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Best Practices Research Summary

01 Jan 2010-
TL;DR: How the relevant research describes “best practice” is reviewed to establish what’s possible or ideal in each of these areas; and that there is not just “one way” of implementing any of these practices.
Abstract: As a way of establishing what’s possible or ideal in each of these areas, we find that it’s useful to review how the relevant research describes “best practice”. Concise summaries of the research that defines best practice is presented below. There is also a bibliography for the various reports and papers cited in each section. Finally, working on the assumption that a picture is worth a thousand words (at least for visual learners), we have highlighted a few video clips from Edutopia (www.edutopia.org) that demonstrate how different educators have implemented elements of these best practices within their schools and districts. These videos clearly demonstrate another important fact associated with the implementation of “best practice” in any of these areas; and that is that there is not just “one way” of implementing any of these practices. Practically, any implementation effort even those flagged as exemplary -- is at best a compromise between what could be and what needs to be as based on local instructional needs, priorities, and challenges. Therefore every implementation will look somewhat different. This is a fact that all strategic planners must take care to consider.
Citations
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Journal Article
TL;DR: Correlation of the ability of the technology to develop high intrinsic motivation to student achievement was utilized to identify important factors in designing framework on how to meaningfully integrate SPARK Science Learning System in teaching Earth and Environmental Science.
Abstract: The study is focused on the exploration of influential factors in modelling PASCO-designed technology in science classes. Mixed method was employed to critically explore how the SPARK Science Learning System is meaningfully integrated into the teaching of selected topics in Earth and Environmental Science. It is focused on the feasibility as well as the effectiveness of using the SPARK Science Learning System as a primary tool in learning science that leads to learning and achievement of the students. Correlation of the ability of the technology to develop high intrinsic motivation to student achievement was utilized to identify important factors in designing framework on how to meaningfully integrate SPARK Science Learning System in teaching Earth and Environmental Science. Research instruments used in this study were adopted from standardized questionnaires available from literature. Achievement test and SPARK Science Learning System evaluation form were developed and validated for the purpose of deducing data needed for the study. Interviews were done to cull the deeper thoughts and emotions of the participants. Data deduced from these interviews were used to validate all numerical data extracted from the study. Analysis of the data was done to disclose some recurring themes, problems and benefits derived by the students in using the SPARK Science Learning System to further institute its effect in the curriculum as a precursor to towards envisioning the 21 st century learning.

4 citations


Cites background from "Best Practices Research Summary"

  • ...It is simply the degree to which a particular technology’s capabilities are matched with the expected learning outcomes and supported by fitting pedagogy that will determine the impact that technology has on learning and achievement (Clark, 2010)....

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  • ...As expressed by Clark (2010), integrating technology in meaningful ways involves matching instructional tools with curricular goals, desired student outcomes and instructional practice. Choosing the “right” tool for a learning task requires not only familiarity with the kinds of tools available, but also depends upon an understanding of how those tools can support the development of desired knowledge and skills. As with any tool selected for any purpose, the choice of what technology to use and how to use it must be guided by a set of beliefs-a vision-for how learning is best supported. Though technology integration is foreseen as a way of attaining meaningful learning on the part of the digital natives, there were several studies marking the disadvantages of technology integration. One of which was noted by Schmidt in Veitch (2010) who voiced a concern that people might be losing deep-reading skills, as they spend less time reading long-form literature passages. This probably has an effect on cognition and reading, although no one really knows what that does. Gasser and Palfrey (2009) identified multitasking...

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  • ...As expressed by Clark (2010), integrating technology in meaningful ways involves matching instructional tools with curricular goals, desired student outcomes and instructional practice....

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  • ...It is well-established by researches that integrating technology into the curriculum and instruction will bring about significant student achievement and therefore deepunderstanding of concepts (Clark, 2010)....

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  • ...As expressed by Clark (2010), integrating technology in meaningful ways involves matching instructional tools with curricular goals, desired student outcomes and instructional practice. Choosing the “right” tool for a learning task requires not only familiarity with the kinds of tools available, but also depends upon an understanding of how those tools can support the development of desired knowledge and skills. As with any tool selected for any purpose, the choice of what technology to use and how to use it must be guided by a set of beliefs-a vision-for how learning is best supported. Though technology integration is foreseen as a way of attaining meaningful learning on the part of the digital natives, there were several studies marking the disadvantages of technology integration. One of which was noted by Schmidt in Veitch (2010) who voiced a concern that people might be losing deep-reading skills, as they spend less time reading long-form literature passages....

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Journal Article
TL;DR: In this paper, the authors investigate the use of ICTs in agricultural education in University of Gezira,Sudan, and find that the majority of teachers used the ICT irregularly because of the lack of them in majority of the class rooms, therefore they used instead of them the traditional boards such as blackboard and greenboard.
Abstract: The purpose of present study was to investigate the use of ICTs in agricultural education in University of Gezira ,Sudan. Data were collected from 90 purposively selected teachers of university with the help of questionnaire administered through face to face interviews. Findings revealed that the majority of teachers used the ICT irregularly because of the lack of them in the majority of the class rooms, therefore they used instead of them the traditional boards such as blackboard and greenboard. It can be concluded that the Faculty of Agricultural Sciences, University of Gezira, Sudan is still using the conventional systems of higher education as in public universities in developing world. Thus, the faculty members should be motivated, empowered and supported in order to use the available ICTs in their teaching activities, the constraints which are facing the use of ICTs in the teaching and learning process in the faculty should be solved and integrating the use of ICTs into the faculty`s strategies and policy planning.
Journal ArticleDOI
20 Jun 2015
TL;DR: In this paper, a quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study and the data that had been gathered revealed that utilization of SPLL in a science class enabled students to develop better integrated science process skills.
Abstract: This study looked into the utilization of SPARK Science Learning System (SSLL) in Science Investigative processes to determine its effect in enhancing the integrated process skills of students. A quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study. Two groups were randomly assigned to be the experimental (SSLS) and the conventional group. Both groups were taught using the same modules. However, the SSLS group utilized the SPARK Science Learning System. After the six-week exposure the data that had been gathered revealed that utilization of SSLS in a science class enabled students to develop better integrated science process skills.

Cites background from "Best Practices Research Summary"

  • ...Integrating technology into the curriculum and instruction bring about significant student achievement, deep understanding of concepts and positive impact on student (Clark, 2010)....

    [...]

01 Jan 2017
TL;DR: In this article, a quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study and the data that had been gathered revealed that utilization of SPLL in a science class enabled students to develop better integrated science process skills.
Abstract: This study looked into the utilization of SPARK Science Learning System (SSLL) in Science Investigative processes to determine its effect in enhancing the integrated process skills of students. A quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study. Two groups were randomly assigned to be the experimental (SSLS) and the conventional group. Both groups were taught using the same modules. However, the SSLS group utilized the SPARK Science Learning System. After the six-week exposure the data that had been gathered revealed that utilization of SSLS in a science class enabled students to develop better integrated science process skills.
References
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Book
08 Jun 1995
TL;DR: Cognitive tool EduTech Wiki Learning with technology: Using computers as cognitive tools in Education cost and efficiency are reasons for using mindtools.
Abstract: Cognitive tool EduTech Wiki Learning with technology: Using computers as cognitive tools. In D. H Jonassen, David. H. Computers in the Classroom: Mindtools for Critical Thinking Using Mindtools in Education -THE Journal cost and efficiency are reasons for using mindtools. Computer Classroom: Mindtools for Critical Thinking. Jonassen, D. 2000. Computers as Mindtools Computers in the Classroom Marist Regional Computers in the Classroom 1:1 Computing program. The College is committed to equipping every student with their own computer by 2016. The 1:1 program

748 citations

Book
15 Jan 2008
TL;DR: Reinventing Project-Based Learning as discussed by the authors is an accessible guide for maximizing the benefits of project-based learning in today's technology-rich learning environment, which can transform learning into a more active, student-driven experience using technology tools for inquiry, collaboration, and connection to the world beyond the classroom.
Abstract: Reinventing Project-Based Learning offers educators an accessible guide for maximizing the benefits of project-based learning in today's technology-rich learning environment. This reader-friendly book speaks directly to educators, administrators, and professional development specialists who want to transform learning into a more active, student-driven experience, using technology tools for inquiry, collaboration, and connection to the world beyond the classroom. Examples from educators in many different countries showcase this new vision of instructional design. The book itself follows the arc of a project, providing you with guided opportunities to direct and reflect on your own learning. Starting with an assessment of your readiness to embrace technology-rich, authentic projects, the book then provides strategies to engage with colleagues and build collaboration in project design. The authors then discuss project management, implementation, and troubleshooting. Final chapters focus on assessment, reflection, and sharing. With proven strategies, rich illustrations, classroom examples, and teacher interviews from around the world, Reinventing Project-Based Learning shows how to design authentic projects that make the most of available and emerging tools and technologies. Topics include: technology literacy technology integration teacher training curriculum design projects

171 citations

01 Jan 1999

91 citations


"Best Practices Research Summary" refers background in this paper

  • ...Alternatively, students and can learn "with" computers—where technology provides a flexible tool that can be applied to a variety of goals in the learning process and can promote the development higher order thinking, creativity and research skills (Reeves, 1999; Ringstaff & Kelley, 2002)....

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Journal ArticleDOI
TL;DR: In this article, the authors describe and analyze a program designed to provide professional development for teachers in an online learning environment and professional development activities for educators, emphasizing the Internet's unique advantages, as well as some remaining issues to resolve.

69 citations


Additional excerpts

  • ...(Wiske, Sick, and Wirsig, 2001)....

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Book
07 Oct 1996
TL;DR: The Lessons Learned Resource Guide as mentioned in this paper is a collection of resources for writing about community in the context of computer science at public and private schools, including: Hypertext Folklife Project: Culture Becomes Curriculum (Abita Springs Elementary School, Abita Springs, Louisiana) Computer Greenhouse Effect: Bringing Biology to Life (South Philadelphia High School, Philadelphia, Pennsylvania) 21st Century Learning: Putting School to Work (Dos Palos High School and Dos Palos, California) Computer Mini-School: Technology Builds Community (P.S. 125 Ralph Bun
Abstract: Foreword Newark Studies: Writing About Community (St. Benedict's Preparatory School, Newark, New Jersey) Hypertext Folklife Project: Culture Becomes Curriculum (Abita Springs Elementary School, Abita Springs, Louisiana) Computer Greenhouse Effect: Bringing Biology to Life (South Philadelphia High School, Philadelphia, Pennsylvania) 21st Century Learning: Putting School to Work (Dos Palos High School, Dos Palos, California) Computer Mini-School: Technology Builds Community (P.S. 125 Ralph Bunche School, New York, New York) Myths and Legends: Creating New Traditions (Pine Ridge High School, Pine Ridge Indian Reservation, South Dakota) Conclusion: Lessons Learned Resource Guide.

41 citations