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Using Instructional Technology in Transformed Learning Environments: An Evaluation of Project CHILD
Abstract
This study compared standardized test scores in reading and mathematics for second- and fifth-grade students from two similar technology-rich elementary schools in Miami-Dade County, Florida. One school implemented Project CHILD (Computers Helping Instruction and Learning Development) as its instructional model. The other did not. Project CHILD is a K–5 instructional model that transforms the traditional grade-specific, self-contained elementary classroom into a three-classroom cross-grade cluster. Each classroom in the cluster has at least six learning stations to accommodate varied learning modalities. Students rotate to each classroom in the cluster throughout the day for instruction in reading, writing, and mathematics. Students spend three years working with the same teacher team. Project CHILD students who had completed a full three-year cycle of the program scored higher on all test comparisons. Significant differences were obtained in mathematics applications (Grade 2), reading comprehension (Grade 5), mathematics computation (Grade 5), and mathematics application (Grade 5).
... 1. Useful Technology with Sound Design: It is not sufficient to simply provide computer technology in the e-Learning classroom, rather it is imperative to provide the most useful and appropriate educational technology [8]. Inefficient allocation of funds and technical resources into a poorly designed computerized classroom will continue to disappoint [23]. 2. Cost: Initial cost, recurrent costs, and costeffectiveness are important issues in the e-Learning classroom [24]. ...
... In addition to the initial investment in e-Learning technology it is also important to take into consideration hardware and software upgrades, instructor training, and technical support costs. Instructor Use of Technology: Instructors need to become proficient in the effective use of the computerized classroom [23]. This includes not only use of subject-related programs, but also general computer use, 3. Instructor Use of Technology: Instructors need to become proficient in the effective use of the computerized classroom [23]. ...
... Instructor Use of Technology: Instructors need to become proficient in the effective use of the computerized classroom [23]. This includes not only use of subject-related programs, but also general computer use, 3. Instructor Use of Technology: Instructors need to become proficient in the effective use of the computerized classroom [23]. This includes not only use of subject-related programs, but also general computer use, keyboarding, and the use of classroom management programs. ...
E-learning systems are increasingly being developed to replace traditional ways of teaching and learning. Studies have shown that technology can be used to create more powerful learning and teaching opportunities over and above traditional systems. Despite these promising technologies of the 21 st century, many places of teaching and learning are yet to attain the minimal educational value. In this paper, we proposed a conceptual framework that describes the design and implementation of an ultimate computerized classroom that uses technology to its fullest to enhance educational experience. The framework can likely improve the learning process, enhance students' performances, and increase students' interest in education. It can also be used to coordinate and manipulate classroom utilities, manage students' attendance and educational contents. In addition, the paper described the objectives and implementation considerations for the realization of e-learning full potentials. This is followed by an explanation of the design and implementation details of the three (3) modules that make the system namely; e-register module, e-control module and e-board module. Benefits of the system are explained and the paper review how technology can be incorporated in school education to provide students with the skills needed for the 21st century.
... A similar study on technology was conducted by Butzin (2001) students rotating in classroom clusters throughout the day for instruction in reading, writing, and mathematics; and students spending three years with the same teacher team. ...
... According to the literature, whether students stay in the same class all day for instruction or whether they travel from class to class can have an impact on standardized achievement test scores. In Butzin's (2001) study on Project CHILD there was an Test Improvement Programs, Page 14 instructional element in addition to technology aspects. The students in that study traveled from classroom to classroom in the same cluster of teachers for three years, which may have had a relationship to the increase in test scores as well as the technology. ...
... The purpose of the study was to examine the relationship between standardized test instruction/improvement programs and test scores. Although instruction programs have proven effective for boosting test scores (Brent & Diobilda, 1993;Butzin, 2001;Dowker, 2001;Malmgren & Leon, 2000;McCaffery, Hamilton, Stecher, Klein, Bugliari & Robyn, 2001;McGrath & Rust, 2002;Tankersley, 1993;Weller & Weller, 1998), few studies dealt with public high school students taking the SAT-9. ...
... Using percentile ranking, students with the percentile rank of average final score over 73% were classified as high achievement group (HG); those with percentile rank of score (27% -72%) were assigned as average (AG), and those with below 26% were considered as low achievement group (LG). Similar way is used in some other studies in order to define the groups regarding to their achievements (Bornmann, Schier, Marx & Daniel, 2011;Butzin, 2001). The comparison of descriptive results in terms of teaching, social and cognitive presence scores of three groups (LG, AG and HG) is illustrated in Figure 2. Figure 2 shows that HG has the highest and LG has the lowest average scores in the three presences and cognitive presence scores of LG are considerably lower than teaching presence and social presence scores. ...
... This finding is important because the measurement of students' learning is based on the objective measures of achievement, not to the perceived learning of the educational experience. Considering the quality of knowledge exchanging as an indicator of cognitive presence; the current study is in agreement with the idea that students with high cognitive presences are more active in exchanging knowledge in learning communities 2001). Similarly, Öztürk (2015) found that the academic achievements are in relation with the quality of discussions in online learning. ...
This third Open Praxis issue in 2019 includes five research papers, two innovative practice papers and a book review.
... Using percentile ranking, students with the percentile rank of average final score over 73% were classified as high achievement group (HG); those with percentile rank of score (27% -72%) were assigned as average (AG), and those with below 26% were considered as low achievement group (LG). Similar way is used in some other studies in order to define the groups regarding to their achievements (Bornmann, Schier, Marx & Daniel, 2011;Butzin, 2001). The comparison of descriptive results in terms of teaching, social and cognitive presence scores of three groups (LG, AG and HG) is illustrated in Figure 2. Figure 2 shows that HG has the highest and LG has the lowest average scores in the three presences and cognitive presence scores of LG are considerably lower than teaching presence and social presence scores. ...
... This finding is important because the measurement of students' learning is based on the objective measures of achievement, not to the perceived learning of the educational experience. Considering the quality of knowledge exchanging as an indicator of cognitive presence; the current study is in agreement with the idea that students with high cognitive presences are more active in exchanging knowledge in learning communities 2001). Similarly, Öztürk (2015) found that the academic achievements are in relation with the quality of discussions in online learning. ...
In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students’ cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.
... The use of technology in the classroom can be a positive influence on student learning. Researchers have found that the use of technology in classrooms has caused positive student attitudes, more student engagement and an increase in student achievement (Butzin, 2001;Page, 2002). Butzin (2001) found that when technology was integrated into the curriculum, students became highly engaged for longer periods of time. ...
... Researchers have found that the use of technology in classrooms has caused positive student attitudes, more student engagement and an increase in student achievement (Butzin, 2001;Page, 2002). Butzin (2001) found that when technology was integrated into the curriculum, students became highly engaged for longer periods of time. Lamade (2006) found that when students in a second grade class at Creswell Elementary School were working on their handheld computers, the students hardly talked and if they do it's related to the lesson. ...
Nowadays, when humans grow in a digitalised society, it can be seen how the technology being used in different ways. We can spot that technology heavily used in daily life, which means that has expanded and used anywhere. The current generation of people seems to be a great generation of using the most common devices: computers, mobile phones, so the present/current generation is quite familiar with technological devices. It seems that people use their devices mostly within the scope of social media, but it seems only a few people use the devices with the scope of learning. The previous studies demonstrated that the use of educational technology in classrooms has caused positive student attitudes, more student engagement and an increase in student achievement. Among this fact, educational technology has allowed more opportunities for elementary students to work cooperatively in groups. The main impacts of teamwork helped students to gain self-esteem, encouragement, to become effective learners (active learners, the learners learn each other) and communication skills. The present study aimed to analyse the group-work experiences of learning using the educational technology as support in collaborative learning background. The participants were elementary school students from Romanian-Finnish school located in Bucharest. The total number of subjects that were integrated into the present study was 90 elementary school students from K-5 to K-7. Educational technology, collaborative learning and group-work were used to analyse how the elementary school students behave in different settings. The data was gathered with semi-structured interviews to analyse the qualitative content analysis and quantitative data was used to analyse the answers given by participants. The results of the present study give further evidence that collaborative learning helped elementary school students to achieve higher performances in learning. In this matter, in-group learning activities there were challenges when the task was difficult and the limited time. Despite the fact of encountering challenges in group work activities, the elementary school students developed new academic skills: critical thinking, problem-solving and driven approach in using technological devices. From a psychological point of view, including collaborative learning, the students gained self-esteem, less anxiousness.
... Many other studies have examined the effect of a technology-rich classroom on academic achievement. Butzin (2001) compared traditional classrooms in the Miami-Dade County Schools in Florida. The district deployed technology-rich classrooms that took part in Project CHILD (Computers Helping Instruction and Learning Development,) an effort by the district to enhance instruction using technology, including multimedia applications. ...
... This study compared a traditional teachercentered instructional delivery model with a transformed learning environment that included advanced technology tools and hands-on learning stations. Butzin (2001) compared preliminary scores on the Stanford Achievement Test (SAT-5) of second and fifth grade students in the traditional and transformed learning environments, and conducted t-test analysis to verify that the groups were equivalent prior to the study. The SAT-5 used 3 subscales to measure the constructs reading comprehension, mathematics computation, and mathematics application. ...
The purpose of this study was to investigate the effects of targeted English Language Arts instruction using multimedia applications. Reading comprehension, attitude toward computers, and attitude toward school were measured. The study examined the perceptions, of selected students, of the use of these multimedia applications. A MANOVA revealed that students who participated in the treatment group and received English Language Arts instruction using multimedia applications scored significantly higher than students in the control group. Analysis of the qualitative data revealed three themes that recurred throughout the five interviews. Qualitative and quantitative data were triangulated, and implications for researchers were discussed.
... On the other hand, more traditional learning environments are designed to allow for the transmission of knowledge from teachers to students, to cultivate skills of disciplined math learning and computing skill (e.g., Buzin, 2001). Thus traditional learning objectives in math education which are typical of a traditional learning environment, appear to cultivate the following: Mathematics computation and accuracy (Buzin, 2001;Dalton & Hannafin, 1988); ability to solve problems as understood in a traditional manner such as the development of problem-solving skills (Ball, 1988); word math problems and effective use of equations (Blume & Schoen, 1988); and achievement on a basic standard math skills test (e.g., Borton, 1988). ...
... On the other hand, more traditional learning environments are designed to allow for the transmission of knowledge from teachers to students, to cultivate skills of disciplined math learning and computing skill (e.g., Buzin, 2001). Thus traditional learning objectives in math education which are typical of a traditional learning environment, appear to cultivate the following: Mathematics computation and accuracy (Buzin, 2001;Dalton & Hannafin, 1988); ability to solve problems as understood in a traditional manner such as the development of problem-solving skills (Ball, 1988); word math problems and effective use of equations (Blume & Schoen, 1988); and achievement on a basic standard math skills test (e.g., Borton, 1988). The common denominator of all these traditional learning objectives is to provide basic math knowledge and skills under conditions of traditional drill and practice learning (e.g., Gellert, 2004). ...
Different learning environments provide different learning experiences and ought to serve different achievement goals. We hypothesized that constructivist learning environments lead to the attainment of achievements that are consistent with the experiences that such settings provide and that more traditional settings lead to the attainments of other kinds of achievement in accordance with the experiences they provide. A meta-analytic study was carried out on 32 methodologically-appropriate experiments in which these 2 settings were compared. Results supported 1 of our hypotheses showing that overall constructivist learning environments are more effective than traditional ones (ES = .460) and that their superiority increases when tested against constructivist-appropriate measures (ES = .902). However, contrary to
expectations, traditional settings did not differ from constructivist ones when traditionally-appropriate measures were used. A number of possible interpretations are offered among them the possibility that traditional settings have come to incorporate some constructivist elements. This possibility is supported
by other findings of ours such as smaller effect sizes for more recent studies and for longer lasting periods of instruction.
... Targeted technologies can help students overcome print and communication barriers, learning disabilities, and both hearing and physical impairments. Technology has great potential for learning disabled students because it can provide contextualized (that is, grounded in a meaningful conceptual framework) learning environments (Lewis, 1998), and students in technology-rich environments show often academic achievement in all subject areas (Butzin, 2001). ...
... Many teachers are not able to articulate or actualize a vision of what a successful classroom might look like if it was truly able to respond to the individual needs of special needs students. Butzin (2001) found that most of the teachers he surveyed have great difficulty in integrating technology into instructionsuch support needs be provided for teachers to learn to effectively incorporate technology as a tool for instruction in the science classroom. J. T. Fouts (2005), in a study of computers and education for the Bill and Melinda Gates foundation, showed that although technology exists in almost every school in the nation, for technology to make a difference certain factors such as low studentcomputer ratios, extensive teacher training, teacher ownership of reform efforts, and a clear purpose for use must be present. ...
In early 2006, the Lawrence Hall of Science (LHS) conducted a national field-test of a new GEMS space science curriculum package developed for use with middle school students. During this field-test we modified a subset of the curriculum materials for use by students with special needs, to be delivered via computer. These computer-based modules were implemented in a subset of the field-test classrooms, and LHS collected pre- and post-test data for each unit. We analyzed the data to determine if students in the classrooms using the modified materials scored differently than students in the larger assessment data base. We disaggregated the date to specifically measure the impact on students with special needs. Our results suggest that many students, not just those with special needs, demonstrate greater achievement gains using materials modified using the principles of best practice for special needs students.
... Targeted technologies can help students overcome print and communication barriers, learning disabilities, and both hearing and physical impairments. Technology has great potential for learning disabled students because it can provide contextualized (that is, grounded in a meaningful conceptual framework) learning environments (Lewis, 1998), and students in technology-rich environments show often academic achievement in all subject areas (Butzin, 2001). ...
... Many teachers are not able to articulate or actualize a vision of what a successful classroom might look like if it was truly able to respond to the individual needs of special needs students. Butzin (2001) found that most of the teachers he surveyed have great difficulty in integrating technology into instructionsuch support needs be provided for teachers to learn to effectively incorporate technology as a tool for instruction in the science classroom. J. T. Fouts (2005), in a study of computers and education for the Bill and Melinda Gates foundation, showed that although technology exists in almost every school in the nation, for technology to make a difference certain factors such as low studentcomputer ratios, extensive teacher training, teacher ownership of reform efforts, and a clear purpose for use must be present. ...
The purpose of this study was to explore technology as a tool for increasing student achievement within the middle school science classroom and specifically to support the learning of special needs students. Utilizing field-test curriculum from the Lawrence Hall of Science's Great Explorations in Math and Science (GEMS) Space Science Curriculum Sequence, software modules were designed to mediate instruction in specific problem areas which special needs students, especially those with learning disabilities, face in learning science. Participants in this research were middle school students who were classified as receiving special education services, but were enrolled in regular education science classes. Students in the control classrooms participated in an activity-oriented field-test curriculum which was common to all students within a particular class. Students in the modified treatment group received modified instructional activities which were mediated by a computer and utilized best practices. Regular education students using unmodified curriculum showed an 8% average gain from pre- to post-test whereas special education students showed a 7% decrease. On the other hand, regular education students using the modified curriculum averaged a 9% gain in their pre- to post-test scores whereas special education students averaged a 7% gain. Gains in students' pretest to posttest scores were notably higher for the special education students who used computer-mediated instructional approaches designed utilizing best practices. In addition, the proportion of special needs students who provided more scientifically accurate and extended responses was much greater among those who used the modified materials. Most importantly, special needs students in this study who used the modified materials demonstrated more conceptual growth than did the special education students in using the unmodified materials. The major finding of this work is that most special education students demonstrated substantial gains in learning the content using the modified curriculum. Moreover, students using modified curriculum not only increased in the frequency of their responses, but also increased in the quality of their responses to a particular prompt. In addition, responses from special education students in the modified curriculum group were consistently within the range of responses found among the general education population, who also increased.
... According to Butzin (2007), when the No Child Left Behind Act (NCLB), was passed in 2001, its goal was to "establish a set of basic academic standards that all students should achieve". Having standards that all students and schools were required to meet was supposed to force poor performing schools to rise to the standards and equalize the educational playing field. ...
This study focused on the development and validation of the enhancement activities for grade 7 science. It was conducted at Morong National High School during the school year 2014-2015 with 50 students per section. Students were taken using stratified random sampling technique and fifteen science experts teaching science served as respondents to determine the acceptability of the developed enhancement activities. The research work used experimental method. Pretest and posttest were utilized to assess the level of performance of the students' respondents. Descriptive method was also used to describe and evaluate the acceptability of the developed and validated enhancement activities using the adapted questionnaire checklist about clarity of instructions, design characteristics, aids to instruction and learning activities. The study found out that the developed enhancement activities in science was very effective in teaching different learning areas like cells to organism, plant and animal cells and microscopy. The findings of the study revealed that the group exposed to the developed and validated enhancement activities in science has significantly increase their performance in all learning areas compared to the group which did not use the enhancement activity. All of the mean scores of the control and experimental groups in posttest were higher than the pretest. The experimental group gained more knowledge and perform successful in the topics like cell to organism, plant and animal cell and microscopy after using the developed and validated enhancement activities for grade 7 science. The student in experimental group increased their performance by 68% as compared to the score of the students in the control group. The developed and validated enhancement activities for grade 7 science was evaluated as very much acceptable instructional materials by science experts with respect to clarity of instruction, design characteristics, aids to instruction and learning activities
... Technology-integrated classes have been shown to have beneficial effects for students, including academic achievement and behavioral improvement (Butzin, 2001). Student engagement is one of the factors determining the quality and retention of online teaching and learning (Mucundanyi, 2019). ...
Students' engagement is a decisive prerequisite for effective teaching and learning. Yet, the discussion on students' engagement in online teaching and learning is still limited. In this study, we explore online lecturers' perceptions of factors affecting student engagement in online teaching and learning offered at Musamus University, Indonesia. To reach this objective, we employed a qualitative case study using in-depth interviews with 10 online lecturers. Obtained data were thematically analyzed. Results of data analysis revealed that students' lack of access to a personal computer or smartphone, as well as the internet, were found to be the most significant factors affecting their engagement in online teaching and learning, followed by their poor learning habits, lack of technology skills, and unfamiliarity with technology. Results of this study are crucial for the online lecturers to be more aware of the level of students' access to a personal computer or smartphones and the internet, as well as incoming students' digital skills and learning habits. Given that improving students' engagement is not only the responsibility of online lecturers, university leaders, as the top administrators, should genuinely consider providing teaching and learning facilities, including computers and internet connection, for students in need.
... Teknolojiye erişim, sadece bir okuldaki teknolojinin kullanılabilirliğinden daha fazlası olup öğretmenlerin ve öğrencilerin doğru teknolojik araçları, doğru miktarda ve doğru yerlerde kullanmasını kapsamaktadır (Fabry ve Higgs, 1997). Ayrıca zaman eksikliği başka bir kaynak tipi engeldir (Butzin, 2001;Cuban Kirkpatrick ve Peck, 2001;Karagiorgi, 2005;O'Mahony, 2003). Öğretmenlerin internet araştırmaları, öğrenme ortamlarının tasarlanmasında ön hazırlıkları yapmaları, gerekli kaynakların ve programların kullanımına yönelik çalışmalar için zamana gereksinimleri bulunmaktadır. ...
Bilgi ve İletişim Teknolojilerinin (BİT) her türlü engel grubunun kullanımına ve erişimine uygun tasarlanması ve üretilmesinin, öğrenme ve öğretme sürecinin tüm paydaşlarının kullanımını elverişli duruma getireceği düşünülmektedir. Bu noktadan hareketle bu çalışmada engelli öğretmenlerin BİT’i öğrenme ve öğretme sürecine entegrasyonuna ilişkin özyeterlik algıları, Teknoloji Entegrasyonu Göstergeleri Ölçeği aracılığıyla toplanmıştır. Ayrıca engelli öğretmenlerin BİT’i derslerine entegre etme uygulamaları, süreçte karşılaştıkları engeller ve BİT’in derslere etkili entegrasyonuna ilişkin önerileri yarı yapılandırılmış sorular aracılığıyla toplanmıştır. Elde edilen veriler frekans ve tematik analiz yoluyla çözümlenmiştir. Toplam 26 engelli öğretmenin katıldığı araştırmada, öğretmenlerin çoğunun teknoloji okuryazarlık düzeylerinin yüksek olduğu, BİT’i derslerine entegre etme bilgi ve becerilerine sahip oldukları görülmüştür. Ayrıca öğretmenlerin mesleki gelişimlerine katkı sağlayacak faaliyetlerde bulundukları, teknoloji kullanımına ilişkin etik ve politikalarla ilgili konularda bilgi sahibi oldukları, yaşamlarına uyguladıkları ve bu konularda öğrencilerini bilgilendirdikleri, öğrenme ve öğretme sürecinde teknolojinin sağladığı olanaklardan en üst düzeyde yararlanabilmek amacıyla okullarındaki, sınıflarındaki BİT kaynak ve uygulamalarını kullandıkları anlaşılmıştır.
... İçinde yaşadığımız dönem öğrenci farklılıklarının dikkate alındığı, öğrencinin etkin olduğu, öğrenme sürecini zevk alarak gerçekleştirdiği ve öğrendiklerini anlamlı bir ortamda uygulayabilme fırsatı sunmayı amaçlayan öğretim tasarımlarının yer aldığı bir dönemdir. Bilgisayar teknolojisi kullanımının etkileşimli tahtalar aracılığıyla birçok okulda yaygınlaşmakta olduğu varsayılmakla beraber, öğretmenlerin bu teknolojiyi kullanmadaki gereksinimleri arasında bilgisayar teknolojisi kullanımının eğitimi bireyselleştirme fırsatı sunduğu (Englert, Manalo ve Zhao, 2004), her öğrencinin kendi hızında çalışmaya ve öğrenmeye uygun ortam sağladığı (Littleton, Wood ve Chera, 2006;Sorrell, Bell ve McCallum, 2007) ve öğrencilere anlık geri bildirim sağladığı (Butzin, 2001) gibi sebeplerin yer aldığı görülmektedir. ...
Bir bireyin geleceği, eğitim ile şekillenir. Eğitim sürecinin ilk ve en zor aşaması ise ilk okuma yazma öğretimidir. İlk okuma yazma öğretimi okuma, yazma, dinleme ve konuşmayı içeren dört temel dil becerisinin kazandırılması ve geliştirilmesini amaçlar. Bu becerilerin geliştirilmesi sosyal bir varlık olan bireyin iletişim kurma gücünü ve okuryazarlık düzeyinin niteliğini belirler. Üst düzey düşünme becerisine sahip, eleştirel okuryazarlık düzeyine ulaşmış, sorgulayan, problem çözme becerisi gelişmiş, edindiği bilgiyi kullanan, dönüştüren ve yaygınlaştırılmasına katkıda bulunan bireylerin yetiştirilmesi, büyük oranda okuma yazma öğretimi sürecinin etkin yol göstericisi olan öğretmenin başarısına bağlıdır.
21. yüzyıl yeterliliklerine sahip bireylerin yetiştirilmesi alandaki gelişmeleri yakından takip eden, öğrenmelerini dönüştürerek yeni yöntem ve tekniklerle sınıflarında uygulama alanı yaratma gayreti içinde olan öğretmenlerle gerçekleşebilmektedir. Günümüz toplumuna baktığımızda bilişim teknolojilerinin hızla yaygınlaştığı ve yaşantımızın büyük bir bölümünde koşulsuz yer aldığı görülmektedir. Bu durum temel okuryazarlık becerilerinin ötesinde görsel okuryazarlık, bilgi okuryazarlığı, dijital okuryazarlık, medya okuryazarlığı, eleştirel okuryazarlık gibi farklı okuryazarlık becerileri ile nihayetinde evrensel okuryazarlık düzeyine ulaşabilmeyi gerekli kılmaktadır. Bunun için gerekli okuma biçimlerinin ve yazılı metinlerin yanı sıra hem görsel hem de işitsel metinlerin anlamlandırılmasının sağlanması önemlidir. Bu nedenle de dijital çağın içine doğan Z kuşağı çocuklarına ilk okuma yazma öğretiminin etkili ve zenginleştirilmiş öğrenme ortamlarıyla sunulmasının bir gereklilik olduğu düşünülmektedir.
Eğitim öğretim sürecinde teknoloji kullanımının temel noktası, öğrenen bireyin başarısını bir üst seviyeye taşımaktan ziyade süreçteki etkililiğidir. Bireyin bu süreçte kendi bireysel farklılığının ayrımına varıp varmaması, öğrenme sürecine etkin katılım sağlayıp sağlamadığı, öğrenme tasarımından ya da kendisine sunulan öğrenme ortamından zevk alıp almadığı önemlidir. İlk okuma yazma öğretimi sürecinde teknoloji kullanımının yer aldığı bu bölümde, sınıf öğretmenlerine kaynaklık edebilecek kimi uygulamaların kullanımına yer verilmiştir. Bu uygulamalar kullanılırken sınıf içi öğrenme sürecinde yer verilecek etkinlik önerileri ile bu etkinliklerin nasıl uygulanabileceğine yönelik ders planları da sunulmuştur. Söz konusu planların hazırlanmasında ise 2019 Türkçe Öğretim Programı’nda yer alan kazanımlar göz önünde bulundurulmuştur. Böylelikle öğrencilerin bilişsel öğrenme süreçlerinin hem işitsel hem de görsel uyaranlarla desteklenmesi ve zenginleştirilmiş öğrenme ortamlarıyla buluşturulmaları amaçlanmıştır.
... Bartsch and Cobern [3] found that PowerPoint presentation can be beneficial to students' learning. Papers [4][5][6][7][8] reported that those who integrate technology in the learning process believe it will improve learning and better prepare students to effectively participate in the 21 st Multimedia which is defined in paper [9] as "the integration of video, audio, graphics and data within a single computer workstation" and according to Willis [10] multimedia enables the instructor to custom design and individualize instruction and learner to "plan, execute, and manage" his or her learning experience at the rate, place, and time of the learner's choice. Folkestad and De Miranda [11] have used multimedia through screen-capture to teach students how to use CAD software. ...
... Bartsch and Cobern 3 found that PowerPoint presentation can be beneficial to students' learning. Papers [4][5][6][7][8] reported that those who integrate technology in the learning process believe it will improve learning and better prepare students to effectively participate in the 21 st century workplace. Today, educators are concerned with how to use technology to enhance and enrich their learning environments rather than asking whether to use it. ...
... Education is becoming increasingly reliant on technology and the internet with a great demand for technology use in teaching (Butzin, 2001;Cobb, 2006). Recognizing the importance of technology in education in general and language learning in particular, the Ministry of Education and Training (MOET) in Vietnam has pushed forward the use of technology in education by choosing the school year 2008-2009 as the year of information and communication technology (ICT) use (Peeraer & Petergem, 2011), and by organizing ICT training courses for teachers of English throughout the country (Pham et al., 2019;Vo, 2017a). ...
With the rapid development of technology in the world today, the application of technology in education, thus, becomes a matter of great importance. In the English Teacher Competency Framework (ETCF) provided by the Vietnam Ministry of Education and Training, the ability to use technology in education is an essential aspect an English teacher program must include. As revealed from previous studies, English teachers' ability to integrate technology in education is weak as they have not been provided adequate opportunities to learn and integrate technology in education in their pre-service teacher education programs. This paper reports on part of findings of a case study conducted in Vietnam. The research adopted a qualitative approach with the in-depth interview as the instrument. Research participants consisted of experienced lecturers involved in designing the program and student teachers. Findings revealed that the program was not effective in educating student teachers in the methods of using technology in teaching. The reasons for such inadequacy were lack of knowledge of technology integration in language teaching, poor facilities, and low ICT capacity. Integrating technology in the curriculum is suggested for developing student teachers' ability to apply technology in education.
... They asserted that technology is an area including all the community and financial activities and organisations predicting the actualization of technical information (as cited in Erdemir, Bakırcı & Eyduran, 2009).In this context, the educators who support the entegration of technology to the teaching and learning process, believe that this entegration will provide learning and prepare the students for the professions of the 21. century (Butzin, 2000;Hopson, Simms &Knezek, 2002;Reiser, 2001;Sam, Othman &Nordin, 2005). ...
... It is claimed that few teachers are aware of the range of technology available or how to use it (Maheady, Michelli-Pendi, & Mallette, 2002). In a survey conducted by Butzin (2001), most of the educators were found to have great difficulty in integrating technology into instruction. They also required support to teach effectively and to incorporate technology as a tool for instruction in their classrooms. ...
The chapter recognizes that the need for accommodating all the learners in a teaching and learning situation is better accompanied by an inclusive teaching attitude and therefore, practice. Extensive desktop literature review is used to explain the idea of inclusive teaching as a critical skill for educators in the 21st century. The chapter gives an overview of the conceptualization and contextualization of inclusive education, followed by the theoretical underpinnings of inclusive pedagogy. Most importantly, for the 21st century setup, the chapter advances thoughts of employing technology to promote inclusive pedagogy.
... These drawbacks indicate the need to improve network infrastructures and resources for online communication and learning. Time constraints should also be considered as a resource barrier (Butzin 2001;Cuban et al. 2001;Karagiorgi 2005;O'Mahony, 2003). Since course redesign, assessment, and technology integration are intertwined and very complex, further research will be needed to investigate both short-term and long-term outcomes of effective integration of webinars in blended learning. ...
This paper describes a three-stage process of developing a webinar integration tool to enhance the interaction of teaching and learning in blended environments. In the context of medical education, we emphasize three factors of effective webinar integration in blended learning: fostering better solutions for faculty and students to interact virtually; enhancing blended learning using webinars as flipped mini-lectures; and promoting the 4Es Learning Cycle (engagement, exploration, explanation, and extension) through webinars. With the development of a webinar integration tool, we propose an implementation framework based on four guiding principles: (1) technology considerations: matching the tool features with tasks, (2) planning with the perspective of participatory theories of learning, (3) promoting active learning with the 4Es Learning Cycle model, and (4) identifying factors for effective learning through webinar. The three-stage process includes: conducting a needs assessment and training sessions to ensure prerequisite skills for attending and hosting a webinar session, collecting baseline data on overall uses and perceptions of webinars, and applying the results of stages 1 and 2 to the development of a webinar integration tool. Our goal is to identify best practices for integrating webinar technologies in medical education, and assist faculty in aligning course objectives with appropriate webinar activities. Through formative evaluation and continuous improvement of our framework, our broader goal and contribution to the field is to encourage the development and sharing of domain-specific practical strategies for webinar integration, and strategies for designing compelling blended learning and teaching experiences.
... Developed student, who are or may have been an invocation, are very prone to comprehend the significance of innovation for their future profession and will progressively hope to experience its utilization over all subjects in advanced education. Additionally, it is frequently anticipated that understudies will require more adaptable examples of participation as they attempt to adjust their studies against family needs and duties and gain the cash that they have to pay for their education training [2,6]. The application of educational technology enhances skills and cognitive characteristics and the question is whether teachers are trained to keep up with [8]. ...
The purpose of this study was to examine attitudes of students towards the use of ICT during their studies. The survey included 285 students from Girne American University, Turkey. The sample consists of the students from first to fourth grade. The scale consists of 45 claims and is intended for determining students’ attitudes towards the use of ICT during their studies. Questionnaires were utilized to gather information on the attitudes of students towards the use of ICT during their studies. Information was broke down using SPSS statistical package (IBM SPS Statistics Version 20) and with Monte Carlo program for the parallel examination. The study established that students towards the utilization of ICT made the significant commitment to the students' academic performance. It is advanced that the discoveries of this study will be valuable to students to acquire knowledge into the ICT variables that influence students' scholastic execution and consequently enhance their academic performance.
Results indicate that after one year of the intervention, there were statistically significant differences between the two groups only in sight vocabulary (at kindergarten and grade 1) and in alphabet (kindergarten). In all other areas of language development, there were no statistically significant differences between the achievement scores of the two groups. Results show that students appear to react to the prerequisites of their courses, programs, and universities. In all cases, there is a reasonable relationship between the students' view of handiness on certain ICT assets the critical quantities of understudies are quick to see ICT misused in the educating and learning process. There is positively scope for further research to examine how ICT interfaces crosswise over various areas and how the cross-connection application impacts its utilization.
... Group-based or cooperative learning activities are appealing among educators due to their wellestablished benefits. Basically, these activities help students to create, learn, construct, and develop knowledge, attitudes, and values through interaction with others while developing interpersonal skills (Butzin, 2001;Hancock, 2004;Jonassen, 1995;Roschelle, Pea, Hoadley, Gordin, & Means, 2000). However, one of the challenges of collaborative learning is building the groups meaningfully. ...
Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.
... The use of ICT by teachers is dependent on how they view ICT's impact on their teaching efficacy and students' learning. The studies of Butzin (2001); Yuen, Law & Wong (2003); Yuen & Ma (2008) found a close relationship between teachers' use of ICT and their beliefs about ICT's impact on students' learning. Callister and Dunne (1992) in their study discovered that teachers' decisions regarding technology use in classrooms were dependent on how strongly they believed in its impact on their students' learning in their classrooms. ...
he use of Information and Communication technology (ICT) in schools in Pakistan has been increasing
throughout the last ten years. This study explores the experiences of professionally qualified secondary school
teachers regarding the integration of ICT in the classrooms for effective teaching and learning. A survey research
design was adopted to conduct this study. The population consisted of teachers who have obtained their Bachelor
and Master Degrees in Education from teacher education colleges during the last five years. A survey
questionnaire was designed to collect data and SPSS 20 was used to analyze the data. The study discovered that
most of the teachers lack the ability to integrate ICT in the classroom because they found themselves poorly
prepared and not motivated to do so. The teachers who participated in this study presented solutions to the
problems, such as investment in transforming schools into technologically friendly schools, professional
development of teachers, improving support mechanism.
... Technology integration empowers teachers' instructions since it contributes positively to students' meaningful learning (Byrom & Bingham, 2001;Mitchem, Wells & Wells, 2003;West, 2012) and creates chances to present extraordinary (difficult to find) realities in a learning environment (Lai, 2006;Wang, 2005;Butzin, 2001). Today, a plethora of countries attempt to integrate instructional technologies into schools and classrooms (Keengwe, Schnellert & Mills, 2012). ...
Integrating technology into science education provides opportunities to foster students’ meaningful learning. This study focused on technological pedagogical content knowledge (TPACK) and its connections to belief system in a science teaching context. The purpose of this study was to investigate the effects of preservice science teachers’ (PST) beliefs on their TPACK level. Multiple case study method was implemented. Multiple cases of the study were: low, medium and high confidence of TPACK. Purposive sampling was adapted to select cases. Data was collected through individual semi-structured interviews and lesson plans of PSTs. Content analysis was used in order to analyze the data. Holistic and embedded analyses were implemented to grasp each case entirely and comparing specific aspects and relations of the cases. According to findings there was a positive relationship between PST’s TPACK confidence and TPACK level. The PSTs’ belief systems consistently related to their TPACK levels in terms of several respects. When epistemological beliefs were not taken into consideration, relationships among other variables of the study showed consistency with previous research findings related to relationship between self and conceptions of teaching and learning. Implicational suggestions for future research and science teacher education programs were presented.
... In addition, districts should determine whether they want technology use to be ubiquitous since, media labs lend themselves to particular types of activities such as special projects (Becker, 2000;Means et al., 1993). Plans should also include how teachers will sign up to use the media room and how access will be made equitable (Butzin, 2001). ...
Fueled by the proliferation of new technologies, teachers are being asked to rethink their own practice and deliver instruction designed to help students succeed in the 21st century. The aim is to extend students??? intellectual capacity through the use of contemporary tools and to create powerful learning situations which can extend their experiences and foster the acquisition of higher-order thinking skills. However, most teachers are unfamiliar with such instructional practices.
This study investigates the ways and extent to which one district???s professional development initiative was able to build Grade 7 English and Social Studies teachers??? technological and pedagogical capacities for enacting such an instructional program. It adds to the literature by examining these efforts within a context which is academically successful and resource-rich. Further, it highlights the professional capacities necessary for mandated practical improvement, the ways teachers cope with practical dilemmas and the ways in which principals can reinforce instructional aims and support teacher change.
The data consisted of participant observation of 9 full-day training sessions, semi-structured interviews with 15 teachers, 3 facilitators and 8 administrators, two teacher surveys and an examination of on-line lesson plans and student work. Findings indicated the training was well executed. It presented research and provided multiple opportunities for practice, lesson sharing, coaching and reflection. However, the training period was too short for the district???s instructional goals to be integrated into classroom practice. Despite extensive teacher buy-in, the analysis of lesson plans and student work showed that classroom change was superficial and primarily limited to increases in student choice and collaboration. English teachers struggled
with the lack of aligned curricular materials and Social Studies teachers limited their efforts to Capstone projects. Despite being digital natives, students required substantial support. Lastly, without administrator training, principal support for teacher change depended upon the individuals??? attitudes, understandings and abilities.
This study corroborates past findings that classroom practice is resistant to change. While exceptional funding allowed for purchasing technology, on-going training, and coaching support, most teachers utilized technology as an add-on and did not integrate significantly alter their instructional methods.
... This preparation is the most important source of future economic and social development (Hakkarainen et al., 2000). Some instructors argue that learning can be developed and students can be effectively prepared to business areas by integrating technologies and learning processes (Butzin, 2000;Reiser, 2001, Hopson, Simms, & Knezek, 2002. ...
Due to various factors, countries begin to have different levels of information and communication technologies (ICT) and they have their own unique culture of ICT usage. This case appears interesting especially when we consider university students' proficiency, attitudes and satisfaction in use of ICT. The purpose of this study is to examine the similarities and differences of university students in Turkey, EU candidate, and in Poland and Czech Republic, new members of EU, in terms of their proficiency, attitudes and satisfaction in use of ICT. The data of this study, composed of open-and closed-ended questions, were collected from students studying at departments of social and computational sciences. Statistical analyses of data collected were performed by SPSS 17, statistical package program. Results showed that a) despite the fact that Turkish students use computer for a shorter time than Polish and Czech students, there is no statistically significant difference between them, b) in terms of attitudes toward computer and their satisfaction, there is no difference between students studying at social departments whereas there is a statistically significant difference between students studying at departments of computational sciences.
... Brinkerhoff identified four specific categories of challenges to teachers' use of technology in the classroom: access to resources (e.g., Zhao et al. 2002), institutional and administrative support (e.g., Fox and Henri, 2005), teacher training and exposure to technology use (e.g., Snoeyink and Ertmer 2001/2), and teachers' basic attitudes and fears toward technology integration (e.g., Ertmer 2005). Hew and Brush (2007) add two additional challenges to teachers' integration of technology: the characteristics of specific content subjects requiring extra extra expertise, and therefore, time to learn (e.g., Hennessy, Ruthven, and Brindley 2005), and pressures of high stakes assessment which require teachers' attention and time on limiting development of new ideas to integrate technology for instruction (e.g., Butzin 2001). Staples (2010) explained these observations as a series of categories of resistance to new intellectual frameworks for diversity and new pedagogies, both of which are central to new learning and teaching applications. ...
Researchers document changes in our definitions of literacy (e.g., Coiro, Lankshear, Knoebel, & Leu, 2008; New London Group, 2000) that mandate teacher educators to model new informational and communication technologies in university classrooms to increase teachers' competencies (McPherson, Wang, Hsu, & Tsuei, 2007). Due to past findings that state the use of new literacies is underused in schools (e.g., Hagood, Provost, Skinner, & Egelson, 2008), research focused on the reasons for teachers' underuse is necessary. The focus of this study was the extent to which teachers understand and use products and processes to integrate new literacies into their classroom instruction. Participants included 25 graduate-level teachers. Procedures included having teachers complete a 32-item survey on their knowledge of technology and its application in classroom literacy activities. Teachers were then introduced to new media resources through guided instruction. A post-intervention survey to compare teachers' perceptions of their competencies in the integration of new technologies into literacy activities was completed along with reflection questions and videotaped focus groups meetings to evaluate the importance of the class instruction in use of new literacies. Qualitative analyses of the evaluative components included coding approaches to each element of data collection (Strauss & Corbin 1998). The results of this study reveal that the teachers, though familiar with technology in their own lives through social networking and Internet browsing, were not as familiar with the use of educational technology or new literacies instruction, and that explicit modeling for even short periods of time can have a positive effect on their perceptions and competencies. A more complete discussion of these results will indicate some conflicts that teachers were experiencing with their new competencies and frustrations with options for applications. The results underscore the need for consistent university-wide demonstration and use of technology tools in classrooms and in practicum experiences. © Common Ground, Francine Falk-Ross, Christine Clayton, David Babicz, Gerald Ardito.
... Using technologies in the educational environment helps in delivering more teaching and learning capabilities to students in timely fashion [6]; hence, making teaching and learning a successful way. Educational technologies not only facilitate the learning process but also prepare students for today's demands and tomorrow's work challenges [7]. Shifting to any of these technologies requires significant development efforts, material preparation and availing financial resources. ...
In the last few years, the way we learn has been significantly changed from traditional classrooms that depend on printed papers into e-learning relying on electronic teaching material. Contemporary educational technologies attempt to facilitate the delivery of learning from instructors to students in a more flexible and comfortable way. Mobile learning (M-learning) is one of such pervasive technologies that has been evolved rapidly to deliver e-learning using personal electronic devices without posing any restrictions on time and location. Literature that sheds light on using M-learning in various institutions of learning is beginning to emerge. The work in this paper demonstrates the state of the art of the M-learning. It discusses learners' and educators' attitudes towards the use and adoption of M-learning. Advantages and disadvantages of M-learning were also presented. The integration and implementation of M-learning with other technological resources has been described. Factors affecting the students' and faculty members' attitudes towards the use of M-learning have been demonstrated. Moreover, the new trends and challenges, which are evolved while conducting this survey, are explained.
... Traditional mathematics instruction (TMI) was defined as "teacher-directed instruction using the mathematics textbook, worksheet, hands-on activities, and drill-andpractice activities in large and small groups" and lecture-based classroom teaching (Butzin, 2001;Shults, 2000). ...
This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper based traditional method was used. A survey adapted from Davaanyam [Davaan-yam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.
... Science, technology, engineering, and mathematics (STEM) education has been discussed as a critical issue inside and outside of schools, and a large share of funds have been invested to encourage students and to increase educators' interests and efforts in STEM fields. Teachers in traditional classrooms did not encourage student's interest in STEM fields (Butzin, 2001;Dominguez & Jaime, 2010;Sahin, 2009). Moreover, the lecture type classrooms did not facilitate student's improvement in critical thinking and problem solving skills (Rabe-Hemp, Woollen & Humiston, 2009;Tiwari, Lai, So & Yuen, 2006). ...
The purpose of this study was to investigate whether participating in science, technology, engineering, and mathematics (STEM) project-based learning (PBL) activities effected students who had varied performance levels and to what extent students’ individual factors influenced their mathematics achievement. STEM PBL has been a critical challenge to be embedded in schools, thus the effect of STEM PBL should to be examined. Teachers in 3 high schools attended sustained professional developments provided by 1 STEM center based in a Southwestern university and were required to implement STEM PBLs once in every 6 weeks for 3 years (2008 through 2010). The participants were 836 high school students in these 3 schools who took the Texas Assessment of Knowledge and Skills (TAKS) test and had scores at least in the initial year. Hierarchical linear modeling was used to analyze the data using student’s mathematics TAKS scores and demographic information for the longitudinal study. STEM PBL instruction influenced student achievement in mathematics by both student demographic backgrounds and performance levels. Low performing students showed statistically significantly higher growth rates on mathematics scores than high and middle performing students over the 3 years. In addition, student’s ethnicity and economic status were good predictors of academic achievement. Results of the present study implied that STEM PBLs in schools benefitted low performing students to a greater extent and decreased the achievement gap.
... 52). In fact, computer technology use is presumed to be commonplace in most western schools, and cited benefits include the option for teachers to individualize instruction (Englert, Manalo, & Zhao, 2004), accommodate students to work at their own pace (Littleton, Wood, & Chera, 2006;Sorrell, Bell, & McCallum, 2007), provide instantaneous feedback (Butzin, 2001;Fasting & Lyster, 2005), and manage recordkeeping functions (Bishop & Santoro, 2006). ...
This article reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, whether manufacturers’ educational claims were supported by the programs, and appropriateness to supplement reading and writing instruction. Regardless of date of publication, most software programs were judged to be non instructional, in that they did not track student progress, provide feedback, or adapt to suit student needs. Many used decade-old interface design and program Junctions as well as content features, thereby limiting their usefulness as educational tools.
... Preparing students to information society is considered today as one the basic roles of education. For some researchers, learning can be developed and students effectively prepared to business areas by integration of technologies and learning processes (Butzin, 2000;Hopson, Simms & Knezek, 2002;Reiser, 2001). ...
This study aims to examine similarities, differences and relationship between students and parents in terms of computer and internet use, purposes and literacy. For this purpose, a survey was administered to 480 sixth; seventh and eighth grade pupils of primary schools and their parents in six different cities of Turkey. The first part of the survey elicits student's demographic data, computer and Internet use, and computer literacy while the second part examines same items for parents. Paired-sample t-tests indicated that students spend much time when using computer and Internet, that they have higher computer literacy than their parents. Students’ purposes of using computer also differ from their parents. Pearson product-moment correlations showed almost no relation between students’ and their parents’ purposes of using computer. However, there is a positive but low relation between students and their parents regarding computer literacy.
... As a result, they function as a "timetable fixed resource" (Watson, 1990, p. 34), thereby impeding integration efforts. Other recent authors (Kulik 1994;Butzin 2001;Mann, Shakeshaft, Becker, & Kottkamp, 1999) also support the placement of computers in classrooms where their easy access and integrated use will make a greater impact on student learning. ...
Preparing elementary students for online learning begins with basic computer competency. Computer competency skills were taught using integration of learned skills in the regular academic curriculum to sixth grade students under two conditions: (a) in a classroom with four computers, and (b) in a computer lab. Students of mixed ability (N = 53) were given pretest and posttest measures of technology skill development based on school district curriculum before and after eight weeks of instruction. Results showed that the group using the computer lab had higher overall scores in computer skills when compared to the classroom integration group. Higher scores for the lab were interpreted as the result of efficient and enhanced academic-engaged time inherent to the lab setting. An attitude survey given to all students indicated no significant differences between groups on perceived fear of computers, attribution of learning through computers, or enjoyment derived from using computers.
... the following:Scheidet (2003);Mills and Tincher (2003);Cohen (2001);Butzin (2001).The formation of Sustainability Factor 6, TechnologyIntegration through Literacy required research that eventually lead to a contextual set of parameters that were refined to the skills and content knowledge that are tied to technology integration through the curriculum for the purpose of producing technology literate students and the degree to which teachers and students use technology to both automate and informate the teaching and learning process. That understanding came from the texts that were references throughout this dissertation in addition to the following: Migliorino and Maiden(2004); Finn and Inmna (2004); Kozma (2004); Dawson and Rakes (2003); Barron, Kemker, Harmes, and Kalaydjian (2003); Mills and Tincher (2003); Goddard (2002); Christensen (2002); Osika and Sharp (2003); Swain and Pearson (2003); Siegle and Foster (2001); Ertmer, Gopalakrishnan, and Ross (2001); Pierson (2001); Clark (2000). ...
... Targeted technologies can help students overcome print and communication barriers, learning disabilities, and both hearing and physical impairments. Technology has great potential for learning disabled students because it can provide contextualized (i.e., grounded in a meaningful conceptual framework) learning environments (Lewis 1998), and students in technology-rich environments show often academic achievement in all subject areas (Butzin 2001). ...
In early 2006, the Lawrence Hall of Science (LHS) conducted a national field-test of a new GEMS space science curriculum package developed for use with middle school students. During this field-test, we modified a subset of the curriculum materials for use by special needs students, to be delivered via computer mediated instruction. These materials were implemented in a subset of the field-test classrooms and LHS collected pre- and post-test data for each unit. This data was analyzed to determine if students in the classrooms using the modified materials scored differently than students in the larger assessment data base. Data was disaggregated to measure the impact on students with special needs, as evidenced by individualized education plans (IEPs). Results suggest that many students, not just those with special needs, demonstrate greater achievement gains using materials modified using the principles of best practice for special needs students.
... Targeted technologies can help students overcome print and communication barriers, learning disabilities, and both hearing and physical impairments. Technology has great potential for learning disabled students because it can provide contextualized (i.e., grounded in a meaningful conceptual framework) learning environments (Lewis 1998), and students in technology-rich environments show often academic achievement in all subject areas (Butzin 2001). ...
Middle school students who have special needs because they are learning
disabled require targeted attention in our nation's pursuit of improved
science achievement for all students. In early 2006, the Lawrence Hall
of Science conducted a national field test of a newly developed GEMS
(Great Explorations in Math and Science) space science curriculum
package for middle school students. During this field testing, we
modified a subset of the curriculum materials to reflect the principles
of best practices in working with special needs students, specifically
learning disabled students, in a subset of the field test classrooms to
determine if these students scored differently on the assessments than
students in the larger assessment database. Results suggest that many
students, not just those with special needs, demonstrate achievement
gains using instructional materials purposefully aligned with research-
informed principles of best practices for special needs students.
... While a meta-analysis of the research shows an overall positive effect for computer-assisted learning (Butzin, 2001), I found few studies that investigate the relationship between CD-ROM storybooks and reading comprehension. Whereas interactive, CD-ROM storybooks are designed to aid comprehension acquisition and lessen decoding difficulties for beginning readers, most of the current research has focused on students 8 years of age or older who were experiencing difficulty mastering the reading process in areas such as sight words or text difficulty, which are known to affect reading comprehension (Leu, 2002). ...
CD-ROM storybooks may facilitate reading comprehension for students who are struggling with reading comprehension. Therefore, the use of CD-ROM storybooks in the classroom as part of a reading instruction program, literacy center, or for independent reading time could benefit young readers.
To estimate the outcomes of coaching and studying with era on students’ cognitive, affective, and behavioral consequences of studying, 282 impact sizes had been calculated the use of statistical facts from forty two research that contained a blended pattern of about 7,000 students. The imply of the study-weighted impact sizes averaging throughout all consequences was .410 (p < .001), with a 95-percentage self assurance interval (CI) of .one hundred seventy five to .644. This end result suggests that coaching and studying with era has a small, positive, significant (p < .001) impact on scholar consequences whilst in comparison to conventional instruction. The imply study-weighted impact length for the 29 research containing cognitive consequences was .448, and the imply study-weighted impact length for the ten comparisons that centered on scholar affective consequences was .464. On the opposite hand, For the three studies that included behavioral outcomes, the mean study-weighted effect size was -.091, showing that technology had a small, negative impact on students' behavioral results. Study variables, quality of study indicators, technological characteristics, and instructional/teaching factors all had consistent overall study-weighted effects.
How to cite: Colbong RM & Aban, JL (2024). Meta-analysis on the implications of technology-assisted teaching and learning on student performance. A Research Output in Biomolecules. pp: 1-39
Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.
В монографии представлены материалы, связанные с применением инновационных методов обучения в высшей школе. Монография ориентирована на широкую педагогическую и психологическую аудиторию, принимающую участие в психолого-педагогической подготовке преподавателей высшей школы, повышении их педагогической и психологической компетентности. Данная монография рассматривает, в том числе, вопросы применения информационно-коммуникационных технологий, эффективной организации практик в деятельности педагога, что составляет несомненный интерес для сотрудников учебных, методических- отделов и отделов образовательных программ. Многие вопросы, обсуждаемые в монографии, будут полезны студентам магистратуры и аспирантам при изучении психолого-педагогических проблем, возникающих в современных практиках обучения в высшей школе.
Ключевые слова: образовательные технологии, инновационные методы обучения, кейс-стади, проблемно-ситуационный анализ, технологии инициации смыслообразования, интерактивные методы обучения, совместная мыслительная деятельность, Интернет в образовании, рефлексивная практика.
The present study tends to investigate the key aspects needed for employees to become productive within the
organization. Performance usually represents output of employees through two major indicators i.e. punctuality
and dedication. These indicators are deemed as significant contributors of overall job performance. The study
contributes in exploring the effects of family commitments on punctuality and dedication of employees in their
jobs. Familial bond is considered as a key societal relationship in effecting human resources from various
perspectives. Different studies are conducted to understand work-family conflicts and their effects on employees’
efficiency as well as effectiveness. These studies revealed that punctuality and dedication are influenced by
different factors, where ‘environment at home’ is found as the key factor. Similar to the previous studies mainly
conducted in western culture, results of the present study authenticate the proposed relationship between familial
commitments and professional efficiency of employees. Moreover, effects of children on employee’s performance
are noteworthy as infancy period needs extensive attention.
The use of fully online instruction has been proliferating in higher education. In undergraduate mathematics, arguments about the effectiveness of fully online instruction have been met with contrasting claims about its potential. Some assert that fully online instruction can promote a deeper and richer conceptual understanding of mathematical ideas while others claim it is difficult to teach mathematics effectively in a fully online context. The aim of this study is to examine these claims by documenting relevant empirical evidence, the findings of which we hope will inform current efforts, by both faculty and administrators, to improve fully online mathematics instruction. 50 free e-prints may be found here: https://www.tandfonline.com/eprint/FRTEBCVWYEKBIHU84M87/full?target=10.1080/10511970.2018.1472685
This study aimed at investigating if the use of mobile devices
for collaborative learning in High Schools of Namibia is
possible. The population of the study was made up of learners
from six out of the fourteen regions of Namibia. Three schools
from each region were selected and a total of seven hundred
and twenty (720) learners (forty (40) learners from each
school) were randomly selected. A mixed method approach
which involved the use of survey questions and interviews was
employed and data collected was analyzed using the SPSS.
The findings among others revealed that the majority of
learners in Namibian high schools are mobile ICT literate.
Many of the learners can access the internet, download
education materials and applications from the internet using
mobile devices, access social networking sites, conduct
searches for material, send emails, read assignments and post
comments on blogs. Finally recommendations were made
based on results found.
This study set out to determine the relationship between computer anxiety, operation skills, students' attitude towards the use of computer and students' preparedness for computer based assessment. The study adopted correlational research design. The population of the study comprised all the students who registered and wrote Joint Admissions and Matriculations Board (JAMB) examination in the University of Nigeria, Nsukka centre for the year 2015. A sample of 400 students was used for the study. The instrument used for data collection was a 40 items 4-point Likert-scale questionnaire developed by the researchers. Three experts in measurement and evaluation in the University of Nigeria, Nsukka validated the instrument. Cronbach's alph method was used to determine the internal consistency of the items and the overall reliability coefficient of the instrument was 0.85. The researchers used direct delivery method in the administration and retrieval of the questionnaire from the respondents. Data collected was analyzed, and the Pearson Product Moment Correlation Coefficient was used to answer the research questions while Regression Analysis was used to test the null hypotheses at 0.05 level of significance. The result of the study showed that computer anxiety, operation skill and attitude are good predictors of students' preparedness for computer-based-assessment.
We re-examined the effect of teaching and learning with technology on student cognitive and affective outcomes using the meta-analytic technique. Screening studies obtained from an electric search of databases such as PsyInfo and ERIC resulted in 58 studies (1997-2011). Overall, effect sizes were small to moderate across the cognitive and affective outcome measures. Specific teaching/learning components such as context/making sense, challenging activity, instructional conversation, and joint productivity were associated with effect sizes. Instructional features such as objectives, pattern of student computer use, and type of learning task also moderated effect sizes. Suggestions are made for pre-service teachers and in-service teachers to include these instructional features and teaching strategies in teaching and learning with technology.
Case studies of three urban elementary schools were conducted to document the integration of technology given identical resources from a local university’s PT3 grant. Data sources for this qualitative study included participant observers’ field notes and journal entries, school personnel interviews, timeline and chronicle of technology-related priorities and events, and children’s and teachers’ technology artifacts. Cases were summarized with respect to prior technology context, agents of growth and development, and changes and future directions. The analysis identified three scaffolds that appear to have a significant influence on—and redefine the challenge of—technology integration: alignment with the curriculum/mission, teacher leadership, and public/private roles for technology recognition.
South African teachers are faced with challenges in integrating technology effectively into a coherent framework at school level. There seems to be little evidence of technology integration into classroom activities such as systematic planning and implementation of lessons that require learners to think critically, work collaboratively, and use technology in support of learning. A study was undertaken to investigate the challenges faced by senior secondary school teachers and learners in integrating technology effectively into teaching and learning activities. In-depth and group interviews were conducted with curriculum specialists, teachers and learners. Observations and document review were also used to collect qualitative data. Qualitative data analysis strategies were used to analyse data. The findings revealed unavailable technology policy, insufficient technology equipment, a lack of teachers qualified in technology integration, and maintenance and technical problems as the major challenges affecting the effective integration of technology at school level. Integrating technology effectively requires planning, sufficient time, dedication and enough resources.
Project CHILD (Computers Helping Instruction and Learning Development) is a computer-integrated instructional program for the elementary school. It provides for curriculum realignment and a restructured organization for the elementary school to facilitate the integration of technology into the classroom. This paper reports on a longitudinal evaluation of the effects of the program on student achievement. The effect was positive and statistically significant, across grades and schools, for the three areas measured: reading, mathematics, and total battery scores on standardized tests. The effects were largest for students who had been in the program more than one year, as well as for students from schools with larger minority and free-lunch populations.