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Jason Killinger

Inclusion of Technology into the Classroom and How It Influences Teaching P...: EBSCOhost - 1 views

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inclusion technology classroom teaching ebscohost

shared by Jason Killinger on 07 Apr 14 - No Cached
  • 21st century classrooms are different from the traditional high school classroom. The teacher is not the focal point of learning and the students take the lead role. Technology integration is a major component to this shift in teaching style. The inclusion of technology into the classroom and how it influences teaching practice and student engagement was researched for this study. The Director of Technology and building administration from a suburban high school in Southeastern Chester County implemented a grant from Pennsylvania's Department of Education called the "Classrooms for the Future" (CFF) grant. The teachers of English, math, science, and social studies teachers were recipients of the grant and received the Smart Classrooms. The grant allowed for an influx of technology, staff development, and online courses to enhance the teaching and learning process. Teaching practice and student engagement were studied to make a determination if technology use created a positive change. Longitudinal and cross-sectional data were collected from a variety of sources including the student body and teaching staff that participated in CFF. The results indicated that there was a positive relationship between teaching practice and student engagement as well as technology use and student engagement. Recommendations of further implementation and future research studies were discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission.
Michelle Shafer

Teachers Report Educational Benefits of Frequent Technology Use -- THE Journal - 0 views

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technology education research teachers benefits

shared by Michelle Shafer on 12 Apr 14 - Cached
  • Frequent technology users place considerably more emphasis on developing students' 21st century skills--specifically, skills in accountability, collaboration, communication, creativity, critical thinking, ethics, global awareness, innovation, leadership, problem solving, productivity and self-direction. Frequent users also have more positive perceptions about technology's effects on student learning of these skills--and on student behaviors associated with these skills."
Michelle Shafer

Archived: Effects of Technology on Classrooms and Students - 0 views

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technology education classroom motivation Research web2.0

shared by Michelle Shafer on 12 Apr 14 - Cached
  • when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their g
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons.
  • The teacher's role changes as well. The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity. As students work on their technology-supported products, the teacher rotates through the room, looking over shoulders, asking about the reasons for various design choices, and suggesting resources that might be used.
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  • eacher-reported effect on students was an increase in motivation
  • technology's motivational advantages in providing a venue in which a wider range of students can excel
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--student satisfaction with the immediate feedback provided by the computer and the sense of accomplishment and power gained in working with technology:
  • enhancement of student self esteem. Both the increased competence they feel after mastering technology-based tasks and their awareness of the value placed upon technology within our culture, led to increases in students' (and often teachers') sense of self worth.
  • Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
  • students were able to handle more complex assignments and do more with higher-order skills (see examples) because of the supports and capabilities provided by technology.
  • Another effect of technology cited by a great majority of teachers is an increased inclination on the part of students to work cooperatively and to provide peer tutoring. While many of the classrooms we observed assigned technology-based projects to small groups of students, as discussed above, there was also considerable tutoring going on around the use of technology itself. Collaboration is fostered for obvious reasons when students are assigned to work in pairs or small groups for work at a limited number of computers. But even when each student has a computer, teachers note an increased frequency of students helping each other. Technology-based tasks involve many subtasks (e.g., creating a button for a HyperCard stacks or making columns with word processing software), leading to situations where students need help and find their neighbor a convenient source of assistance. Students who have mastered specific computer skills generally derive pride and enjoyment from helping others.
  • One of our teacher informants made the point that the technology invites peer coaching and that once established, this habit carries over into other classroom activities:
  • informants
Jason Killinger

Integrating Computer-Supported Collaborative Learning into the Classroom: T...: EBSCOhost - 0 views

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integrating collaborative classroom learning ebscohost

shared by Jason Killinger on 07 Apr 14 - No Cached
  • We present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer-mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams were analysed in terms of degree and quality of argumentativity, as well as "catachresis" ("getting round" the software to perform a non-prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end. We discuss possible explanations for this "failure story" in terms of the articulation between everyday, technology-related and educational discourse genres, with their associated social "milieux," as well as the social structure of the classroom. The relevance of these aspects for future attempts to integrate such technologies is discussed. In conclusion, we discuss a vision of learning that takes into account students who do not accept to play the educational game.
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