Student Test Scores Improved in English Lit Course - EDTP 600 Article Analysis - Yana Major
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The document summarizes a study that aimed to prove integrating technology into test preparation would improve scores of at-risk 9th grade students. The study group used laptops, handheld remotes, blogs, and other tech tools, while the comparison group used traditional methods. Over two years, the at-risk tech group passed state reading tests at higher rates than the on-level traditional group, with passage rates up to 96% vs. 93%. The teacher observed that behavioral problems disappeared when students used technology, and motivation, flexibility, feedback and teacher effectiveness all improved, leading to greater student success.
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Student test scores improved in English Lit
The document summarizes a study that integrated technology into test preparation for at-risk 9th grade students. The study found that the at-risk students who used laptops, blogs, and other technology scored higher on state reading tests compared to a control group of on-level 9th graders who used traditional classroom methods. Over two years, the at-risk technology group passed the reading test at rates of 90% and 96%, higher than the 87% and 93% rates of the control group. The teacher observed that behavioral problems disappeared when students used technology, and that motivation and learning increased.
Champions Infographic
The survey found that:
- 92% of districts offer out-of-school programs for elementary/middle schools
- Over 90% of superintendents rate programs as important and believe they improve skills in areas like reading, math, and science
- 92% plan to continue or expand offerings in the next 1-5 years despite most expecting funding to remain the same or decrease
- Decision-makers believe the programs provide many benefits for students like improved academics, social interactions, and test scores as well as being important for the community
Students' perception of mobile devices
This study examined students' perceptions of using mobile phones and laptops for learning. Fifty-three university students between 21 and 55 years old participated in pre- and post-study surveys and class projects to collect data. The results showed that 48% used smartphones outside the classroom, 84% used mobile computers, and 88% agreed that mobile phones increase access to resources. The conclusion is that mobile phones are good tools to provide new learning opportunities and teachers should incorporate them into their classes to promote learning through technology.
Kopcha Sullivan 2008 Reaction
This study examined how learner preferences, prior knowledge, and control over instruction (learner-controlled vs. program-controlled) impacted achievement in a computer-based learning environment. The researchers found that learner achievement was not significantly different between the two control conditions. However, there was a significant interaction where high prior knowledge learners scored higher when their preference matched the control type, while low prior knowledge learners scored lower when their preference matched. Learner preferences and prior knowledge also influenced choices around time spent and options used in the program.
On an evaluation strategy for measurement of learning
This document discusses strategies for evaluating learning effectiveness when using technology-enhanced instruction. It recommends that an evaluation strategy should consider the desired learning outcomes and instructional strategies used, including delivery media. The effectiveness of learning is influenced by pedagogical practices that facilitate constructive engagement. Measures of learning effectiveness could include pre-and post-tests, assessments of self-regulation skills, analysis of learning content and support tools used, learning transfers to tasks, learner feedback, and data on learning styles, time on tasks, instructional methods, and teacher effects.
Presentationfinal
The document discusses the importance of technology in classrooms based on various studies. It argues that technology improves cognitive thinking skills, prepares students for the workplace, and increases student motivation and test scores, when it is high-quality and integrated into lesson plans. Studies cited found that students using technology scored 64% higher on tests and developed more positive attitudes towards classes when technology was used. The conclusion is that technology can improve cognitive development, grades, motivation, workforce skills, and help produce well-rounded students, when implemented effectively in classrooms.
PPT Sidang Proposal
The document discusses implementing the Wondershare Quiz Creator digital learning platform to improve reading comprehension skills in junior high school students. Previous research found that incorporating technology into language learning has positive effects on student engagement and understanding. The study will examine whether using Quiz Creator specifically can enhance student motivation, independence, and reading comprehension compared to a control group. It will involve a pre-test, post-test, and questionnaire with eighth grade students and analyze the results using SPSS.
Technology & Education
This document discusses the effects of technology in the classroom. It finds that technology can have positive impacts on student achievement and learning. Students who used math software outperformed peers on standardized tests by 15% and curriculum-based tests by 100%. Technology also offers opportunities for collaboration through group projects and applications. Additionally, technology allows for individualized learning by meeting students at their level and providing immediate feedback. The future of education technology is promising as it supports different learning strategies.
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Student test scores improved in English Lit
The document summarizes a study that integrated technology into test preparation for at-risk 9th grade students. The study found that the at-risk students who used laptops, blogs, and other technology scored higher on state reading tests compared to a control group of on-level 9th graders who used traditional classroom methods. Over two years, the at-risk technology group passed the reading test at rates of 90% and 96%, higher than the 87% and 93% rates of the control group. The teacher observed that behavioral problems disappeared when students used technology, and that motivation and learning increased.
Champions Infographic
The survey found that:
- 92% of districts offer out-of-school programs for elementary/middle schools
- Over 90% of superintendents rate programs as important and believe they improve skills in areas like reading, math, and science
- 92% plan to continue or expand offerings in the next 1-5 years despite most expecting funding to remain the same or decrease
- Decision-makers believe the programs provide many benefits for students like improved academics, social interactions, and test scores as well as being important for the community
Students' perception of mobile devices
This study examined students' perceptions of using mobile phones and laptops for learning. Fifty-three university students between 21 and 55 years old participated in pre- and post-study surveys and class projects to collect data. The results showed that 48% used smartphones outside the classroom, 84% used mobile computers, and 88% agreed that mobile phones increase access to resources. The conclusion is that mobile phones are good tools to provide new learning opportunities and teachers should incorporate them into their classes to promote learning through technology.
Kopcha Sullivan 2008 Reaction
This study examined how learner preferences, prior knowledge, and control over instruction (learner-controlled vs. program-controlled) impacted achievement in a computer-based learning environment. The researchers found that learner achievement was not significantly different between the two control conditions. However, there was a significant interaction where high prior knowledge learners scored higher when their preference matched the control type, while low prior knowledge learners scored lower when their preference matched. Learner preferences and prior knowledge also influenced choices around time spent and options used in the program.
On an evaluation strategy for measurement of learning
This document discusses strategies for evaluating learning effectiveness when using technology-enhanced instruction. It recommends that an evaluation strategy should consider the desired learning outcomes and instructional strategies used, including delivery media. The effectiveness of learning is influenced by pedagogical practices that facilitate constructive engagement. Measures of learning effectiveness could include pre-and post-tests, assessments of self-regulation skills, analysis of learning content and support tools used, learning transfers to tasks, learner feedback, and data on learning styles, time on tasks, instructional methods, and teacher effects.
Presentationfinal
The document discusses the importance of technology in classrooms based on various studies. It argues that technology improves cognitive thinking skills, prepares students for the workplace, and increases student motivation and test scores, when it is high-quality and integrated into lesson plans. Studies cited found that students using technology scored 64% higher on tests and developed more positive attitudes towards classes when technology was used. The conclusion is that technology can improve cognitive development, grades, motivation, workforce skills, and help produce well-rounded students, when implemented effectively in classrooms.
PPT Sidang Proposal
The document discusses implementing the Wondershare Quiz Creator digital learning platform to improve reading comprehension skills in junior high school students. Previous research found that incorporating technology into language learning has positive effects on student engagement and understanding. The study will examine whether using Quiz Creator specifically can enhance student motivation, independence, and reading comprehension compared to a control group. It will involve a pre-test, post-test, and questionnaire with eighth grade students and analyze the results using SPSS.
Technology & Education
This document discusses the effects of technology in the classroom. It finds that technology can have positive impacts on student achievement and learning. Students who used math software outperformed peers on standardized tests by 15% and curriculum-based tests by 100%. Technology also offers opportunities for collaboration through group projects and applications. Additionally, technology allows for individualized learning by meeting students at their level and providing immediate feedback. The future of education technology is promising as it supports different learning strategies.
Technology & education 2003 ed.
This document discusses the effects of technology in the classroom. It finds that technology can have positive impacts on student achievement and learning. Students who used math software outperformed peers on standardized tests by 15% and curriculum-based tests by 100%. Technology also offers opportunities for collaboration through group projects and applications. Additionally, technology allows for individualized learning by meeting students at their level and providing immediate feedback. The future of education technology is promising as it supports different learning strategies.
Technology & education 2003 ed.
This document discusses the effects of technology in the classroom. It finds that technology can have positive impacts on student achievement and learning. Students who used math software outperformed peers on standardized tests by 15% and curriculum-based tests by 100%. Technology also offers opportunities for collaboration through group projects and applications. Additionally, technology allows for individualized learning by meeting students at their level and providing immediate feedback. The future of education technology is promising as it supports different learning strategies.
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The document discusses the benefits of blended learning and the flipped classroom model. It reports that 71% of teachers who implemented flipped learning saw improved grades, 80% reported better student attitudes, and 99% would flip their classrooms again. The flipped model involves students learning new content outside of class, often through videos, and using class time for activities, projects, and interaction between teachers and students. Both teachers and students benefit from increased interactivity, engagement, flexibility and customized instruction.
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The document summarizes the findings of an environmental scan conducted as part of a larger study on engaging students with higher order learning. The scan surveyed 482 university course conveners and found that assignments, discussions, essays, and practicals were the most commonly used assessment strategies. Discussion forums and online essay submission were the most used technologies. While some learning outcomes targeted higher order thinking, many assessments aimed to test only understanding. Further qualitative interviews were planned to explore intended learning outcomes, assessment alignment, and examples of good practice in assessing higher order learning.
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The study aimed to determine which student readiness factors most influence success in well-designed online courses. Researchers hypothesized that individual attributes, life factors, comprehension, general knowledge, reading rate, and typing speed impact success. Data from 200 students in 11 online courses at a community college was analyzed. Statistical analysis found typing speed, reading rate, and recall significantly impacted grades, while other factors did not. The findings suggest colleges should assess these skills and provide remedial tutorials to improve student readiness for online learning.
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This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
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Link to video now included - see slide 22.
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Note 2 - I recommend listening at 1.5x speed!
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This document discusses the positive impact of instructional technologies on student achievement. It outlines 5 major goals that can be achieved: increased student interest; development of higher-order thinking skills; improved test scores and grades; changes in teacher and leadership roles; and ability to apply learning to real-world situations. It provides research evidence showing that technologies like laptops can boost student engagement, writing quality and skills like research analysis when used in learning. Test score data from one study shows laptop students earned higher GPAs and more A/B grades than non-laptop students. The role of teachers also shifts to focus more on guiding higher-order skill development with technologies.
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2) Deeply integrating technology into the pedagogical approach to create a learning experience that is better than traditional residential programs.
3) Implementing research-based practices like mastery learning, where students must demonstrate understanding before advancing, and self-paced learning.
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This document summarizes two studies on educational technology. The first study examined student satisfaction in web-enhanced courses, surveying 301 university students. The second study tested relationships between perceived ease of use, technology acceptance, flexibility, and satisfaction. It found mixed student responses to ease of use and acceptance, possibly due to research linking Internet use to depression and reduced social interaction.
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The document discusses four major goals of using technology to improve student achievement: 1) Achievement in content learning and improved test scores, 2) Utilizing higher-order thinking and problem-solving skills, 3) Ability to apply learning to real-world situations, and 4) Teacher professional development to improve student achievement. Research studies found that technology integration led to increased test scores and improved student attitudes. It also discusses the importance of teacher professional development to effectively integrate technology into the classroom in a way that fosters student learning.
Technology innovation power point from leonard beck ppt 2003
The document discusses four major goals of using technology to improve student achievement: 1) Achievement in content learning and improved test scores, 2) Utilizing higher-order thinking and problem-solving skills, 3) Ability to apply learning to real-world situations, and 4) Teacher professional development to improve student achievement. Research studies found that technology integration led to increased test scores and improved student attitudes. It also discusses the importance of teacher professional development to effectively integrate technology into the classroom in a way that fosters student learning.
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This document discusses the effects of technology in the classroom. It finds that technology can have positive impacts on student achievement and learning. Students who used math software outperformed peers on standardized tests by 15% and curriculum-based tests by 100%. Technology also offers opportunities for collaboration through group projects and applications. Additionally, technology allows for individualized learning by meeting students at their level and providing immediate feedback. The future of education technology is promising as it supports different learning strategies.
Technology & education 2003 ed.
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Audience response systems (ARS) permit students to answer electronically displayed multiple-choice questions using a remote control device. In higher education, more and more lecturers use ARS to engage their students more intensively, especially when it comes to mass lectures. This paper deals with the questions how ARS as an innovative technology can foster the feedback of students during ex-cathedra teaching and how this feedback can contribute to quality assurance in academic teaching. The examination of advantages and challenges of using ARS as well as of their didactical and technical potentials combines theoretical considerations with an online survey among the more than two hundred students enrolled in a mass lecture held in winter term 2015 at the University of Innsbruck. Additionally, the responsible lecturers were asked to share their experience using an ARS for the first time. In closing, the paper provides some answers if and how ARS are valuable instruments to enhance quality assurance in higher education.Impact Mlti Presentation
The Impact of the Maine Learning Technology Initiative: Maine’s Middle School 1-to-1 Laptop Program
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The document describes three data sources that will be used to evaluate teacher effectiveness in reading comprehension instruction and use of questioning strategies: 1) A teacher questionnaire gathering information on strengths/weaknesses in reading comprehension, technology use, and questioning; 2) A performance checklist used during classroom observations to track teacher use of questioning strategies, technology, and effective student knowledge gains; 3) A rating scale from 1 to 5 that will be used to evaluate teachers based on the performance checklist, with overall averages reported and the least/most effective teachers assessed.
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Overviewppt
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
Margot Mc Neill et al 2008
The document summarizes the findings of an environmental scan conducted as part of a larger study on engaging students with higher order learning. The scan surveyed 482 university course conveners and found that assignments, discussions, essays, and practicals were the most commonly used assessment strategies. Discussion forums and online essay submission were the most used technologies. While some learning outcomes targeted higher order thinking, many assessments aimed to test only understanding. Further qualitative interviews were planned to explore intended learning outcomes, assessment alignment, and examples of good practice in assessing higher order learning.
'Teacher Professionalism Quality Assurance and Evaluation.' (National Educati...
'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009.
Over the past two decades Scottish education has increasingly been subject to systems of QAE, with particular emphasis on self evaluation and inspection using Quality Indicators. This workshop explores the terms by which teachers define "quality" in education, and the impact of QAE on teachers' works and their professional autonomy.
It discusses the findings of a recent survey of teachers in England and Scotland, and compares the nature of QAE systems in the two systems, with some reference to comparative data from the Nordic countries. The study is part of a research project Fabricating Quality in European Education funded by the ESRC and European Science Foundation.
1.1.geiger
The study aimed to determine which student readiness factors most influence success in well-designed online courses. Researchers hypothesized that individual attributes, life factors, comprehension, general knowledge, reading rate, and typing speed impact success. Data from 200 students in 11 online courses at a community college was analyzed. Statistical analysis found typing speed, reading rate, and recall significantly impacted grades, while other factors did not. The findings suggest colleges should assess these skills and provide remedial tutorials to improve student readiness for online learning.
Good practice in ICT in colleges
This document summarizes the findings of a survey conducted in 2007-2008 that looked at ICT provision in colleges rated as outstanding or good. The survey identified elements of good practice in teaching ICT and areas for further improvement. Key findings included the development of good technical and analytical skills in students, the use of systems to monitor student progress, and good lesson planning focused on student activity. Areas identified for further development included improving gender balance, increasing employer involvement through work placements, and expanding the use of virtual learning environments.
Research Summary
This study examined challenges and successes of implementing innovative technology in elementary school classrooms. Nine teachers who received technology grants were interviewed and observed. Preliminary results found that while technology allowed for differentiation, increased engagement, and risk-taking, teachers faced barriers like bandwidth issues, lack of time for planning and maintenance, and inconsistent views of technology's role. Teachers needed hands-on training in specific content and programs, as well as time for collaboration. The study aims to identify factors that support successful technology integration and inform best practices for teacher professional development to enhance technology-driven pedagogy.
Following the traces: What learning analytics can tell us about student use o...
Presented at the UCISA Digital Education Group event 'Beyond lecture capture: enhancing the student experience', 14 June 2018, Woburn House, London.
Link to video now included - see slide 22.
Note - Unfortunately the audio and video are out of sync by about 6 seconds; a fix is being investigated by the provider.
Note 2 - I recommend listening at 1.5x speed!
8 Critical Indicators of a Multi-tiered System of Student Support
This presentation is a broad review of the components that define the paradigm shift inherent in a multi-tiered system of support.
FSE 3 (TECHNOLOGY IN THE LEARNING ENVIRONMENT)
Educational technology can lead to increased student attention and interest, higher standardized test scores, improved higher-order thinking skills, and greater future success. Several studies found that computer-based instruction helps students learn more in less time and like their classes more. Other research showed online learning improved critical thinking and presentation of different viewpoints. Programs integrating academics with work experiences and those focusing on higher-order thinking skills increased math, reading, and writing test scores. Overall, incorporating appropriate technologies into lessons grounded in effective teaching strategies can maximize student achievement.
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FSE 3 (TECHNOLOGY IN THE LEARNING ENVIRONMENT)
This document discusses several studies that have found educational technology can increase student attention and interest, improve standardized test scores, enhance higher-order thinking skills, and lead to greater student success. It summarizes research showing that computer-based instruction helps students learn more in less time and enjoy their classes more.
E D 633 Persuasive Argument Presentation
This document discusses the positive impact of instructional technologies on student achievement. It outlines 5 major goals that can be achieved: increased student interest; development of higher-order thinking skills; improved test scores and grades; changes in teacher and leadership roles; and ability to apply learning to real-world situations. It provides research evidence showing that technologies like laptops can boost student engagement, writing quality and skills like research analysis when used in learning. Test score data from one study shows laptop students earned higher GPAs and more A/B grades than non-laptop students. The role of teachers also shifts to focus more on guiding higher-order skill development with technologies.
2013 06 13 (uc3m) emadrid pmitros edx effective moocs
The document discusses improving MOOCs and the online learning experience. It presents several strategies to achieve this, including:
1) Centralizing data and using crowdsourcing to adapt pedagogy based on research and student data.
2) Deeply integrating technology into the pedagogical approach to create a learning experience that is better than traditional residential programs.
3) Implementing research-based practices like mastery learning, where students must demonstrate understanding before advancing, and self-paced learning.
Summary of An Evaluation Study
This document summarizes two studies on educational technology. The first study examined student satisfaction in web-enhanced courses, surveying 301 university students. The second study tested relationships between perceived ease of use, technology acceptance, flexibility, and satisfaction. It found mixed student responses to ease of use and acceptance, possibly due to research linking Internet use to depression and reduced social interaction.
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Technology enhances student achievement in several ways:
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2. Using technology in lessons and assessments prepares students for 21st century skills like problem-solving and collaboration, and allows them to represent knowledge in various forms.
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Technology1
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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.
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- 1. Successful Technology Integration: Article Analysis Project EDTP 600 Ayana Major
- 2. The Goal • Prove the power of integrating technology into test preparation. • Technology test group of 9 th grade at- risk students will score higher on a state-mandated reading test than the on-level 9th grade comparison group using traditional classroom study methods. (Maninger, 2006, p.38)
- 3. The Methods • Use of laptops and handheld remotes with a 1:1 student/device ratio • Use of blogs, emulating the preferred instant communication of the students • Use of word-processing, spreadsheets and web page production
- 4. The Results SUCCESS! At-risk students passed at a higher rate than the on-level traditional method group. Over a two year period the study garnered the following; (Maninger, 2006, p. 42) 2002-2003 State-Mandated Reading Test 90% passing rate – At-risk subject group 87% passing rate – On-level comparison group 2003-2004 State-Mandated Reading Test 96% passing rate – At-risk subject group 93% passing rate – On-level comparison group Technology tools lead to positive results and positive minds!
- 5. The Conclusion The subject teacher says it best… “When I put the technology in their hands, the behavioral problems disappear.” (Maninger, 2006, p. 43) A Win/Win for teachers and students! • Motivation and commitment sky rocketed…learning made fun! • Flexibility to cater to individual learning styles through 1:1 technology • Instant technology feedback possible; more teachable moments and ability to adjust to the needs of the students • Teacher effectiveness made easier = Student success made faster!
- 6. The Reference Maninger, R. (2006). Successful Technology Integration: Student Test Scores Improved in an English Literature Course through the Use of Supportive Devices. Tech Trends, 50(5), 37-45. doi: 10.1007/s11528-006-0045-x