Thomasjeffersonassignments
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Students signed technology contracts and enrolled in Class Dojo before beginning a blended learning format about Thomas Jefferson's love of gardening. They received a research toolkit and were required to complete basic research. Some students' research included compiling materials lists, price lists, and total costs for theme gardens. Students' Lexile scores determined if they completed additional research levels, including illustrating theme gardens with plant types, sun exposure, and spacing. A few students created 3D garden models while others had time constraints.
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This summary provides an overview of a National Science Foundation (NSF) grant to support the development of curricula for sustainable development using a team-based and rubric-supported approach. The grant was awarded to Anne Egger of Central Washington University and Hannah Scherer of Virginia Tech to transform STEM higher education. The project uses a 5-year collaborative effort across multiple institutions to develop course modules addressing sustainability issues using a shared rubric to guide the design, development and evaluation of the materials. The rubric is based on best practices for learning and aims to ensure the materials engage students, use rigorous science, and are widely adoptable.
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Learning is an extremely complex human process. During my twenty-four years of teaching
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not convinced that I thoroughly understand how children learn. Yet, at this point, I do
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Internet and Higher Education 7 (2004) 59–70
Improving online learning: Student perceptions of useful
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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
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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?
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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) 59–7060
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1. Students will conduct independent research on topics related to behaviors that are present in the novel Speak, including selective mutism, dating violence, bullying, post-traumatic stress, and depression.
2. Students will use online resources to research and record information about assigned topics using graphic organizers. They will then create group presentations to share their findings with the class.
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According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
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believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Sample Action Research Report 1 Effect of Technol.docx
Sample Action Research Report 1
Effect of Technology on Enthusiasm for Learning Science
Jane L. Hollis
Lake City Middle School
Lake City, Florida
ABSTRACT
The effect of technology on students’ enthusiasm for learning science (both at school and
away from school) was investigated. Pre- and post-student and parent surveys, student and
parent written comments, and teacher observations were used to record changes in enthusi-
asm for learning science during a six-week study period.
In this study, I investigated how the integration of technology into my middle school
science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm
for learning science can be defined as the students’ eagerness to participate in science activi-
ties in the classroom, as well as away from school. My motivation for focusing on technol-
ogy was twofold. First, I have had an interest in integrating technology into my students’
studies of science for some time. Secondly, the funding for technological equipment and
software recently became available. During the 1993–1994 school year, my school was
awarded a $115,000 incentive grant to purchase equipment and software and to train
teachers in the use of this software and technological equipment. One of the stipulations of
the grant was that the equipment and software must be for student use.
According to Calvert (1994), American education is a system searching for solutions.
Our children drop out, fail to sustain interest in learning, and perform below capacity. Some
have argued that television is the culprit. Others have argued that computers may be the
answer.
Today’s middle school students have grown up in a technological world with television,
electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to
receiving and processing information through multi-sensory sources.
I wanted to bring technology into my classroom and incorporate it into my science
curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . .
students look to us [teachers] to prepare them for an increasingly technological world.
Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in
ways that engage, motivate, and thrill our students.” In this study my students had an
opportunity to use assorted multimedia technology as they explored a segment of a middle
school science curriculum.
THEORETICAL FRAMEWORKS
Learning is an extremely complex human process. During my twenty-four years of teaching
I have used many strategies to enhance student learning and to teach new concepts. I am still
not convinced that I thoroughly understand how children learn. Yet, at this point, I do
believe children learn through experiences. They build on past experiences and previous
knowledge to process new concepts. As children redefine old understandings of concepts
and integrate new experiences into thei.
Gk 12 eval report 2011
This document summarizes findings from an external evaluation of an NSF GK-12 program. Key findings include:
1) Fellows showed significant gains in content knowledge and improved presentation skills when sharing research with students. Graduating fellows felt the experience improved their communication and teamwork skills.
2) Teacher participants preferred inquiry-based instruction and expanded their professional networks through interactions with graduate students and scientists.
3) Students showed interest in science through fair participation but surveys found no difference in attitudes between students of teacher participants and controls. A watershed knowledge survey for a student program had reliability issues.
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Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.Internet and Higher Education 7 (2004) 59–70Improving online.docx
Internet and Higher Education 7 (2004) 59–70
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 learners’ 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) 59–7060
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.
Lesson4
This lesson plan teaches 4th grade students about climate change, the greenhouse effect, carbon footprints, and ways to reduce their impact through two 45-minute sessions. In the first session, students explore the term "green space" and examine satellite images of communities to rate their level of greenness. They also identify an area near their school that could use more landscaping. In the second session, students learn the lifestyle, economic, and environmental benefits of green spaces. They work in groups to explain these benefits and create a poster. Students then evaluate areas in their community and write letters advocating for more landscaping.
Chapter iii
The document describes the methodology used in a study to develop an interactive listening material application using Longtion Autorun. It involves:
1) Conducting a needs analysis through student questionnaires and teacher interviews to understand target and learning needs.
2) Designing instruction based on the needs analysis, syllabus, and curriculum to create interactive listening material using Longtion Autorun.
3) Developing the material, validating it with experts, testing it with students, revising it based on feedback, and creating the final product.
Lesson4
This lesson plan teaches 4th grade students about climate change, the greenhouse effect, carbon footprints, and ways to reduce their impact through two 45-minute sessions. In the first session, students explore green spaces in their community and reasons for green space movements. They learn about lifestyle, economic, and environmental benefits. In the second session, students explain their understanding of these benefits and suggest ways to make specific areas greener through a letter to local leaders. They evaluate their knowledge through this letter and illustrating green space benefits. The plan encourages students to observe green spaces in their neighborhoods.
Animals All Around Lesson Plan
The document outlines a lesson plan for 3rd grade students to research and present information about different animals. It provides objectives, procedures, and an example of a student project on the red-eyed tree frog. Students will gather facts from print and online sources to answer questions about their chosen animal. They will then create a presentation using technology to communicate their findings to the class. The teacher will assess the students' research and presentation skills.
An Online Questionnaire For Evaluating Students And Teachers Perceptions Of...
This article describes the development and validation of the Constructivist Multimedia Learning Environment Survey (CMLES) questionnaire. The CMLES was designed to assess students' and teachers' perceptions of learning environments that combine the use of multimedia programs with constructivist and inquiry-based approaches. It was validated through a study of 221 high school students. The study found the CMLES scales to have high internal reliability and satisfactory validity. The questionnaire provides teachers with a tool for evaluating the extent to which their instruction integrates multimedia and constructivist learning approaches.
Saba synthesis paper education and technology
This document discusses the benefits of integrating technology into K-12 education based on research evidence. It finds that technology improves student achievement on tests, particularly in math and writing. Students with special needs and at-risk students also benefit from technology through improved reading ability, engagement, and test performance. Additionally, research shows technology leads to better student attitudes towards learning, allows for individualized learning, and can act as a catalyst for changing to more student-centered teaching pedagogies that prepare students for future workplaces. The document calls for more research on overcoming barriers to technology integration and increasing access for students with special needs.
2012 2013 annual report part ii
This document provides an external evaluator's report on an NSF GK-12 program. It summarizes the program's goals for fellows, teachers, students, and the community. It then outlines the measures used to assess progress towards these goals. Finally, it summarizes the findings from the 2012-2013 academic year, including gains in content knowledge and presentation skills among fellows, positive reactions to summer programming, and fellows feeling better prepared to teach science in high school classrooms.
Comparative & Non-comparative Studies
This document summarizes two studies: a comparative study and a non-comparative study.
The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences in performance, expectations, perceived learning, or willingness to take another philosophy course between the two formats. However, traditional students found lectures more interesting and the course more enjoyable overall.
The non-comparative study compared two designs for online discussions - one with little instructor involvement where students responded to each other, and one where students responded directly to the instructor. It found that less instructor involvement led to more forum visits and meaningful student-to-student engagement.
Comparative & non comparative studies
This document summarizes two studies: a comparative study and a non-comparative study. The comparative study compared learning outcomes and attitudes of students in traditional and online philosophy courses. It found no significant differences except that traditional students found lectures more interesting and the course more enjoyable. The non-comparative study compared two designs for online discussions - one with more student-student interaction and one with more instructor responses. It found that the design with more student-student interaction led to more forum visits and engagement from students.
Reference and Research: Meeting the Benchmarks
Presented to teachers at a professional development workshop so they understand the benchmarks and can more effectively plan instruction.
Power point blog
This research used qualitative action research methods to study teaching and learning processes at a school. Data was collected over three months through classroom observations, document analysis, interviews, and surveys from teachers, students, and documents. The data was analyzed and organized into categories related to didactic theory, student responses, interactions, and language development. The research included democratic, process, and dialogic validity by incorporating multiple perspectives from teachers, students, and co-researchers throughout the process.
4 trends presentation website final
The document discusses trends in differentiated instruction including choice boards, compacting, tiered assignments, and FOSS science. It provides examples of each trend and how teachers can implement them. The document also includes a sample differentiated lesson plan combining math and science that uses trash as a visual example to teach students about landfills and recycling. The lesson incorporates grouping students, hands-on activities, and informal assessment. In closing, the document lists references used to research differentiated instruction strategies and trends.
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Thomasjeffersonassignments
- 1. Preparing to Learn the Blended Way Thomas Jefferson
- 2. Technology Contracts Prior to initiating a Blended Learning Format, students signed a contract of appropriate usage . Parents also enrolled their child in Class Dojo.
- 3. Student Research Students were given a toolkit of information to complete regarding Jefferson’s love of gardening. Below is the basic research kit. This level of learning was evidence of an end-product that all were required to complete.
- 4. Research Continued Some students’ research included a list of materials/resources needed to create their theme garden. Additionally, they were required to compile a pricelist for these items, tally the items and provide a total cost. Data provided by Read 180 Scholastic Reading Inventory Assessment were used to determine, which students would complete this level of research. Lexile scores greater than 300 was the determining factor.
- 5. Research Creativity The last level of research included a graphic illustration of a student’s theme garden. Students investigated type of plants and sun exposure, as well as distance between plants in their garden, which was required information to complete this task. A few students chose to complete this portion of the research. Time constraints limited some learners from moving into this phase. One student created a 3 dimensional garden, which is still in construction at this time.
- 6. Research Scholastic Read 180 Software Program, http://www.scholastic.com/read180/ Dennis Brindell Fradin. (2003). Who Was Thomas Jefferson? Curi J., Media Sepcialist, Silvestri JHS. (2014). Gardening Research materials Student pictures permission provided via message system Class Dojo Class Dojo https://teach.classdojo.com/