Showing papers in "Journal of research on technology in education in 2008"
TL;DR: Qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students, and the laptop program produced academic gains in writing and mathematics within the laptop group.
Abstract: This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers, laptops enabled disadvantaged students to engage in powerful learning experiences. Although quantitative data did not reveal significant differences in student attitudes towards computers and school between laptop and comparison students, qualitative data indicated that laptop integration created enhanced motivation and engagement with schoolwork, influenced classroom interactions, and empowered students. Such behaviors were not evident among comparison students. Furthermore, qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group. Results of the study have implications for policy makers,...
210 citations
TL;DR: This paper examined the relationship between students' perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education and concluded that student-instructor personal interaction, student-student personal interaction and student-content interaction, along with students perceptions of WebCT features and gender were predictors of course satisfaction.
Abstract: This study examined relationships between students’ perceptions of course-related interaction and their course satisfaction within the learner-centered paradigm in distance education. A Students’ Perceived Interaction Survey (SPIS) instrument was developed to examine nine separate hypotheses about the nature of course-related interaction. A volunteer sample of 855 students from the 949 students enrolled in Computer Science 103—Computer Literacy and Applications at Iowa State University in the fall of 2005 was used. This study employed a multiple linear regression. It concluded that student-instructor personal interaction, student-student personal interaction, and student-content interaction, along with students’ perceptions of WebCT features and gender were predictors of course satisfaction. In this study 94% of the participants indicated they were satisfied with the course. No significance was found in the relationships between student satisfaction and student-teaching assistant (TA) personal int...
152 citations
TL;DR: In this article, a study was conducted to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school, and the findings were viewed within the context of global changes and the new demands that this trend places on education.
Abstract: Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. The purpose of this study, therefore, was to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school. The findings, which centered on student perspectives of school, uses of technologies in and out of school, and academic engagement, are viewed within the context of global changes and the new demands that this trend places on education.
145 citations
TL;DR: In this paper, a case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project and provides directions for future work to further explore the notion of TPCK in practice.
Abstract: In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project. On the surface, the setting for the work (particularly the skilled teachers with whom we worked) seemed to be the “best-case scenario” for technology integration, and yet, challenges arose in the intersections of the domains of knowledge. This study explores the different areas of teacher knowledge in this project and provides directions for future work to further explore the notion of TPCK in practice.
138 citations
TL;DR: This study examined whether game elements could be used along with Problem Based Learning in a digital learning environment to improve student writing and found decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
Abstract: Two major obstacles to using problem-based learning methods with writing in elementary school classrooms are the time it takes to design the learning environment and the time required for students to interact at their own pace with ill-structured problems used to spur student writing. This study examined whether game elements could be used along with Problem Based Learning (PBL) in a digital learning environment to improve student writing. Results from this study included statistically significant decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
131 citations
TL;DR: In this paper, the authors conducted a case study to investigate how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice and found that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Abstract: This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal. In addition, teachers gained curriculum-based knowledge, developed enhanced self-efficacy with respect to implementing technology, and collaborated on the development of interdisciplinary curriculum units.
121 citations
TL;DR: In this paper, the authors measured changes in teaching practices that occurred during a school year that included laptop implementation and professional development through direct observations of more than 400 classrooms in more than 50 K-12 schools in 11 Florida districts.
Abstract: This study measures changes in teaching practices that occurred during a school year that included laptop implementation and professional development. The changes were documented through direct observations of more than 400 classrooms in more than 50 K–12 schools in 11 Florida districts. Trained observers used two valid observation instruments to measure teaching practices and technology use. The Mantel-Haentzel procedure was used to infer statistical differences between fall and spring observations. Observed percentages, means, standard deviations and effect sizes are provided. Results suggest laptop implementation and professional development can lead to increased student-centered teaching, increased tool-based teaching, and increased meaningful use of technology. This research suggests that laptop implementation coupled with professional development may have an immediate impact on instructional practices.
106 citations
TL;DR: This paper investigated the impact of instructional technology integration courses on K-12 teachers' self-efficacy in learning about and implementing instructional technology and explored the differential effects of these courses on participants' selfefficacy due to different demographic characteristics.
Abstract: In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K–12 teachers. This study investigated the impact of these courses on the course participants’ self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants’ self-efficacy due to different demographic characteristics. The data analyses from the pre-/post-/follow-up surveys completed by 377 course participants revealed that the grant-funded courses did increase participants’ confidence and competence in technology integration. No significant difference was found on course effects between participants with different demographic characteristics. The qualitative data from interviews with the course participants confirmed the survey results, and the posi...
93 citations
TL;DR: This study compared learner perceptions of two online courses—one using the more traditional approach capitalizing on the affordances of Blackboard and one using the COPLS one-on-one model and revealed that both environments were perceived as providing a high quality learning experience.
Abstract: Online learning is rapidly becoming a permanent feature of higher education. In a preponderance of instances, online learning is designed using conventional educational practices: lecture, grades, group discussion, and the like. Concerns with traditional pedagogy instantiated by course management systems raise questions about the quality of learner’s online experiences. There is a need to reconsider the design of learning opportunities in light of emerging online delivery modes. This study compared learner perceptions of two online courses—one using the more traditional approach capitalizing on the affordances of Blackboard and one using the COPLS one-on-one model (Norton, 2003). Results revealed that both environments were perceived as providing a high quality learning experience. In addition, results point to the importance of self-regulation, the role of the instructor/facilitator/mentor, and the role of the group as factors influencing learners’ perception of the quality of their learning expe...
82 citations
TL;DR: In this paper, a synthesis of the literature enabled the construction of the concept that a CoP, investigated through a design-based research methodology, can contribute to effective ICT integration research.
Abstract: Research suggests effective classroom ICT integration occurs through needs-based, collaborative professional development (Chandra-Handa, 2001; Cuttance, 2001; Figg, 2000; Gibson, Oberg, & Pelz, 1999; Gross, 2000; Haughey, 2002). A community of practice (CoP) (Wenger, 1998; Wenger, McDermott, & Snyder, 2002) can be an effective mode of such collaborative professional development. A synthesis of the literature enabled the construction of the concept that a CoP, investigated through a design-based research methodology, can contribute to effective ICT integration research. Principles for this research approach are discussed and address the membership of a CoP and teacher/researcher ownership of research goals and design.
80 citations
TL;DR: A sociotechnical framework is used to bring to light emergent structures of participation during student-teacher instant messaging interactions to support learning and reflect both pedagogical models and most current literature on how people learn.
Abstract: Researchers espouse that youth are learning differently than any other generation Many researchers believe that because youth are leading the way with technology, their technology practices impact the way that they connect with the world around them As a result, educators examine how to successfully engage youth in learning by understanding how to tap their technology practices This study utilizes a sociotechnical framework to bring to light emergent structures of participation during student-teacher instant messaging interactions to support learning Analysis illuminates three emergent and fluid participation structures These structures reflect both pedagogical models and the most current literature on how people learn
TL;DR: How teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the integration model chosen by the teachers are sought.
Abstract: In this paper we sought to understand how teachers chose to integrate a hybrid online education program in their classrooms, how students responded to this choice, and how students’ experiences were influenced by the integration model chosen by the teachers. Data collected via classroom observations, personal interviews, and focus groups suggest four integration models: curriculum-based, activities-based, standards-based, and media-based. We discuss these models in the context of hybrid online education and particularly in adventure learning. Finally, we provide recommendations for the design, development, implementation, and integration of hybrid online education programs.
TL;DR: In this paper, the authors describe qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms and found that the teachers' pedagogical aims, rather than the technology or content, dominated both their planned and enacted curriculum.
Abstract: This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton’s (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the constraints of a very detailed mandatory curriculum, taught very similar content, and used the same online digital documentary tool. Despite these similarities, they planned and executed their projects in divergent ways. We found that the teachers’ pedagogical aims, rather than the technology or content, dominated both their planned and enacted curriculum.
TL;DR: In this article, a study that closely followed and documented the journeys of professional growth for a group of teachers from their points of view, over a period of six months, was conducted in conjunction with participation in a project centred on the creation of Web sites as culminating performance tasks.
Abstract: Increments in educational budgets have been devoted to professional development for teachers to help them accommodate their practices to the realities of their classrooms. Previous research has suggested that despite this significant investment, there has been little, if any, positive change. This begs the question of what else might be done to reverse this outcome and contribute to transformational change of the profession. This article reports on a study that closely followed and documented the journeys of professional growth for a group of teachers from their points of view, over a period of six months. Action research was conducted in conjunction with participation in a project centred on the creation of Web sites as culminating performance tasks. Analysis of the data collected led to the conclusion that one possibility could be to facilitate professional development in such a way that it is authentic, based in the classroom and focused on tasks meaningful to and specifically chosen by the tea...
TL;DR: This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions, generating three comprehensive themes: rapport, motivation, and scaffolding.
Abstract: This study involved the analysis of the complex interactions that take place between tutors and preschool children using a computer during early literacy tutoring sessions. Eight five-year-old pre- and early-readers attending a childcare centre participated in daily 20-minute tutoring sessions for two weeks. The literacy software (a beta version) was especially designed to guide tutors while working one-on-one with elementary school students falling into the lower 30% of reading achievement (i.e., at-risk). Parent surveys, videotaped tutor/child sessions, independent observer data, and tutor reports yielded rich descriptions of the tutor/child/computer process. Rigorous grounded theory analyses generated three comprehensive themes: rapport, motivation, and scaffolding. The first focused on interpersonal issues, the latter two on teaching/learning. Implications for practice are discussed. (Keywords: early literacy, computer support, tutoring, observational research.) Helping develop core reading skills at an early age is arguably the single most important role schools play in the educational process. Unfortunately, a significant subset of children fail to acquire grade level reading proficiency such that by grade three, their ability to effectively address the full range of academic tasks is compromised at best, and permanently impaired at worst (Vellutino & Scanlon, 2001). Early detection and intervention have been identified as the key elements in addressing this problem (Adams, 1990). This research was undertaken to examine how computers might help tutors while they work one-on-one with these at-risk children. Review of Literature The Success For All (SFA®) Foundation, a not-for-profit organization associated with Johns Hopkins University, offers a comprehensive school-wide literacy program. The early literacy component, Reading Roots, is designed to detect and resolve reading problems as early as possible before they become serious, helping to ensure that children do not fall behind vis-a-vis grade-level reading achieve
TL;DR: The authors compared a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement.
Abstract: This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students. MANOVA analyses of pretest, posttest, attitudinal, and attendance data revealed no significant difference between approaches on achievement. A main effect was found for self-regulation level and achievement, as well as for goal orientation and class preparation/attendance. Other findings are that students in the operant conditioning group were significantly more likely to be anxious when using SRS but were more motivated to prepare for and attend class than the metacognitive group. Finally, type of pedagogy and self-regulation level also interacted significantly on the achievement measure, with highly self regulated students in the metacogni...
TL;DR: ODRES (Observe, Discuss, and Reason with Evidence in Science) as discussed by the authors ) is a computer tool that was designed to be used with elementary school children in science.
Abstract: In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students’ conceptual understandings about light, color, and vision Succinctly, dyads of sixth-grade students were engaged in distributed collaborative inquiry regarding the scientific concepts of light, vision, and color in order to solve a mystery problem about a stolen diamond ODRES was employed to scaffold students’ collaborative inquiry with different tools, such as the simulator that simulates the effects of the color of a light source on an object, the magnifying glass that enables students to make careful observations, and the notebook that organizes the results of students’ investigations Students performed two cycles of collaborative inquiry, and each cycle was followed by a classroom discussion where students could present their solut
TL;DR: The aim of this special issue of ]RTE is to examine how a consideration of the framework of distributed cognition can effectively inform and capture the intricacies of technology-enhanced classrooms as complex distributed cognitive systems indudhg humans, tools, and artifacts, along with their interactions.
Abstract: Research on the role of computers in educacon is mainly outcomes-based, and focuses on the effects of computers on student learning primarily from two perspectives-the ampLfication and augmentation perspectives (Azevedo, 2005; Kozma, 1991; Lajoie, 1993; Lajoie, 2003; Liu & Bera, 2005; Pea, 1985; Saljo, 1999; Watters & Die:z:mann 2007; Wijekumar, Meyer, Wagoner, & Ferguson, 2006). According to the amplification perspective, computers share the cognitive burde::1 of carrying out tasks that humans are not very good at, such as, pertorming complex calculations, and storing and retrieving information (Salomon, PerkJns, & Globerson, 1991; Salomon, 1993). From the augmentation perspective, computers not only arr_plif)r what humans do, but also shape human cognition by facilitating the comtruction of mental representations of abstract concepts and phenomena through the use of advanced computer visualizations and simulations (Jonassen & Carr, 2000; Jonassen & Reeves, 1996; Pea, 1985; Pea, 2004). However, when computers are integrated into the flow of classroom action, a qualitac.re transformation occurs regarding the ways teachers teach and students learn. Cognition ic technology-enhanced classrooms is distributed throughout the system, whi:h includes teachers, students, tools, and various artifacts. In this context, the potential of computers is best exploited \"when used in conjunction with the students' intellectual resources, social resources, symbolic resources:. and otier pbysical resoLrces as they function together within a social, construc:::ivist, learning environment\" (Steketee, 2006, p. 3). The social, physical, symbdic and intellectual resources a:::-e in effect support mechanisms that enable stu:.ents to steer their way through their zones of proximal development (Vygotsky, 1978). The amplification or augmentation effects oflearning with computers can then be most conscuctive and valuable, if they are situated and interpreted within a conceptual framework that can actually capture the intricacies of technology-enhanced classrooms as complex distributed cognitive systems indudhg humans, tools, and artifacts, along with their interactions. It is therefore the aim of this special issue of ]RTE to examine how a consideration of the framework of distributed cognition can effectively inform and
TL;DR: This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district.
Abstract: This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students in an ethnically and linguistically diverse urban school district. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003). Teacher and student activities, pretest and posttest scores, and instructional methods for experimental and control conditions were documented in order to provide a comprehensive understanding of the results.
TL;DR: The data-driven qualitative content analysis revealed that students were engaged in knowledge level and transactivity level activities and they processed their own ideas as well as others’ ideas in their group interactions.
Abstract: This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an affordance for their jointly evolving cognitive systems. The context of the study is a teacher-student (N=13) educational technology course. The data involved students’ videotaped face-to-face group activities (mind-mapping with paper and pen and mind-mapping with a Mobile Mind Map Tool and pictorial knowledge representations) as well as stimulated recall interviews. The data-driven qualitative content analysis revealed that students were engaged in knowledge level and transactivity level activities and they processed their own ideas as well as others’ ideas in their group interactions.
TL;DR: The Euroland project as mentioned in this paper, a virtual land created and populated by seven classrooms supported by a team of researchers, was analyzed with the aim of tracking down the process and the structure of intersubjectivity.
Abstract: Virtual environments are able to extend the space of interaction beyond the classroom. In order to analyze how distributed cognition functions in such an extended space, we suggest focusing on the architecture of intersubjectivity. The Euroland project—a virtual land created and populated by seven classrooms supported by a team of researchers—was analyzed with the aim of tracking down the process and the structure of intersubjectivity. Participants were located in different cities in two countries—Italy and the Netherlands. At the end of the project, the initial empty virtual world was filled with virtual artifacts borne from the intersubjective process. A group often 13-year-old students was observed throughout the project. Seven videotapes were collected in the classroom. By analyzing the videotapes, a set of episodes revealing intersubjectivity was captured and discussed. Intersubjectivity first concerned only participants and tools located in the classroom. Later, partners at a distance and th...
TL;DR: This article explored the use of technology to teach in the context of education and found that using technology in education can improve the performance of teachers and increase the success of the teaching process in general.
Abstract: (2008). Exploiting the Use of Technology to Teach. Journal of Research on Technology in Education: Vol. 40, No. 3, pp. 389-404.
TL;DR: How TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London and the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario are described.
Abstract: This paper uses the framework of distributed cognition to discuss benefits and constraints of technology adoption and use in social-constructive language learning scenarios. The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve social-constructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario. Finally, these results are discussed with regard to the heuristic value of distributed cognition for technology-enhanced social-constructive learning-scenarios.