Showing papers in "Educational Technology Research and Development in 2003"

Scaffolding Students' Problem-Solving Processes in an Ill-Structured Task Using Question Prompts and Peer Interactions

Abstract: This study examined the effects of question prompts and peer interactions in scaffolding undergraduate students’ problem-solving processes in an ill-structured task in problem representation, developing solutions, making justifications, and monitoring and evaluating. A quasi-experimental study, supplemented by multiple-case studies, was conducted to investigate both the outcomes and the processes of student problem-solving performance. The quantitative outcomes revealed that question prompts had significantly positive effects on student problem-solving performance but peer interactions did not show significant effects. The qualitative findings, however, did indicate some positive effects of peer interactions in facilitating cognitive thinking and metacognitive skills. The study suggests that the peer interaction process itself must be guided and monitored with various strategies, including question prompts, in order to maximize its benefits.

Teachers' Beliefs about Issues in the Implementation of a Student-Centered Learning Environment

Abstract: Teachers’ implementation of technology-enhanced student-centered learning environments (SCLEs) will be affected by their beliefs about effective practices. In order for student-centered programs to be used as intended, designers must be aware of the key issues that will shape their implementation and the beliefs teachers hold about these issues. This case study examined 15 teachers’ beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school science that was designed to create a SCLE in the classroom. Considerations for the design of similar programs are offered.

When Each One Has One: The Influences on Teaching Strategies and Student Achievement of Using Laptops in the Classroom.

Abstract: In this study, we examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically we examined the impact of laptops on classroom activities, and on student use of technology and their writing and problem-solving skills. Participating teachers received computer integration training using the iNtegrating Technology for inQuiry (NTeQ) model to develop problem-based lessons that engage students in critically examining authentic issues, and strengthen research and writing skills. A matched treatment-control group design was employed, in which classes taught at the same grade levels in five participating schools served as the laptop (1 computer per student) and control (5+ computers per class) contexts. Participants included students, teachers, and parents from the two groups. Although systematic observations revealed relatively few differences in teaching methods between laptop and control classrooms, laptop students used computers more frequently, extensively, and independently. Writing assessment results showed substantial and significant advantages for laptop over control students, with six of eight effect sizes exceeding +0.80. Results also showed significant advantages for the laptop group on five of the seven components of the problem-solving task.

Integrating technology in a field-based teacher training program: The PT3@ASU project

Abstract: The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?

Technology Collaboratives for Simultaneous Renewal in Teacher Education.

Abstract: The Technology Collaboratives (TechCo) for Simultaneous Renewal in Teacher Education project, based in John Goodlad’s theory of simultaneous renewal (1994), is described. The project is a systemic approach to using technology to help facilitate renewal in both teacher education and K-12 schools. Project features include cohort groups of students with laptop computers, faculty development programs, teacher development programs for collaborating schools, and curriculum development in both teacher education and K-6 partner schools. Evaluation for the project uses a descriptive approach that includes a model developed for the project to better evaluate the systemic change goals of the project. Evaluation results suggest changing attitudes and capabilities of preservice teachers, major course changes from faculty, plus the strength of the mentoring model for faculty and teacher development. The project is beginning to demonstrate simultaneous renewal of teacher education and four K-6 schools.

Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio

Abstract: In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software scaffolding design, and task characteristics.

An interactive online course: A collaborative design model

Abstract: The purpose of this paper is to describe the evaluation results of using an interactive design model for the development of an online course. Specifically, it examines: (a) how an interactive design model was used to develop collaborative and cooperative learning activities; (b) how activities were structured to promote the level and quality of communications among students, as peers, and between students and the instructors; and (c) how students responded to such interactive design model. The paper also provides information about the delivery process and describes what happened when this interactive model was fully implemented and used.

The Effect of Computer-Mediated Collaborative Learning on Solving Ill-Defined Problems.

Abstract: The positive effects of collaborative learning in a face-to-face environment are well known. However, little empirical research exists to determine if such effects transfer to a computer-mediated environment. The purpose of this study was to investigate the effect of computer-mediated collaboration on solving ill-defined problems. Participants first worked through a Web-based instructional program that taught them a four-step problem-solving process. Then they worked in computer-mediated dyads or alone to apply the steps to solve a realistic problem scenario. Results indicated that participants who worked in computer-mediated collaborative dyads performed significantly better than did participants who worked alone. The results also indicated that dyads spent significantly more time than participants in the individual treatment. Both treatment groups had positive attitudes toward working collaboratively, Internet-based instruction, and transfer of problem-solving skills. Implications for the implementation of computer-mediated collaboration in distance learning are discussed.

Knowledge management support for teachers

Abstract: Business organizations worldwide are implementing techniques and technologies to better manage their knowledge. Their objective is to improve the quality of the contributions people make to their organizations by helping them to make sense of the context within which the organization exists; to take responsibility, cooperate, and share what they know and learn; and to effectively challenge, negotiate, and learn from others. We consider how the concepts, tools, and techniques of organizational knowledge management can be applied to the professional practices and development of teachers. We describe a framework for knowledge management support for teachers where the sharing of concrete knowledge scaffolds the attainment of more abstract levels of knowledge sharing. We describe the development of a knowledge management support system emphasizing long-term participatory design relationships between technologists and teachers, regional cooperation among teachers in adjacent school divisions, the integration of communication and practice, synchronous and asynchronous interactions, and multiple metaphors for organizing knowledge resources and activities.

A case study of Chinese student’s attitudes toward their first online learning experience

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Transforming teacher education: Visions and strategies

Abstract: The five projects highlighted in this special issue represent a range of approaches to transforming teacher preparation programs. In this article, I describe how these programs are scaffolding teachers’ change efforts through the use of three powerful approaches: collaboration, modeling, and reflection. Similarities and differences among the five projects are described and suggestions are made for future research.

Sense of Community in a Higher Education Television-Based Distance Education Program

Abstract: The purpose of this study was to measure sense of classroom community in a television-based higher education distance education course and in the same course taught by the same instructor in a traditional face-to-face learning environment, in order to determine if differences existed and if so to identify the nature of these differences. Participants for this study consisted of 120 adult learners who were enrolled in either of two sections of a semester-long undergraduate educational technology course offered by an urban state university. One section was taught tradiationally and the other section was taught to a small studio audience and at a distance to 24 remote classroom sites using synchronous one-way television and two-way audio technologies. Study results revealed a significantly lower sense of classroom community among learners in the distance education course, to include the studio audience.

Project thread: technology helping restructure educational access and delivery

Abstract: This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project initiatives include: (a) a series of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities for university courses; (d) expanded opportunities for students to apply technology in thier courses and field experiences; and (e) a redesign of selected courses that impact a large number of teacher candidates. The project’s evaluation is described, along with a discussion of outcomes and lessons learned. in recognition of the project’s scope and accomplishments thus far, the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE).

Supporting Excellence in Technology through Communities of Learners.

Abstract: The Preparing Tomorrow’s Teachers to use Technology Project (PT3) at the University of Pittsburgh encompasses public and private schools, a nonprofit educational consortium, industry partners and the University of Pittsburgh. The purposes of the project are (a) to encourage throughtful technology integration by mentor teachers, student teachers and university faculty; and (b) to support innovation, adoption and resource sharing by creating Collaborative Communities of Learners (CCOLs). These goals are achieved by engaging participants in a number of activities, including individualized training, summer camp, monthly professional development meetings, a Celebration of Successes for sharing projects, and technology skill workshops. Support is also provided through project on-site support staff, an interactive Web site, minigrants, and loans of equipment and software. Evaluation of the project is an ongoing iterative process. Data are collected through self-reporting instruments, event evaluations, journal entries, project checklists, videotaped presentations, and interviews. Currently, in its third year of four including a pilot year, the project involves 98 mentor teachers and 20 university faculty. This project documents the importance of technology support people who have excellent interpersonal skills, experience with instruction and the flexibility to adjust strategies to adopter needs, skills, and personalities.

Developing a Case-Based Reasoning Knowledge Repository To Support a Learning Community--An Example from the Technology Integration Community

Abstract: People have long relied on storytelling for communicating ideas, transferring knowledge, and consequently making decisions. This paper describes the design and development of a case-based reasoning (CBR) knowledge repository including its case library and the search engine to support the technology integration community. CBR assumes that community knowledge can be captured in the form of stories (cases) so that the community members learn and solve problems by applying the lessons preserved in the stories to the current situation. The process and results of formative evaluation following the concept of participatory design are reported to set the context for further research and development.

Optimal presentation of graphic organizers and text: A case for large bites?

Abstract: In three experiments, we investigated the optimal presentation of graphic organizers (GOs) and text by having undergraduates read a chapter-length text in its entirety, a few pages at a time, or a few sentences at a time, before or after viewing seven GOs in their entirety (large bites), one at a time (small bites), or one cell at a time (animated). Large bites were better than small bites for learning concept relations and applying that knowledge, and for recalling macropropositions when the GOs were presented before text. Animated GOs offered no advantages over the large-bites GOs at first presentation and considerably extended total study time. Presenting several GOs first, followed by the entire text, appears to be optimal in directing students’ attention to across-chapter relations in text.

Formative Research on the Heuristic Task Analysis Process

Abstract: Corporate and educational settings increasingly address more decision-making, problem-solving and other complex cognitive skills to handle complex cognitive, or heuristic, tasks, but the ever-increasing need for heuristic knowledge has outpaced the refinement of task analysis methods for heuristic expertise. Utilizing the Heuristic Task Analysis (HTA) process, a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of group counseling to further improve the HTA process. Implications of the findings include the need for incorporating various interview strategies and techniques, developing strategies for working with multiple experts, and considering the level of task expertise of the analyst. A revised version of the HTA process is presented based on these implications.

Using rapid application development to improve the usability of a preservice teacher technology course

Abstract: The aim of this research was to examine the use of a rapid application development (RAD) approach in improving the usability (effectiveness, efficiency, and appeal) of instructional materials for preservice teachers. The RAD approach used was the analysis, synthesis, evaluation and change (ASEC) model (Reigeluth & Nelson, 1997). After examining existing materials, 11 units of instruction were prototyped, tested, modified, and retested with the requisite changes being implemented over the course of three semesters. Qualitative and quantitative data were collected from 570 students, 7 instructional designers, and 4 lab assistants. Results of the study showed significant increases in usability scores between the second and third semester. Both positive and negative experiences in using a rapid development model are discussed.

A Tool for Helping Veterinary Students Learn Diagnostic Problem Solving

Abstract: This study describes the result of implementing the Problem List Generator (PLG), a computer-based tool designed to help clinical pathology students learn diagnostic problem solving. Participants included 507 veterinary students: 173 in the treatment groups and 334 in the nontreatment (comparison) group. The comparison students did not use the PLG; one experimental group paticipated in PLG-based case-discussion sessions, and the other used the PLG both for case-discussion sessions and for homework. Both treatment groups scored significantly higher on the final exam (p=.001 and .000 respectively) than the comparison group. The findings suggest that student problem-solving ability improved because students identified all relevant data before attempting to provide a solution, and because student and expert solutions to identical problems were generated and compared using the same process.

Mental representation-based task analysis for analyzing value-laden performance

Abstract: In keeping with recent research findings in the areas of constructivist learning and affective mediation of complex behavior, the authors assert that the conduct of task analysis should reflect the holistic nature of this performance. Although a common practice in special education is for teachers to instruct parents on how to teach exceptional children at home, the differing values that teachers and parents hold regarding the “best practice” for the children often lead to strikingly different implementations of the same teaching approach. Using knowledge representation theory, we attempt to better understand how and why such discrepancies happen. In this paper we explore the theoretical dimensions of a modified task analysis model that purports to integrate cognitive-affective-behavioral dynamics underlying teacher and parental teaching behaviors. Applied in a qualitative study conducted in a special educational program in Taiwan, this model reveals the differences between teachers’ and mothers’ mental representations of teaching at the (a) conceptual orientation, (b) values, (c) reasoning, and (d) behavioral levels. With more applied research, we believe that this model will help trainers and trainees to reach a better understanding of the cognitive and psychological roots of complex value laden performance.

When tactics collide: Counter effects between an adjunct map and prequestions

Abstract: Eighty-five undergraduates read a 1,399-word story using computer programs that differed in the types of learning aids provided: either prequestions only (PO) viewed prior to the reading, a related map that was first reviewed feature by feature (MR), prequestions plus an unreviewed map (PM), or prequestions with a reviewed map (PMR). During reading, subjects accessed the map as desired by depressing the mouse button, at which time the computer recorded how often they viewed the display and for how long. Analyses of scores on a 20-item constructed-response test on the story showed significantly higher recall by PO and PM groups compared to subjects receiving only a map. The MR group accessed the map significantly more often than did the PM group, while subjects given a reviewed map (MR and PMR groups) rated it significantly more useful for learning the story than did those who received both prequestions and a map that was not reviewed. All three groups receiving prequestions rated the text itself more useful than did the map-only group. These findings provide partial evidence that graphic and verbally based instructional tactics can, in certain circumstances, “collide” with one another when used concurrently. Because both adjunct displays and adjunct questions rely on mental rehearsal during initial processing, they potentially compete for the limited resources of working memory leading to, in some cases, attenuation of their benefits during learning.

A cross-cultural study of the effect of student-generated visualization on middle school students’ science concept learning in Texas and Taiwan

Abstract: O This study explored the use of visualization as a study strategy for middle school science concept learning when compared to unguided study. In addition, the differential impact of visualization training for different cultural groups was addressed. Data collected in school settings were analyzed quantitatively and qualitatively. The results showed that the 8thgrade Texan and Taiwanese students who attended visualization workshops and constructed visualizations during study time scored significantly higher on a comprehension posttest than those students who applied an unguided study strategy. Overall, Taiwanese students scored higher than Texan students, but there was no interaction between the type of treatment and cultural background.

Project THREAD: Technology Helping Restructure educational access and delivery : Preparing tomorrow's teachers to use technology (PT3)

Abstract: This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the US Office of Education through its PT3 grant program The project's overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools Project initiatives include: (a) a series of in-service workshops for university faculty, administrators, field supervisors, and mentor teachers; (b) one-on-one follow-up support provided by project staff; (c) a minigrant program to support the development of technology-based learning activities for university courses; (d) expanded opportunities for students to apply technology in their courses and field experiences; and (e) a redesign of selected courses that impact a large number of teacher candidates The project's evaluation is described, along with a discussion of outcomes and lessons learned In recognition of the project's scope and accomplishments thus far, the College of Education at the University of Nevada, Las Vegas (UNLV), was named the 2002 winner of the Best Practice Award for the Innovative Use of Technology by the American Association of Colleges for Teacher Education (AACTE)

Integrating technology in a field-based teacher training program: The PT3@ASU project : Preparing tomorrow's teachers to use technology (PT3)

Abstract: The Preparing Tomorrow's Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities ? and What components of the model require additions or modifications?.