https://journalhosting.ucalgary.ca/index.php/ajer/article/download/55682/42593

The New Political Economy of Urban Education: Neoliberalism, Race and the Right to the City

If there is one positive consequence stemming from the election of Donald Trump to the White House, it is the surge of critical investigations examining the relationships between big tech and democ...

Race after technology. Abolitionist tools for the new Jim Code

Categorically Unequal: The American Stratification System:

This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting.

Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence

Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and techno...

Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning

This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to obse...

A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes:

This mixed methods study examines the extent to which the use, and intensity of use, of educational technology is associated with improved academic outcomes for English language learners (ELLs) in both English/Spanish bilingual and traditional English-only classrooms. We also explore the role of teacher capacity and practice in integrating educational technology by student population and instructional setting across six schools serving a student population of predominately low-income ELLs. Building on limited prior work on technology integration with elementary school ELLs, the analysis draws on district administrative data, teacher surveys, classroom observations, and teacher interviews. In econometric analyses of academic outcomes associated with exposure to varying intensities of technology use, we identified positive associations of technology use in reading, starting at around 40 min of weekly use in bilingual classrooms versus 1 h of weekly use in traditional classrooms. While the average reading effect size topped out at 0.20 for students with 2 h of weekly technology use in reading in traditional classrooms, the reading effect size continued to rise in bilingual classrooms to over 0.50 for students in classrooms using technology for 3 h a week in reading. We also found that technology use in reading—where teachers were observed more frequently using blended instructional strategies—was more effective for students in bilingual classes than technology use in math. Our findings suggest that alignment of technology with constructivist teaching strategies, which connect student learning to culturally relevant experiences and provide opportunities for interactivity and collaboration, is key to transforming the learning process and outcomes of emergent bilingual students.

The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students

Academic behaviors such as attendance are highly associated with academic outcomes. High schools are also increasingly turning to online courses to educate their most marginalized students. In this...

/pdf/behavioral-engagement-shifts-among-at-risk-high-school-2k205ukotd.pdf

Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses:

This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods?triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations?to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class ?tracking? and differential access to quality learning experiences, such as some teachers' disregard of ?slow learners? in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time.

The potential and prerequisites of effective tablet integration in rural Kenya

With the expansion of online instruction in K-12 education, how and what is taught in a single course has the potential to affect the learning of thousands of students. Our mixed method study appli...

Jennifer Darling-Aduana

Papers

A Look Inside Online Educational Settings in High School: Promise and Pitfalls for Improving Educational Opportunities and Outcomes:

The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students

Behavioral Engagement Shifts Among At-Risk High School Students Enrolled in Online Courses:

The potential and prerequisites of effective tablet integration in rural Kenya

The Culture of Power Online: Cultural Responsiveness and Relevance in Vendor-Developed Online Courses: