Summary of Two Evaluation Studies in Educational technology

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This presentation is about 2 evaluation studies in case of Education which are show the instruments and finding for each one.

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Summary of Two Evaluation Studies in Educational technology

  1. 1. Done by : Mazin Ali 68698 Murtadha Mohd 68691 Hussian Ali 68710
  2. 2. FIRST STUDY <ul><li>Digital storytelling: a meaningful technology-integrated approach for engaged student learning. </li></ul><ul><li>Alaa Sadik, Department of Instructional & Learning Technologies, College of Education, Sultan Qaboos University, Muscat, Sultanate of Oman </li></ul><ul><li>Published online: 11 April 2008 </li></ul><ul><li>URL: http://www.springerlink.com/content/c668444443573247/fulltext.pdf </li></ul>
  3. 3. FIRST STUDY (Abstract) <ul><li>Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. </li></ul>
  4. 4. FIRST STUDY (OBJECTIVES) <ul><li>To assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. </li></ul><ul><li>Students were encouraged to work through the process of </li></ul><ul><li>producing their own digital stories using MS Photo Story </li></ul><ul><li>published and shared their own stories with other students in the class. </li></ul>
  5. 5. FIRST STUDY (THE INSTROMENT) <ul><li>Quantitative and qualitative instruments: </li></ul><ul><li>including digital story evaluation rubric, </li></ul><ul><li>integration of technology observation instruments and </li></ul><ul><li>interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. </li></ul>
  6. 6. FIRST STUDY (findings ) <ul><li>The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students’ </li></ul><ul><li>understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling. </li></ul>
  7. 7. Second STUDY <ul><li>Title of study: WebCT as an E-Learning </li></ul><ul><li>Author: Lesta A. Burgess </li></ul><ul><li>Name of technology: WebCT </li></ul>
  8. 8. Second STUDY ( objectives) <ul><li>Evaluation of WebCT features: </li></ul><ul><li>This study evaluated the WebCT as communication (bulletin board , chat room, private e-mail) instructional (glossary, references, self-test) and management tools (grading, tracking student interaction, monitoring class progress). </li></ul>
  9. 9. Second STUDY ( instruments ) <ul><li>The evaluation instrument has three sections which are about: </li></ul><ul><li>1- collected data about student use of and familiarity with WebCT </li></ul><ul><li>2- interest in using e-learning tools in the future </li></ul><ul><li>3- collected demographic information </li></ul>

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