Showing papers in "Journal of research on technology in education in 2010"
TL;DR: In this article, the authors examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools?
Abstract: Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs. (Keywords: teacher change, teacher knowledge, teacher beliefs, technology integration)
1,618 citations
TL;DR: In this paper, the authors explored the feasibility of tablet computers in early education by investigating preschool children's ease in acclimating to tablet technology and its effectiveness in engaging them to draw.
Abstract: This study explored the viability of tablet computers in early education by investigating preschool children’s ease in acclimating to tablet technology and its effectiveness in engaging them to draw. A total of 41 three- to six-yearold children were videotaped while they used the tablets. The study found significant differences in level of tablet use between sessions, and engagement increased with age. Teachers reported high child interest and drawings as typical to above expectation. Children quickly developed ease with the stylus for drawing. Although technical issues in learning this new technology were encountered, children were interested and persisted without frustration. What seems to matter for children’s learning is the ways teachers choose to implement this technology. (Keywords: technology and young children, tablet computers, computers and early education, pentop computing)
426 citations
TL;DR: This paper examined the impact of robotics and geospatial technologies interventions on middle school youth's learning of and attitudes toward science, technology, engineering, and mathematics (STEM) and found that the longer intervention led to significantly greater learning than a control group not receiving the instruction.
Abstract: This study examined the impact of robotics and geospatial technologies interventions on middle school youth’s learning of and attitudes toward science, technology, engineering, and mathematics (STEM) Two interventions were tested The first was a 40-hour intensive robotics/GPS/GIS summer camp; the second was a 3-hour event modeled on the camp experiences and intended to provide an introduction to these technologies Results showed that the longer intervention led to significantly greater learning than a control group not receiving the instruction, whereas the short-term intervention primarily impacted youth attitude and motivation Although the short-term intervention did not have the learning advantages of a more intensive robotics camp, it can serve a key role in getting youth excited about technology and encouraging them to seek out additional opportunities to explore topics in greater detail, which can result in improved learning
214 citations
TL;DR: Early research on using immersive technologies to develop virtual performance assessments is described, with a focus on providing rich experiences that enable observing and analyzing student performances.
Abstract: Despite three decades of advances in information and communications technology (ICT) and a generation of research on cognition and new pedagogical strategies, the field of assessment has not progressed much beyond paper-andpencil item-based tests. Research has shown these instruments are not valid measures of sophisticated intellectual performances. Simply using technology to deliver automated versions of item-based tests does not realize the full power of ICT to innovate in assessment via providing rich experiences that enable observing and analyzing student performances. To illustrate this approach, we describe our early research on using immersive technologies to develop virtual performance assessments. (Keywords: Assessment, technology, virtual worlds, science inquiry)
162 citations
TL;DR: The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use and of teacher practices concerning classroom management and use of software-generated student performance data.
Abstract: This study examined technology implementation practices associated with student learning gains. Interviews and observations were conducted with staff at schools where teachers using reading or mathematics software with their students attained above-average achievement gains and at schools where software-using teachers had below-average gains. The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use and of teacher practices concerning classroom management and use of software-generated student performance data. The issues of instructional coherence and competition for instructional time are highlighted as challenges to software implementation. (Keywords: Technology, implementation, software)
138 citations
TL;DR: The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced and can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation.
Abstract: An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced in this article. Each can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation. Each also can be applied in studies of relationships between extent of implementation and student outcomes.
130 citations
TL;DR: Assessment cases drawn from contexts that include large-scale testing programs as well as classroom-based programs are examined, and attempts that have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving are examined.
Abstract: This paper considers uses of technology in educational assessment from the perspective of innovation and support for teaching and learning. It examines assessment cases drawn from contexts that include large-scale testing programs as well as classroom-based programs, and attempts that have been made to harness the power of technology to provide rich, authentic tasks that elicit aspects of integrated knowledge, critical thinking, and problem solving. These aspects of cognition are seldom well addressed by traditional testing programs using paper and pencil or computer technologies. The paper also gives consideration to strategies for developing balanced, multilevel assessment systems that involve articulating relationships among curriculum-embedded, benchmark, and summative assessments that operate across classroom, district, state, national, and international levels. It discusses the multiple roles for technology in an assessment-based information system in light of the decision support needed from the multiple actors who operate across levels of the education system. The paper concludes with a consideration of the current state of the field as well as the potential for technology to help launch a new era of integrated, learning-centered assessment systems. (Keywords: Assessment, technology, large-scale, classroom, formative, summative)
127 citations
TL;DR: In this paper, the authors present findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts and find that greater PD fidelity was associated with higher quality lesson plans and higher student achievement.
Abstract: This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at whether variations in program implementation and teacher outcomes had an impact on student achievement. We found that greater PD fidelity was associated with higherquality lesson plans and higher student achievement. This evaluation suggests that instructional-technology PD that is closely aligned to a program’s core conceptual foundations can lead to positive teacher and student outcomes.
84 citations
TL;DR: This article conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21st-century learning skills associated with digital games.
Abstract: Researchers conducted a mixed-methods study with 21 undergraduate university students majoring in education to determine their ability to recognize the motivational factors and 21 st -century learning skills associated with digital games. Results suggest that students in the study were able to detect the learning skills embedded in games. The majority of participants stated that the element of motivation was important, but motivation alone was not a sufficient reason to influence them to use digital-game-based instruction in their future classrooms. However, peer modeling and the positive responses received from middle/high school students to whom candidates taught games appeared to be factors in teacher candidates’ decision to use digital games in the classroom. (Keywords: digital learning games, 21 st -century learning skills, new pedagogies, teacher candidates, educational innovations)
76 citations
TL;DR: The background and limitations of how researchers have traditionally used surveys to define and measure technology use are discussed, and a visual analog “sliding” scale is introduced as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools.
Abstract: In the following pages, we examine some common methodological challenges in educational technology research and highlight new data collection approaches using examples from the literature and our own work. Given that surveys and questionnaires remain widespread and dominant tools across nearly all studies of educational technology, we first discuss the background and limitations of how researchers have traditionally used surveys to define and measure technology use (as well as other variables and outcomes). Through this discussion, we introduce our own work with a visual analog “sliding” scale as an example of a new approach to survey design and data collection that capitalizes on the technology resources increasingly available in schools. Next, we highlight other challenges and opportunities inherent in the study of educational technology, including the potential for computer adaptive surveying, and discuss the critical importance of aligning outcome measures with the technological innovation, co...
59 citations
TL;DR: This study investigates the possibilities of developing an educational performance indicator for new-millennium learners and identified cognitive, affective, and sociocultural domains as core constructs of the indicator.
Abstract: Educational performance based on the learning outcomes of formal schooling in a future knowledge society could be significantly different from that of today. This study investigates the possibilities of developing an educational performance indicator for new-millennium learners (NMLs). The researchers conducted literature reviews, a meeting of experts, pilot studies, and a nationwide survey to define and refine a concept of educational performance required by a knowledge society. The study identified cognitive, affective, and sociocultural domains as core constructs of the indicator. We conducted exploratory and confirmatory factor analysis to validate the indicator. We have identified three domains with four factors in each have to measure the educational performance of NMLs. Information management, knowledge construction, knowledge utilization, and problem-solving abilities are four factors in the cognitive domain. The affective domain consists of self-identity, self-value, self-directedness, an...
TL;DR: The design and initial testing of the digital back-pack is presented and the lessons learned are offered to encourage further exploration of this technology.
Abstract: In this study, we introduce the digital backpack as a means for creating a rich learning experience for students of multiple ages. Development, design, and refinement of the digital backpack are grounded in the theoretical frame work of Universal Design for Learning using a Design-Based Research (DBR) model. This article presents the design and initial testing of the digital back pack. We discuss the refinement of the digital backpack in a case format that involved three DBR cycles focused on increasingly complex outcomes of design and learning. Finally, the article offers the lessons learned to encourage fur ther exploration of this technology. (Keywords: digital backpack, Universal Design for Learning, design-based research, mobile technology)
TL;DR: Results indicate that concept maps were structurally and semantically more similar to an expert solution than written texts, however, the form of the automatically created model-based feedback did not influence the type of representation.
Abstract: The study adds to the body of knowledge about different types of feedback. Feedback is considered a fundamental component for supporting and regulating learning processes. Especially in computer-based and self-regulated learning environments, the nature of feedback is of critical importance. Hence, this study investigates different types of automatically generated feedback. Seventy-four students participated in the experimental study, in which they had to write texts and create concept maps reflecting their understanding of climate change while receiving three different forms of model-based feedback. Results indicate that concept maps were structurally and semantically more similar to an expert solution than written texts. However, the form of the automatically created model-based feedback did not influence the type of representation.
TL;DR: Evidence is provided about the importance of the design variables considered in the collaboration script for cultivating metacognitive knowledge, such as project phase, roles undertaken by students, degree and type of interaction, type of activities and products, and activity sequencing.
Abstract: In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular collaboration script that combines individual and collaborative activities, aiming to promote individual and socially shared reflective thinking during the planning and evaluation phases of the project. We analysed group discussions and evaluation questionnaires, and the results provide evidence about the importance of the design variables considered in the collaboration script for cultivating metacognitive knowledge, such as project phase, roles undertaken by students, degree and type of interaction, type of activities and products, and activity sequencing.
TL;DR: The National Technology Leadership Coalition (NTLC) journal editors have agreed to share an editorial we have collaboratively created (a complete list of NTLC journal editors is included at the end of the editorial as mentioned in this paper ).
Abstract: At the 2010 National Technology Leadership Summit (NTLS), participants were introduced to and explored the educational opportunities that digital fabrication offers. Efforts to infuse engineering principles into the K–12 curriculum make this topic particularly timely, and it is likely to become increasingly important and relevant to all our personal and professional lives. In light of the excitement about the potential of this emergent technology, the National Technology Leadership Coalition (NTLC) journal editors have agreed to share an editorial we have collaboratively created (a complete list of NTLC journal editors is included at the end of the editorial).
TL;DR: The Student Tool for Technology Literacy (ST2L) as mentioned in this paper is a tool for measuring student technology literacy for low-stakes purposes of reporting aggregated school results, curricular planning, and students self-assessment of technology skills.
Abstract: This article provides an overview of the development and validation of the Student Tool for Technology Literacy (ST2L) Developing valid and reliable objective performance measures for monitoring technology literacy is important to all organizations charged with equipping students with the technology skills needed to successfully participate in and contribute to a digital and global society The purpose of the ST2L is to measure student technology literacy for low-stakes purposes of reporting aggregated school results, curricular planning, and students’ self-assessment of technology skills This article reports the development procedures and results of the pilot test conducted with eighth grade students (N = 1,561) to validate the functioning of this online, interactive tool Analyses focused on item difficulty and discrimination by ability groups, completion time analysis, internal consistency reliability, and construct validity ST2L was found to be a sound assessment tool for the intended purpo
TL;DR: In this article, the authors present a perspective on technology and educational change in the context of education, focusing on the role of technology in the educational transformation process, and propose a framework.
Abstract: (2010). Perspectives on Technology and Educational Change. Journal of Research on Technology in Education: Vol. 42, No. 3, pp. 221-229.
TL;DR: The findings indicated that the asynchronous discussion board is a potentially useful means for structuring and supporting certain effective teaching/learning practices.
Abstract: This study explores alternative-licensed teachers’ views of how an asynchronous discussion board mediated their preparation to teach literacy through methods courses. Forty-four alternative-licensed teachers were taught literacy teaching methods using the asynchronous discussion board as a tool of extending learning. Each participant responded to a survey and wrote a sixpage reflection to summarize his/her views of the role of the asynchronous discussion board in learning to teach literacy. The findings indicated that the asynchronous discussion board is a potentially useful means for structuring and supporting certain effective teaching/learning practices. The rubric/structure set up for discussion board interactions allowed participants to use the technology to refine, appropriate, and extend learning and mediate intertextual and hypertextual links to disparate texts. In addition, the complement of discussion in the courses motivated the participants to use the technology as a social space for adaptation of multiple voices, consideration of alternative perspectives, and facilitation of dialogical interactions that resulted in dynamic social knowledge constructions. This article includes a discussion of the implications of the findings. (Keywords: alternative-licensed teachers, asynchronous discussion board, dialogic teaching, social constructivist, intertextuality, hybridity)
TL;DR: Geodromo, a prototype of an educational multimedia system, is presented, part of the Portuguese Ciência Viva (Live Science) educational program, which is aimed at young people and designed with innovative characteristics.
Abstract: In this paper we present Geodromo, a prototype of an educational multimedia system, part of the Portuguese Ciencia Viva (Live Science) educational program, which is aimed at young people and designed with innovative characteristics. The project is based on a robotic multimedia simulator and an online puzzle game aimed at the exploratory learning of geology, climate, biology, and archeology associated with a Portuguese National Park. The development of the prototype was challenging, as it involved the interweaving of advanced technology and multimedia content with online resources, based on research that promotes the design of emotional and cognitive factors in educational communications. Independent of the scientific relevance of the topics and the inherent technocultural appeal of the project, the aim was to bring students closer to an “undercover” reality, as authentic as it gets with digital media representations, and allow them to convey emotions naturally. We found these to be major success factors in the establishment of an effective relationship between the technology and the pedagogy required to study those particular topics. (Keywords: Educational multimedia, exploratory learning, simulator platform, educational games)
TL;DR: Cognition and Learning in the Age of Digital Technologies and Social Networking and its Applications in Education, Vol.
Abstract: (2010). Cognition and Learning in the Age of Digital Technologies and Social Networking. Journal of Research on Technology in Education: Vol. 43, No. 2, pp. 101-102.