Showing papers in "Journal of research on technology in education in 2003"
TL;DR: Describing of how three kinds of cognitive tools—semantic networks, expert systems, and systems modeling tools—can be used to externalize learner’s internal representations are provided are provided.
Abstract: The premise of this paper is that the key to problem solving is adequately representing the problem to be solved. Most research has focused on how problems are (re)presented to learners. The assumption that those external representations naturally map onto learners’ internal representations of problems has not been confirmed. New research has examined the role of tools for externalizing learners’ internal representations. Descriptions of how three kinds of cognitive tools—semantic networks, expert systems, and systems modeling tools—can be used to externalize learner’s internal representations are provided. Research is needed to study the efficacy of these tools for supporting problem solving.
302 citations
TL;DR: In this article, the authors examine the findings from 174 case studies of innovative pedagogical practices using technology from 28 participating countries and identify specific patterns of classroom practice that are more likely to be associated with reports of desirable student outcomes.
Abstract: This study examines the findings from 174 case studies of innovative pedagogical practices using technology from 28 participating countries. The study looks at how classrooms world-wide are using technology to change the practices of teachers and students. Within many of these classrooms, the use of technological tools and resources supports students as they search for information, design products, and publish results. Teachers create structure, provide advice, and monitor progress. Beyond these commonly exhibited practices, the study identifies specific patterns of classroom practice that are more likely to be associated with reports of certain desirable student outcomes. Examples are provided.
281 citations
TL;DR: In this article, the Snapshot Survey was conducted to approximately 4,000 K-12 classroom teachers in the U.S. and the authors found that students have not actually used the technology and the reason for this non-use lies not at the feet of the teachers, but rather in the very real lack of access to the technology.
Abstract: There is general agreement that computing technologies have not had a significant impact on teaching and learning in K–12 in the U.S., even though billions of dollars have been spent in purchasing, equipping, and supporting the technology. Some critics of school technology use this situation to push their position that technology is not appropriate for children. Others put the failure on the backs of classroom teachers. However, based on the data we collected administering the Snapshot Survey in districts large and small around the country to approximately 4,000 K–12 classroom teachers, the reason that technology has not had an impact on teaching and learning is that students have, for all intents and purposes, not actually used the technology. Furthermore, the reason for this non-use lies not at the feet of the teachers, but rather in the very real lack of access to the technology. Having one computer in the classroom is not access, nor will it lead to significant student use. Frankly, technology...
257 citations
TL;DR: In this article, the results of a survey (N=2, 156) in one of the largest school districts in the country, focusing on teachers' instructional modes related to technology integration as outlined in the National Educational Technology Standards for Students.
Abstract: This article highlights the results of a survey (N=2, 156) in one of the largest school districts in the country, focusing on teachers’ instructional modes related to technology integration as outlined in the National Educational Technology Standards for Students. Approximately 50% of the teachers who responded to the survey indicated that they were using technology as a classroom communication tool. Smaller percentages were reported for technology integration as a productivity, research, or problem-solving tool. In comparisons across subject areas, statistically significant differences were noted when teachers used computers as a research tool or as a problem-solving/decision-making tool. In both cases, science teachers reported the highest usage, followed by mathematics teachers.
236 citations
TL;DR: In this article, a group of preservice teachers, before and after participating in an innovative technology component of a teacher preparation program, envisioned the use of technology within their future classroom.
Abstract: This study sought to understand how a group of preservice teachers, before and after participating in an innovative technology component of a teacher preparation program, envisioned the use of technology within their future classroom. Secondly, this study sought to understand preservice teachers’ ability to identify content-based technology uses for their anticipated teaching position, after completion of student teaching. The results showed that preservice teachers developed, to a limited extent, a “thinking with technology” perspective. Issues that pertained to the limited development of this perspective in the majority of the participants included: (a) the role of cooperating teachers, (b) the availability of technology integration models, (c) the participants’ abilities to generate technology-supported lessons, (d) instructional approaches to technology integration, and (e) their inclination to teach technology-supported lessons without a thorough understanding of the technology.
223 citations
TL;DR: In this paper, the authors examined the levels of technology integration into the schools' curricula with regard to the amounts and types of technology training received by K-12 school principals.
Abstract: The purpose of this study was to investigate whether technology training received by principals influences the integration of technology into classrooms. The study examined the levels of technology integration into the schools’ curricula with regard to the amounts and types of technology training received by K–12 school principals. The level of technology integration was also examined with regard to the following demographics age; sex, principal’s years of administrative experience, school size, and grade level. Statistical significance was found for amounts and types of technology training principals received, indicating that each can influence levels of integration into a school’s curricula. Data showed the age of the principal also influences technology integration into the curriculum.
212 citations
TL;DR: In this article, the authors describe topics and issues on which new research should focus and offer guidelines for research methods to address previous criticisms and provide results to guide future use of technology in education.
Abstract: Research to indicate unique pedagogical benefits of technology in education flourished until the mid-1980s, when criticism of the premises and methodologies of studies made educators question the usefulness of so-called “media research.” Currently, increasing costs of maintaining technology infrastructure and evidence of low use of technology by teachers has generated new urgency for research to help provide a rationale for specific uses of technology to support teaching and learning. The new National Educational Technology Plan currently under development by the US. Department of Education provides an ideal opportunity for articulating a plan for meaningful research. This article describes topics and issues on which new research should focus and offers guidelines for research methods to address previous criticisms and provide results to guide future use of technology in education.
144 citations
TL;DR: In this article, a comparison study of synchronous and asynchronous online discussion sessions was conducted with 40 preservice students at an online university in South Korea during the Spring 2002 course "Pedagogy of Web-Based Instruction".
Abstract: This paper explores pedagogical implications of online discussion for preservice teacher training, based on a comparison study of synchronous and asynchronous discussions. The data—2,820 postings from synchronous discussion sessions and 336 postings from asynchronous discussions—were collected from 40 preservice students at an online university in South Korea during the Spring 2002 course “Pedagogy of Web-Based Instruction.” Analysis of the postings revealed that female students were more active than male students in online discussions. Synchronous online discussion, however, did not develop into the more serious learning stages beyond socialization. On the other hand, topic-related postings were dominant in the asynchronous discussion. The results imply that synchronous discussion is more useful for promoting social interaction while asynchronous discussion is more useful for task-oriented communication. Specific suggestions are offered as to the best use of online discussion tools, the pivotal r...
135 citations
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TL;DR: In this article, a technology professional development initiative in a school district with the goal of extending technology use in the classroom beyond being a mere teaching tool is presented, and a set of technology standards and indicators are established to describe best practices for expert teaching and student learning using technology.
Abstract: We launched a technology professional development initiative in a school district with the goal of extending technology use in the classroom beyond being a mere teaching tool. For teachers to teach expertly, we wanted them to “be the technology” by modeling technology use in the classroom, applying technology across the curriculum, applying technology to problem solving and decision making in authentic learning environments, and applying technology to facilitate collaboration and cooperation among learners. To implement this technology initiative, we established a set of technology standards and indicators to describe best practices for expert teaching and student learning using technology. We hypothesized that teachers would experience several stages as they developed into expert technology integrators and that we could evaluate this technology initiative by tracking their progress through these stages. We formulated and validated a developmental model for technology integration, the Technology I...
105 citations
TL;DR: The authors developed a web-based review tool using the formats of the popular television game shows Who Wants to Be a Millionaire? and Jeopardy! that actively engaged students in reviewing social studies material.
Abstract: The State of Virginia’s Standards of Learning (SOL) curriculum identifies specific objectives for each grade level in the subjects of reading, math, science, and social studies, and assesses student mastery of those objectives at targeted grade levels. The third-grade social studies curriculum and test represent a particular challenge for teachers because they cover information taught from kindergarten through third grade over a wide variety of topics, including Ancient Civilizations, Famous Americans, Civics, Famous Explorers, and U.S. Holidays. To assist one school in reviewing for the third-grade exam, the first author developed a Web-based review tool using the formats of the popular television game shows Who Wants to Be a Millionaire? and Jeopardy! that actively engaged students in reviewing social studies material. This mixed-method study used both a quasi-experimental and a qualitative approach. In the quasi-experimental design, scores of students in one third-grade class who used the game ...
79 citations
TL;DR: This paper found that both men and women used a range and a mix of discourse strategies, including supportive, supportive, personalizing, receptive to others' ideas, and attenuating, and were also willing to be critical and to challenge others' assumptions, images, beliefs, and positions.
Abstract: Although computer-mediated discussions (CMDs) have the potential to be ideal forums for fostering dialogue, research on listservs and in college composition classes has found that the discourse tends to be dominated by a few individuals, often men, and is sometimes abusive. In contrast, results of our study in a teacher education course revealed that both men and women used a range and a mix of discourse strategies. With a few exceptions, both men and women were inclusive, supportive, personalizing, receptive to others’ ideas, and attenuating. They were also willing to be critical and to challenge others’ assumptions, images, beliefs, and positions, which they usually prefaced with supportive and attenuating remarks. In addition, both men and women were equally likely to mock and exclude those who did not abide by the conventions of the group norms, although such comments were uncommon. Based on our own research and a review of the literature, we discuss what we learned and offer recommendations f...
TL;DR: In this article, an exploratory study to examine the potential of ICT to contribute to learning and behavior improvement of young children who are at risk because of behavior problems is presented.
Abstract: Based on the severe challenges of urban education, the growing capabilities and availability of advanced technology in schools, and experience in implementing technology as part of an urban school reform effort, the authors hypothesized a role for interactive computer technology (ICT) in supporting learning and behavior of young children who are at risk because of behavior problems. The article reports on an exploratory study to examine the potential of ICT to contribute to learning and behavior improvement. The study employed an experimental design comparing the performance of young, urban, African-American children from low-socioeconomic-status homes who were given specially selected ICT experiences with a comparison group who did not have the ICT treatment. The study also compared the performance of children identified as with or without behavioral problems, but not identified as special education.
TL;DR: In this article, the authors draw from a larger literature review to discuss both the positive and negative aspects of electronic conversations and present research that showcases the possibilities of online conversations in teacher education methodology classrooms.
Abstract: Recent research has provided evidence of the potential benefits of using both synchronous and asynchronous online conversations in face-to-face, mixed-mode, and online classes. However, research has also suggested that these benefits are not inherent just by adopting online discussions into classroom work. In this paper, we draw from a larger literature review to discuss both the positive and negative aspects of electronic conversations. We then present research that showcases the possibilities of online conversations in teacher education methodology classrooms. We conclude with a second research study that addresses the notion of student uptake, highlighting implications for teacher educators who want to successfully implement discussion forums in their curricula.
TL;DR: In this article, the authors provide recommendations for the use of computer-mediated discussion (CMD) in instruction and discuss three questions and consider instructional recommendations grounded in their research: Can students successfully learn something of value as a result of participating in CMD? How can students’ attentional and motivational responses to CMD inform course design? What are ways to structure CMD more effectively when classes include international students?
Abstract: We provide recommendations, grounded in research findings, for the use of computer-mediated discussion (CMD) in instruction. For years, we have studied undergraduate and graduate level courses that made use of synchronous and asynchronous electronically-mediated discussion as an important aspect of course design. Here, we discuss three questions and consider instructional recommendations grounded in our research: Can students successfully learn something of value as a result of participating in CMD? How can students’ attentional and motivational responses to CMD inform course design? What are ways to structure CMD more effectively when classes include international students?
TL;DR: In this paper, the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem was investigated. But the authors focused on the effect on the achievement and attitude of the students who were supported by the EBIPS model.
Abstract: The purpose of this study was to determine the effect of a specific problem-solving model on achievement and attitudes when students solve an information-based problem. Thirty-five eighth-grade students in two intact classes were asked to write newspaper articles that summarized the events surrounding the Selma March during the African-American Civil Rights Movement. One class of students followed the procedures of the Eisenberg and Berkowitz Information Problem Solving (EBIPS) model, while the other followed a standard set of guidelines for writing newspaper articles. Both groups of students used a multimedia database of information dealing with the African-American Civil Rights Movement for the activity. Achievement and attitudinal data were collected at the end of the treatment period, and observational data were collected throughout the treatment period. Results suggested that students who were supported by the EBIPS model created articles that were more accurate, utilized a wider variety of i...
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TL;DR: Roblyer and Knezek as mentioned in this paper argue that the current educational technology research tends to lack sufficient theory, fails to provide adequate evidence about how modern technologies enhance achievement and motivation, and fails to adequately shape practice in the field.
Abstract: Firs-::, I'd like to express my gratitude for the opportunity to respond to the Roblyer and Knezek article. I believe that it raises some critical issues about formulating a much-needed research agenda for educational technology and I appreciate being part of the conversation. Let me begin with the authors' assessment of current educational technology research-that it tends to lack sufficient theory, fails to provide adequate evidence about how modern technologies enhance achievement and motivation, and fails to adequately shape practice in the field. That's a strong statement, but unfortunately, I tend to agree. I do appreciate, though, the positive manner in which theses issues were framed, focusing on the challenges and opportunities that we face. It should be noted that designing and implementing technology-based learning activities in schools can be likened to learning to fly an airplane while it is being built. Furthermore, if you factor in the numerous competing agendas for school reform it is not surprising that the research agenda for educational technology is not particularly focused. Considering the progress that's been made in the field in a very brief amount of time, we should not be overly critical of our shortcomings. With that said, tiough, I agree with the authors that as our field matures, and as external pressures mount, it makes sense to formulate a more focused research agenda that will better inform practice in our schools. The hi3torical perspective that Roblyer and Knezek provide is very helpful for inforrr_ing where we currently are as well as where we should be going. Although I tend to agree with Clark (1983, 1985, 1991, 1994, as cited in Roblyer & Knezek, 2003) in his criticism of media comparison studies as they were conducted, I accept Roblyer and Knezek's premise that the goals of such research should be revisited. Perhaps part of the problem has been the proliferation of many small-scale studies that failed to acknowledge the range of variables involved in technology-based learning, and in effect, resulted in overly simplistic comparison of media. I agree with Kozma's (1994) conclusions, published in a special is.lue on the topic, that we need to conduct research on \"what ways can we use d·_e capabilities of media to influence learning for particular students, tasks, and situations\" (p. 18). That fits nicely with Roblyer and Knezek's premise that we should \"look at technologies not as delivery systems, but as components of solutions to educational problems\" (p. 63). As the authors suggest, it makes sense to reach \"some detente in the theory debates\" (p. 62) and to proceed with an agenda that helps inform what works in actual instructional settings. Furthermore, it is reasonable to assert that technology-based methods should ultimately be able to demonstrate a \"relative advantage\" over other instructional methods. In this case, though, I would like to em-
TL;DR: In this article, the authors report on the planning, implementation, and evaluation of a whole-school approach to using new technologies for teaching and learning in a senior secondary school in Australia.
Abstract: While there is strong advocacy for schools to integrate the use of new technologies across the curriculum, an extensive literature highlights challenges facing schools undertaking such an agenda. This paper reports on the planning, implementation, and evaluation of a whole-school approach to using new technologies for teaching and learning in a senior secondary school in Australia. The paper provides an analysis of crucial factors in the effective use of computers for learning across the curriculum.
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TL;DR: The findings showed a high degree of student engagement in organizing information, and a greater organization and elaboration of concepts in students’ final knowledge representations.
Abstract: This study examined (a) the nature of student engagement (enjoyment, concentration, perceived control, exploration, and challenge) in four hypermedia design tasks: chunking, linking, naming paths, and organizing information, and (b) the impact of designing hypermedia documents on students’ conceptual learning. The findings showed a high degree of student engagement in organizing information, and a greater organization and elaboration of concepts in students’ final knowledge representations. Although there were individual differences in students’ cognitive engagement and conceptual learning, the highly motivating task of organizing information and the characteristics of the learning context sustained their engagement in cognitively complex and challenging tasks.
TL;DR: The creation of a Web-based curriculum has the potential to enable students to have access to the global network of multimedia information while being engaged in self-directed learning activities.
Abstract: Educators continue to look for instructional practices that will contextualize learning, motivate students, individualize instruction, and increase the number of students attaining mastery levels of achievement. Simultaneously, Internet use has arrived in today’s classrooms, which has moved the learning environment beyond the drill and practice use of computers. The creation of a Web-based curriculum has the potential to enable students to have access to the global network of multimedia information while being engaged in self-directed learning activities.
TL;DR: This article conducted research with preservice teachers who participated in the case study of struggling readers via asynchronous Computer Mediated Discussion (CMD) on Blackboard, and found that themes about assessment and instruction of readers emerged within and across discussion fora.
Abstract: The author summarized research conducted with preservice teachers who participated in the case study of struggling readers via asynchronous Computer Mediated Discussion (CMD) on Blackboard. Results revealed that themes about assessment and instruction of struggling readers emerged within and across discussion fora. Also, CMD both facilitated and limited these preservice teachers’ understandings of literacy assessment and instruction. This and other research studies in this area served as a base for recommendations regarding the use of CMD in university teacher education courses. Recommendations focused on issues of communication, collaboration, and the learning environment. Specific recommendations reveal that instructors should carefully consider the purpose and tasks for employing CMD in a university course. Also, instructors must find ways to increase motivation for those students with writing apprehension. Further, instructors can practice methods to facilitate increased interaction during CMD...
TL;DR: In this paper, computer-related control beliefs and motivation were measured in a sample of 103 lower secondary school students at a school that had just launched a computer enhancement program for both its staff and students.
Abstract: Computer-related control beliefs and motivation were measured in a sample of 103 lower secondary school students at a school that had just launched a computer enhancement programme for both its staff and students. Control beliefs were conceptualized as a composite of contingency and competence beliefs. Motivation was defined as interest / liking of computer usage. Survey responses were collected three times at six-month intervals. The results demonstrate that there was a steady increase in the students’ control beliefs, whereas their motivation to use computers was reasonably high and resistant to change. Findings from the study suggest that sound pedagogical practices and an environment where new technology is fully implemented across the curriculum can promote gender inclusion so that male and female students report equal levels of computer-related control beliefs and motivation.
TL;DR: A special issue on computer-mediated discussion devoted to the field of teacher education was published by the American Educational Research Association (AERA) in 2003 as discussed by the authors, with five articles from the authors represented in this special journal issue.
Abstract: I should have known this was coming. For some, it has been far too long in the making. What is it? A special issue on computer-mediated discussion (CMD) devoted to the field of teacher education. Those of us navigating the trenches of computer conferencing and online collaboration for the past decade or two can attest to the numerous CMD opportunities for teacher education instructors and students alike as well as for those in any discipline. We can also confirm the difficulties of establishing and coordinating online discussion. We are aware of the complexities of fostering interaction and discussion among preservice teachers as well as understanding the learning-related impact of those interactions. And we have likely experimented with our own teaching in an effort to help students see multiple perspectives and viewpoints. Life on the CMD trail has been simultaneously exciting, intriguing, challenging, frustrating, and intense. Fortunately, the articles in this special issue offer us a window into all of these emotions and reactions. Four of the five articles of this issue were presented at the American Educational Research Association meeting in Chicago in April of2003. During that session, there were several issues and themes that resonated with those attending, prompting the collaborative effort of the authors represented in this special journal issue. Many of you will likely be familiar with the advantages and disadvantages of online discussion within a course or set of educational experiences, either as a student or an instructor or both. But if many are already aware of the pros and cons of CMD, why is this special issue needed? There are at least six reasons.
TL;DR: A decision-making flowchart is suggested to help educators decide whether or not an instructional activity is most likely to be effective when conducted through the Internet, reiterating the need to counter the over-enthusiasm of exclusive use of the Internet for instruction.
Abstract: In this conceptual position paper, we suggest a decision-making flowchart to help educators decide whether or not an instructional activity is most likely to be effective when conducted through the Internet. The five decision-making criteria used in the flowchart are: (a) communication modality, (b) access permissibility, (c) instruction interactivity, (d) update regularity, and (e) information readability. Three examples were discussed to illustrate how the flowchart can help make decisions. We conclude the paper by reiterating the need to counter the over-enthusiasm of exclusive use of the Internet for instruction.