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Hare Marke

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Marty Nostrala

Dulcinea Media, Inc. -- Uncluttering the Web - 18 views

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    cannot effectively conduct research on the Internet. These are the products we have developed thus far in pursuit of that mission. Our Web Sites: SweetSearch, a Search Engine for Students, searches only 35,000 Web sites that have been approved by our staff. SweetSearch allows students to choose the most relevant result from a list of credible results, without the distraction of unreliable sites.   SweetSearch Web Links To help educators introduce students to great Web resources, we have published model Web Links pages. All links have been evaluated and approved by Dulcinea Medias expert Internet researchers and librarian and teacher consultants. Web Links pages are free, intuitively organized, and accessible. FindingDulcinea, the Librarian of the Internet, guides students to credible and complete information online for thousands of subjects. We find the best links, organize them, and provide context, insight and research strategies. Follow findingDulcinea: EncontrandoDulcinea, a Bridge for Spanish Speakers, is our Web site for bilingual Spanish-speaking Internet users. Content from findingDulcinea has been translated into Spanish, providing Spanish language guidance to the best English and Spanish language Web links by topic. FindingEducation, a Community Tool for Educators, is a free tool that helps educators find the best online education resources, to manage, organize and share links with students and other educators, and to create Web-based assignments. Follow findingEducation: © 2009 Dulcinea Media, Inc. All rights reserved. Diigo Web Highlighter (1.5.1)  Highlight   B
Maggie Tsai

iLearn Technology » Education Diigo - 1 views

  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
Dennis OConnor

News: The Evidence on Online Education - Inside Higher Ed - 0 views

  • WASHINGTON -- Online learning has definite advantages over face-to-face instruction when it comes to teaching and learning, according to a new meta-analysis released Friday by the U.S. Department of Education.The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • the positive results appeared consistent (and statistically significant) for all types of higher education, undergraduate and graduate, across a range of disciplines, the study said.
  • On the topic of online learning, there is a steady stream of studies, but many of them focus on limited issues or lack control groups. The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria. They had to contrast an online teaching experience to a face-to-face situation, measure student learning outcomes, use a "rigorous research design," and provide adequate information to calculate the differences.
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  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.
  • n noting caveats about the findings, the study returns to the issue of time."Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • " What the study demonstrates, she said, is that colleges need to think broadly about using online education, and not be "artificially limited" to face-to-face instruction.
  • Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
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    Timely information for our group! The learning time issue in particular is an important finding that points to a cost effective way to increase student learning time without tackling the issue of a longer school day head on. We know that more time on meaningful tasks is crucial, but the physical cost of attending a bricks and mortar classrooms is prohibitive.
Wendy Windust

WIDE World - Program Overview - 14 views

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    Our goal is to transform school systems by developing professional communities of teachers and school leaders with interactive online courses and on-site support programs that enable schools to cultivate the critical learning students need for the 21st century world. Research-Based. WIDE World professional development programs are based on Teaching for Understanding, a classroom-tested framework developed through research at the Harvard Graduate School of Education. Online. WIDE World courses are conducted online and are asynchronous. This allows for flexible, adaptive, and convenient learning for all participants, regardless of location or schedule. Job-embedded. Through our courses, WIDE World learners integrate research-based strategies in their own workplace. Online coaches support cycles of learning, applying, and reflecting as teams of educators improve lesson plans, instruction, and data-driven action projects. Team-Based with Coaching. Systemic change requires coordinated effort from all stakeholders. Expert coaches help teachers, leaders, and specialists work in teams to develop a common language for defining and achieving shared goals. Tailored for Local Impact. WIDE World works with you to design professional development programs adapted precisely to address the needs of your school, program, district, or system and build local capacity for continuous improvement. Global Learning. In the online environment, participants collaborate with innovative educators from across the US and around the globe.
Dr. Nellie Deutsch

Impact of introduction of online learning in developing countries-special reference to ... - 0 views

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    The Open University of Sri Lanka (OUSL) was set up for the purpose of providing higher educational facilities to persons above 18 years of age with relevant basic qualifications, in Sri Lanka. It is the only recognized university in Sri Lanka where students are able to pursue further education by distance education techniques in keeping with the philosophy of open and distance learning. The main focus of this lecture would be to identify and evaluate the impact of online learning on the students. This lecture would essentially discuss the findings from a research done using random sampling method with a questionnaire technique. According to the findings, most students prefer forums as the best online teaching/ collaboration tool. They like this method because they can contact their coordinator at any time and at any place, and can also network as well as discuss their queries. Students pursuing their studies at post graduate level prefer this method more than other students. However, the students have identified this method as a complement and not as a substitute for traditional face to face learning. As far as barriers for Online Education are concerned : Lack of resources (computers as well as experts in the field), infrastructure, no proper training on Moodle, and low awareness level of e-Learning are considered as main problems. This Lecture would be more of a discussion on impact of Online Learning and lessons learned from it in a developing country. I will present our findings and then we can have an open house to discuss this further.
Kerry J

The neuroscience of online learning Registration, Adelaide - Eventbrite - 22 views

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    Neuroscience has shown that our brains are plastic and that education, gaming and the use of technology can change our brains' connectivity, function and structure. (1, 2) But learning is more than just biology - it is affected by our learning environment and the people with whom and from whom we learn. So how do you take what neuroscience reveals about the plastic, learning brain and combine it with educational research, expertise and common sense? Klevar, in association with Flinders University, are offering you the chance to explore this with Dr Paul Howard-Jones of the University of Bristol, researcher and author of "Introducing Neuroeducational Research: Neuroscience, Education and the Brain from Contexts to Practice".
Dennis OConnor

The Essential Role of Information Fluency in E-Learning and Online Teaching | The Sloan... - 0 views

  • Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.
  • As online teachers and learners we work in a computer where information is just a few keystrokes away.
  • I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
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    I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

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Michèle Drechsler

The practices of socialbookmarking in the field of Education - 87 views

Hello About the survey : http://enquetes-education.net/limesurvey/index.php?sid=28793〈=en Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with...

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Maggie Wolfe Riley

Education - Change.org: Tutorial: Two Uses of Technology to Improve Literacy and Critic... - 0 views

  • It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
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    two examples showing how blind the UCLA research was to today's possibilities, how behind the times.... It's easy, efficient, and turbo-effective literacy, research, and information management. It's unique to the Berners-Lee Age. Gutenberg would have loved it. Some high-profile "researchers" apparently know little of it.
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James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
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  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Hare Marke

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Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  •  
    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
sophiya miller

A Comprehensive Guide to Top 10 Online Resources for Academic Success - 2 views

In the ever-evolving landscape of education, students often find themselves juggling multiple assignments, projects, and exams simultaneously. The digital era has not only transformed the way we ac...

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started by sophiya miller on 26 Dec 23 no follow-up yet
Leah Evans

Contractions - 0 views

  • Contractions are formed when two words are contracted or put together and an apostrophe is added to replace the omitted letters.
  • Contractions are formed when two words are contracted or put together
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  • Word Lists Analogies - New!CapitonymsCompound Words - New!  Contractions Dolch - Sight WordsGeography ListsHomophones, Homonyms, etc.Literature Based Word ListsMath Vocabulary - Most Popular!Monthly Holiday ListsMultiple Meaning Words - New!Phonics & Sight Word CurriculumPossessive NounsSample Lists By GradeScience Vocabulary - New!Sequential Spelling ProgramSound Alike WordsSyllables - New!Word Abbreviations Help and InformationFAQs - Frequently Asked QuestionsPrintablesOur Educational AwardsTestmonials- New!Custom Sentences and Definitions Handwriting WorksheetsStudent Writing PracticeTeacher Training VideosGetting Started Welcome LettersFunding Sources - New! ArticlesResearch on Spelling AutomaticityThe Importance of SpellingRecommended Learning ResourcesImprove your writing skillsAdopt-A-ClassroomSpellingCity and NCom  put ingReading ComprehensionIncorporating Spelling Into ReadingWriting Prompts that Motivate   Contractions Contractions
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  • Word Lists Analogies - New! Capitonyms Compound Words - New!    Contractions Dolch - Sight Words Geography Lists Homophones, Homonyms, etc. Literature Based Word Lists Math Vocabulary - Most Popular! Monthly Holiday Lists Multiple Meaning Words - New! Phonics & Sight Word Curriculum Possessive Nouns Sample Lists By Grade Science Vocabulary - New! Sequential Spelling Program Sound Alike Words Syllables - New! Word Abbreviations Help and Information FAQs - Frequently Asked Questions Printables Our Educational Awards Testmonials - New! Custom Sentences and Definitions Handwriting Worksheets Student Writing Practice Teacher Training Videos Getting Started Welcome Letters Funding Sources - New! Articles Research on Spelling Automaticity The Importance of Spelling Recommended Learning Resources Improve your writing skills Adopt-A-Classroom SpellingCity and NCom   put ing Reading Comprehension Incorporating Spelling Into Reading Writing Prompts that Motivate   Contractions Contractions
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Paul Beaufait

Report: Blended learning could hit or miss | Policy | eSchoolNews.com - 16 views

  • According to the report, blended learning, which it defines as “any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace,” has grown exponentially over the past decade.
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    Covers "'The Rise of K-12 Blended Learning,' by Michael B. Horn, co-founder and executive director of education at the Innosight Institute, and Heather Clayton Staker, a senior research fellow for education practice at the institute, [which] describes how blended learning can affect education, but why it also could fall short of its potential" (¶3).
David McGavock

Speak Up - 8 views

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    "About Speak Up Speak Up is an annual national research project facilitated by Project Tomorrow. The purpose of the project is to: * Collect and report the unfiltered feedback from students, parents and teachers on key educational issues. * Use the data to stimulate local conversations. * Raise national awareness about the importance of including the viewpoints of students, parents, and teachers in the education dialogue. Quantitative survey results are available to participating schools and districts, online, free-of-charge, so that they can use the data for planning and community discussion. National findings are released through a variety of venues, including: a Congressional Briefing in Washington, DC, national and regional conferences, e-mail distribution, Project Tomorrow website, and our Speak Up partners. Local, state and national stakeholders report using Speak Up data to inform their new programs and policies. "
anonymous

Critical Issue: Using Technology to Improve Student Achievement - 0 views

shared by anonymous on 23 Feb 10 - Cached
  • Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).
  • Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."
  • In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.
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  • Boster, Meyer, Roberto, & Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone.
  • Wenglinsky (1998) noted that for fourth- and eighth-graders technology has "positive benefits" on achievement as measured in NAEP's mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students' math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students' science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, & Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used.
  • Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan & Melmed, 1996; Hawkins, Panush, & Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers' perceptions of their students' capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez & Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement.
  • When new technologies are adopted, learning how to use the technology may take precedence over learning through the technology. "The technology learning curve tends to eclipse content learning temporarily; both kids and teachers seem to orient to technology until they become comfortable," note Goldman, Cole, and Syer (1999). Effective content integration takes time, and new technologies may have glitches. As a result, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas" (Goldman, Cole, & Syer, 1999). Educators may find impediments to evaluating the impact of technology. Such impediments include lack of measures to assess higher-order thinking skills, difficulty in separating technology from the entire instructional process, and the outdating of technologies used by the school. To address these impediments, educators may need to develop new strategies for student assessment, ensure that all aspects of the instructional process—including technology, instructional design, content, teaching strategies, and classroom environment—are conducive to student learning, and conduct ongoing evaluation studies to determine the effectiveness of learning with technology (Kosakowski, 1998).
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