specific technologies, their consequences and benefits â hasnât changed.
The biggest change comes in the form of a new technology trends section. As the CTO of a global ICT player, I am in the fortunate position of hearing about all kinds of innovations that are shaping our industry, and I get to hear them from the multiple perspectives of many different experts. And while technology development often follows an innumerable set of investigation paths, some of them tend to stick out. So, together with a couple of Ericsson experts, I have highlighted the five trends that I believe all of us in ICT should keep an eye on in the coming year. I'd say that virtualization, network slices, more data, more mobile, security, and billions of things are today's primary drivers in ICT.
Otherwise, itâs business as usual... Every month, we publish a new article online. Perhaps not surprisingly, 5G is on the agenda, including a vision for the core network, how transport networks will need to evolve, and how 5g will enable remote control. Weâll round off the year with some insights into cryptography and designing secure algorithms.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Â
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
Mc collum, dixie effects of a speech to-text software nfsej v25 n1 2014William Kritsonis
Â
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Technology Applicability Framework (TAF) âa tool for scaling up and monitoring of Water, Sanitation and Hygiene Technologies for providing sustainable service delivery
By AndrĂŠ Olschewski and Benedict Tuffuor.
First, I welcome you to the new Ericsson Technology Review. For some months now, we have been working on how to continue to deliver our in-depth technical insights this journal is renowned for, but also how to offer a broader perspective on technology developments in ICT. So here it is...
I am delighted to be able to share some of my thoughts and the stories of Ericsson experts â their perspectives, concerns, and insights on advancements being made in technology.
Perhaps the most obvious change weâve made is the name of the journal. As industries merge, overlap, and collaborate more, we find ourselves changing too. I daresay the situation is the same everywhere. Today, Ericssonâs experts have different sets of skills compared with just a few years ago. Our customers also have different problems: subscribers are more demanding, and technology is more complex as it weaves its way deeper into the fabric of our lives. Some of the people I have conversations with today work in businesses that didnât exist, even a couple of years ago. So, in an attempt to clarify what this journal is about (reviewing technology), we added the word technology to its name.
To our long-standing readers, I would like to emphasize that the fundamental nature of our content â in-depth analyses of specific technologies, their consequences and benefits â hasnât changed.
The biggest change comes in the form of a new technology trends section. As the CTO of a global ICT player, I am in the fortunate position of hearing about all kinds of innovations that are shaping our industry, and I get to hear them from the multiple perspectives of many different experts. And while technology development often follows an innumerable set of investigation paths, some of them tend to stick out. So, together with a couple of Ericsson experts, I have highlighted the five trends that I believe all of us in ICT should keep an eye on in the coming year. I'd say that virtualization, network slices, more data, more mobile, security, and billions of things are today's primary drivers in ICT.
Otherwise, itâs business as usual... Every month, we publish a new article online. Perhaps not surprisingly, 5G is on the agenda, including a vision for the core network, how transport networks will need to evolve, and how 5g will enable remote control. Weâll round off the year with some insights into cryptography and designing secure algorithms.
Workshop presentation given at the BALEAP biennial conference (The Janus Moment in EAP: Revisiting the Past and Building the Future) in Nottingham on April 20, 2013 by Martin Barge, Alannah Fitzgerald and William Tweddle. http://baleap.org.uk/events/event-6/
Using the Technology Applicability Framework (TAF) tool for Urine Dry Diverti...IRC
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By Yacouba NoĂŤl Coulibaly, WSA-Burkina Faso. Prepared for the Monitoring sustainable WASH service delivery symposium, Addis Ababa, Ethiopia, 9-11 April 2013.
Here is my Technology Assessment I have created for 8 Tech-Tools I learned from ED451 class! I hope you try these tools out yourself! They're all awesome!
The national CSO forum in Uganda is organized by the national NGO network (NGO-Forum) and has representation from all sectors. Here WASHTech, represented by Simon Peter Sekuma, presented the technology assessement framework (TAF) and the results from the testing.
Internet and Higher Education 7 (2004) 59â70Improving online.docxmariuse18nolet
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Internet and Higher Education 7 (2004) 59â70
Improving online learning: Student perceptions of useful
and challenging characteristics
Liyan Song*, Ernise S. Singleton, Janette R. Hill, Myung Hwa Koh
University of Georgia, 604 Aderhold Hall, Athens, GA 30602, USA
Received 4 September 2003; received in revised form 3 November 2003; accepted 4 November 2003
Abstract
Online courses and programs continue to grow in higher education settings. Students are increasingly
demanding online access, and universities and colleges are working to meet the demands. Yet many questions
remain re: the viability and veracity of online learning, particularly from the learner perspective. The purpose of
this study was to gain insights into learnersâ perceptions of online learning. Seventy-six (76) graduate students
were surveyed to identify helpful components and perceived challenges based on their online learning experiences.
Results of the study indicated that most learners agreed that course design, learner motivation, time management,
and comfortableness with online technologies impact the success of an online learning experience. Participants
indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in
understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are
provided.
D 2004 Elsevier Inc. All rights reserved.
Keywords: Student perceptions; Online learning; Implication strategies
1. Introduction
What makes a learner successful in an online environment? What creates barriers or challenges?
Answers to these questions, among others, gain increasing importance as Internet technologies become
more readily available and accessible, in formal and informal contexts (Hofmann, 2002). By the year
1997, there were more than 762 institutions in the United States alone that offered courses at a distance
(Gubernick and Ebeling, 1997, as cited in Cereijo, Young, & Wilhelm, 1999). The Making the Virtual
1096-7516/$ - see front matter D 2004 Elsevier Inc. All rights reserved.
doi:10.1016/j.iheduc.2003.11.003
* Corresponding author. Tel.: +1-706-542-3810; fax: +1-706-542-4032.
E-mail address: [email protected] (L. Song).
L. Song et al. / Internet and Higher Education 7 (2004) 59â7060
Classroom a Reality (MVCR) online program at the University of Illinois alone had admitted over
1000 individuals from various states and foreign countries by December 2002 (Santovec, 2003). Some
of the top institutions in the United States (e.g., MIT, Indiana University, Pennsylvania State
University) are offering entire degree programs on line, ranging from business to education, criminal
justice to nursing.
In addition to programs and courses, most universities now require access to basic course information
on line (Leonard & Guha, 2001). This includes information such as the syllabus, resource lists, and
office hours for the instructor. At University of Ca.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
Â
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Â
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
Â
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Â
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Â
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Â
Secondary writing instruction and assessment since nclb a review of the literature as it relates to technology (1)
1. Secondary Writing Instruction and
Assessment Since NCLB: A Review of
the Literature as it Relates to
Technology
Matthew U. Blankenship, M.Ed.
Erin E. Margarella , M.Ed., M.A.
Jenifer J. Schneider, Ph.D.
3. Objectives
Determine how technology has influenced writing
instruction in the secondary classroom since the
implementation of NCLB in 2002.
Determine how technology has influenced writing
assessment in the secondary classroom since
the implementation of NCLB in 2002.
4. Methods
Database search
ERIC
Education Full Text
Hand Search
Written Communication
Journal of Adolescent and Adult Education
Delimitations:
Only student writing and technology
Only studies conducted in the US
Only middle and high school students
Search cut off 2002 NCLB- March 2012
Research in Peer Reviewed Journals
5. Data Sources
Mean
s
Search Terms # of Hits
# of
Usable
Hits
Why Eliminated?
DatabaseSearchof
EducationFullText
âWriting + assessment + technology +
secondaryâ
1 1 N/A
âWriting + assessment + technology + high
schoolâ
4 0
1 repeat, other three focused on
behavior
âWriting + assessment + technology + middle
schoolâ
0 0 N/A
âWriting + Instruction+ technology + secondaryâ 11 7
Countries outside of US,
elementary studies
âWriting + Instruction+ technology + high
schoolâ
13 8
Repeat studies, countries outside
of US
âWriting + instruction+ technology + middle
schoolâ
10 5 Repeat articles
DatabasesearchofERIC
âWriting + assessment + technology +
secondaryâ
24 11
Outside of US, secondary research
questions, teacher writing,
professional development.
âWriting + assessment + technology + high
schoolâ
10 1
1 repeat, outside US, college
students, in service teachers
âWriting + assessment + technology + middle
schoolâ
3 2 Teacher focused
âWriting + Instruction+ technology + secondaryâ 19 4
Outside US, Teacher focus,
elementary
âWriting + Instruction+ technology + high
schoolâ
1 0 Pre-service teachers
6. Data Sources Cont.
Mean
s
Focused Key Terms Year # of Articles
HandSearchof
âWrittenCommunicationâ
Writing instruction+technology + secondary OR
high school OR middle school
20-02 â 2006 0
2007 1
2008 4
2009 0
2010 2
2011 â 2012 0
Writing + assessment+ technology + secondary
OR
high school OR middle school
2002 â 2012 0*
* Going to revisit for closer look
46 total articles reviewed
8. Tenets of Writing to Learn
Writing is a social act; talk is part of the process
Writing is a process; there are many writing processes
We get better at writing by writing
To invest in writing, students need choice, response, and time
Clear, logical writing reflects clear, logical thinking. Because students think in
all content areas, it follows that students should write in all content areas
Writing is communication; the ability to communicate is essential
Fluency must be developed before clarity; clarity (control) must be developed
before accuracy and correctness (precision). Writers need to get it down
before they worry about getting it right.
(Graves, 1994)
9. Tenets of Technology Use
to Support Learning
Classroom instruction and information management
can be strengthened through the efficient use of
technology
Technology can support student learning
The information explosion requires that appropriate
changes in curriculum and instructional delivery take
place
Students need to know how to access and select
from the avalanche of information to help them solve
problems
Technology can and should facilitate the rethinking
and the restructuring of what takes place in the
classroom
(Nicolini, 2007)
12. Instructional Results
3 Main Themes
Technology can improve writing and overall
student expertise
Technology can support writing through social
interaction and increase levels of motivation
Technology can promote a deeper level of
understanding and discourse within and among
students
13. Instructional Results
Technology can improve writing and overall student
expertise
Unmediated Primary Source Examination (Harris,
2002)
Access has traditionally been very limited
Helps support, but not rely on the textbook
Analytic writing is supported (Fasulo, Girardet,
&Pontecorvo, 1998)
Expert vs. Novice paradigm (Wineburg, 1991)
âTeachers can help create environments where
students can be researchers and creators of products
for reports, becoming experts in certain subjectsâ
(Wissick, 1996).
14. Instructional Results
Multimedia Support of Writing Through Social
Interaction
Social construction of learning through community
and collaboration (Vygotsky, 1962, Graves, 1994)
Students gain a sense of independence and remain
motivated to engage in the writing process as they
work in a multimedia environment (Faux, 2005)
Multimedia ď pictures, sound, and text
Aural interaction (Rao, Dowrick, Yuen, 2009)
15. Instructional Results
Crossing Boundaries
When students cross borders to collaborate, they
pool their expertise and knowledge, generating new
knowledge and developing more complex
understandings of their topic of study (Moje et al,
2004)
Strengthening social connections
3rd Space (Bhabaha, 2004)
Transdiscplinarity
Bringing âout-of-schoolâ literacy into school (Tarasiuk,
2010)
17. Assessment Results
Technology is infused in special education writing
assessment and embedded within instruction (Rao,
Dowrick, Yuen &Boisvery, 2009; Lee, 2008).
Technology is found to be a motivator for students to
complete work and improve work (Dikli, 2006;
Gibbons, 2010; Kinzer, 2010; Wolsey & Grisham,
2007).
Technology can provide efficient means to provide
feedback to students (Grimes &Warschauer, 2010;
Horkay, Bennett, Allen, Kaplan & Yan, 2006; Krucli,
2004; Landauer, Lochbaum& Dooley, 2008).
18. Technology Infused with varying populations
âComputers, and their multimedia functions in particular,
allow students to access and interact with information âŚ
with their area of strengthâ (Rao, Dowrick, Yuen &Boisvery,
2009, p. 29).
âAs stated in the teacher interviews, teams in general
learned to write with more clarity and meaningâ as
measured by a rubric (Rao, Dowrick, Yuen &Boisvery,
2009, p. 36).
Greater learning occurs when technology infused with
directed vocabulary instruction through extended writing,
as much as a 90% increase (Lee, 2008)
âTwo teachers noted in interviews that it is easier to see
benefits with students at the lower end of the grade
spectrum (ELL and special education students) than with
honors students (Grimes &Warschauer, 2010, pg. 24)
19. Technology as a Motivator
âProvides immediate scoring and diagnostic feedback âŚ
that motivates them to continue writing on the topic to
improveâ (Dikli, 2006, p. 18).
Assessments can incorporate a real audience to increase
motivation through technology (Gibbons, 2010). In
addition, technology affords the opportunity to âpost their
best work because it would be read by so many people
across the World Wide Web and not just a few people in
their classroom (Gibbons, 2010, pg. 37).
âIt also appears that online activities are highly motivating
and compete favorably with required work assigned by
schoolsâ (Kinzer, 2010, pg. 54). However, Kinzer (2010)
warns of overuse in the classroom will eliminate the
motivating assessment effect.
20. Efficient Means for
Feedback
âAutomated writing evaluation (AWE) software has been
promoted as a way to remove the bottleneckâ and partially
succeeds at accomplishing this goal (Grimes
&Warschauer, 2010, pg. 4).
âAuto text function gives [the teacher] the ability to prewrite
my most frequently used feedback comments and then
copy and save them for future useâ (Krucli, 2004, pg. 48).
Also offers quick and timely delivery of information to
students (Krucli, 2004).
âAdvances in assessment technologies are affording
teachers and students new ways to efficiently assess and
track achievementâ (Landauer, Lochbaum& Dooley, 2008,
pg. 44).
22. Significance for Classroom
Teachers
Technology can be used to support a variety of
writing activities, but must be well supported by
the teacher (Harris, 2002)
Technology use for instruction must serve a clear
purpose for learning (Inman, 2006, Jeffs,
Morrison, Messenheimer, Rizza, and Banister,
2003)
Social construction of new knowledge. Peers and
teachers work as coaches in the ZPD.
23. Significance Researchers
and Policy Makers
For researchers
More systematic study is needed in multiple
contexts. Majority of the assessment research is
qualitative in nature except when looking at
computerized programs and human comparisons.
For policy makers
More money is needed to supply schools and
teachers with appropriate technology and
sustained professional development.
25. References
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Editor's Notes
Matt
ERIN New literacies, writing, motivation,
Erin
MATT
MATT
MATT
Erin
Throughout this project, we viewed writing based on the tenets designed by Graves. These tenets guided our reading and understanding of writing as a process and activity. Inauthentic writing: writing a check or creating a to-do list
Matt: PRO-technology vs ANTI-technology.Antitechnology is merely the resistance of a given type of technology. You cannot resist all technology. Even a pencil is a form of technology.
Different ways technology was used to facilitate secondary writing instruction.
Themes emergedand defined by the researchers. These themes were not listed in any article.
Because TEXTBOOK readings often misrepresent or contradict historical events, the PRIMARY sources can support a more AUTHENTIC understanding of the text Analytic writing is supported through the use of authentic, historical ARTIFACTS. Harris (2002) looked at a group of 53 academically gifted 8th grade students and their use of historical photographs for a creative writing social studies assignment Conclusions: Students were able to successfully navigate online archives with guidance. Students enjoyed creative writing, but required more modeling from the teacher.
Computers and their mutlimedia functions in particular, allow students to access and interact with information in visual, textual, and aural ways. Students who are stronger with one mode of processing information than another can start with their area of strength and move from there. By the time students reach the secondary level, and especially high school, their beliefs about their writing abilities are deeply engrained. Providing opportunities to write through the use of multimedia allows students to be successful and feel confident
3rd space= a productive hybrid cultural space where a complex intersection of different funds of knowledge can meet in a contact zone where culture, class, and language collide and where writing and talk can illuminate similar concerns. The 3rd space can allow students to push boundaries in their writing as well as personal identity and social norms. Reading and writing about shared texts can support authentic exchanges in this 3rd space