Group items tagged

"Brown, B. B. (1966). Bringing Philosophy into the Study of Teacher Effectiveness. Journal Of Teacher Education, 17(1), 35-40. "

From the abstract: 'Also, though there have been large investments made to integrate technology into K-12 classrooms to equip students with the skills needed to prepare for college and a career, the practical use of this investment has not been impressive. Lastly, several meta-analyses showed promising results of effectiveness of technology in the classroom. However, several inherent methodological and study design issues dampen the amount of variance that technology accounts for."

Through an empirical, secondary analysis of 588 teens (ages 12 - 17) and one of their parents living in the United States, we present useful insights into how parental privacy concerns for their teens and different parental mediation strategies (direct intervention versus active mediation) influence teen privacy concerns and privacy risk-taking and risk-coping privacy behaviors in social media. Our results suggest that the use of direct intervention by itself may have a suppressive effect on teens, reducing their exposure to online risks but also their ability to engage with others online and to learn how to effectively cope with online risks. Therefore, it may be beneficial for parents to combine active mediation with direct intervention so that they can protect their teens from severe online risks while empowering teens to engage with others online and learn to make good online privacy choices.

When reading the literature review about mobile gaming it got me thinking more about online gaming programs to use in the classroom. I did some digging to find this article about the effectiveness of games in education.

Yousef, A. M. F., Chatti, M. A., Wosnitza, M., & Schroeder, U. (2015). A Cluster Analysis of MOOC Stakeholder Perspectives. RUSC. Universities and Knowledge Society Journal, 12(1). pp. 74-90. doi http://dx.doi.org/10.7238/rusc.v12i1.2253 Abstract "Massive Open Online Courses (MOOCs) are providing opportunities for thousands of learners to participate in free higher education courses online. MOOCs have unique features that make them an effective Technology Enhanced Learning (TEL) approach. Institutions are offering a growing variety of MOOCs. Nevertheless, there are several crucial challenges that should be considered in the development of MOOCs, e.g., the drop-out rate of over 95% of course participants. One of the potential reasons for that is the complexity and diversity of MOOC participants. This diversity is not only related to the cultural and demographic profile, but also considers the diverse motives and perspectives when enrolled in MOOCs. This paper aims to cluster and analyze the different objectives of MOOC stakeholders to build a deeper and better understanding of their behaviors. Our main finding was a set of eight clusters, i.e., blended learning, flexibility, high quality content, instructional design and learning methodologies, lifelong learning, network learning, openness, and student-centered learning. This cluster schema creates a meaningful picture for the MOOC community" (p. 71). This is a peer reviewed scholarly article that uses qualitative and quantitative methods to analyze survey data on MOOC instructors and learners. Responses were relatively low: 158. The context is unclear - where did they get the sampling frame from? And why did they combine the learners and instructors? So there is some question as to the sample and it cannot be generalized. That said, they are innovative in their qualitative analysis. The qualitative work analyzed the open ended questions in their survey. They used a research method that allowed them to catego

Purpose - This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student-centered mobile learning activity with self-guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation-based ecology learning activities. Design/methodology/approach - An investigation-based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real-world learning objects and searching for supplemental materials from a digital library. Findings - The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students. Practical implications - The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries. Originality/value - An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries. [Abstract from ESC ProQuest Research Library database] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888251730/288B8D1870394980PQ/1?accountid=8067 Ju-Ling, S., Hwang, G., Yu-Chung, C., & Chien-Wen, C. (2011). An investigation-based learning model for using digital libraries to support mobile learning activities. The Electronic Library, 29(4), 488-505. doi:http://dx.doi.org/10.1108/02640471111156759

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. "Exploring the Effectiveness of Online Education in K-12 Environments" combines empirical evidence and best practices in current K-12 distance learning and virtual schools.

How teenagers weigh perceived risks versus benefits in what they reveal online. Many teenagers supply false information in order to protect their identity which makes online advertising less effective towards them. Also, study indicates that how savvy a teen is in regards to thinking critically about the intent of advertisements and the strategies companies use offline the more they were able to identify the same tactics online.

Paper on effectively teaching adult learners digital and technology literacy skills

This white paper examines the effect of social media as it outpaces society's ability to creates rules of behavior, designed to moderate how people interact with social media and each other.

This article examines what effect online interactive history games have on the achievement and motivation of students in junior high school. A four-week experiment was done comparing students utilizing online games and students not utilizing games and the results indicated that the students who regularly logged into the games were more personally invested in the history material and scored better on their subsequent assessments. This indicates that utilizing gaming, and technology in general, has a positive impact on both student achievement as well as student involvement.

This study was conducted to address the value of industry, policy, and professional advice concerning the appropriate role of Internet filtering in this struggle. Our preliminary findings suggested that filters might have small protective effects, but evidence derived from a more stringent and robust empirical approach30 indicated that they are entirely ineffective. These findings highlight the need for a critical cost-benefit analysis in light of the financial and informational costs associated with filtering and age verification technologies such as those now being developed in some European countries like the United Kingdom.

EDU681102 - Module 2, Week 2. Mark Ness, article #2.

Edited link - https://diigo.com/08285f

By Alicia Gallegos, special to the Reporter During a student demonstration in 2010, instructors at Stanford University School of Medicine loaded a children's wagon with all the learning materials medical students traditionally acquire in their preclinical years. The towering stacks of paper rose 3 feet high.

Scott, An interesting article. I know that medical schools (and allied health education, including nursing) have been leaders in adopting new technologies for educational purposes. Medical schools immediately identified a use for using podcasts to teach medical students how to detect abnormal heart sounds! Research quickly followed to prove this to be the most effective form of teaching normal and abnormal cardiac sounds. This learning concept is also used to teach radiology residents how to recognize normal and abnormal blood flow sounds when examining vessels (arteries/veins) using doppler ultrasound. Pharmacy schools (and departments) have utilized iPads/tablets/smartphone to run apps (http://www.appszoom.com/android-apps/pharmacology) that include entire pharmacology drug reference lists, commonly used drugs/medications, standard dosages, etc. for quick, searchable referencing.

Scott, I am curious about the level of security placed on the wireless networks used in hospital environments. The more mobile the physicians, nurses and caregivers, the more secure the wireless networks need to be. What measures are being taken to guarantee secure airwaves? Bill

Combining data from a school principal survey with student demographics and achievement data, the present study aimed to develop a much needed understanding of ICT usage in Ontario's K-12 public schools. Results indicated equitable first-order access to technology for schools, early integration of ICT from the earliest grades, frequent application of ICT in teaching, and an enabling effect of ICT on additional access to learning resources and distance learning.

We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of the sophisticated data systems that MOOCs provide. The strategy, Copying Answers using Multiple Existences Online (CAMEO), involves a user who gathers solutions to assessment questions using a "harvester" account and then submits correct answers using a separate "master" account. We use "clickstream" learner data to detect CAMEO use among 1.9 million course participants in 115 MOOCs from two universities. Using conservative thresholds, we estimate CAMEO prevalence at 1,237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO users. Among earners of 20 or more certificates, 25% have used the CAMEO strategy. CAMEO users are more likely to be young, male, and international than other MOOC certificate earners. We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses.

Since I work with Special Education students a high school, I am always interested in the effectiveness of technology on learning. ABSTRACT Using technology can help students with disabilities to enhance and improve their independence in academic and employment tasks, their participation in classroom discussions, along with helping them to accomplish some difficult academic tasks. This paper discusses the role and benefits of using assistive technology in the Universal Design for Learning (UDL), in academic skills, and in transition services. A summary of the important principles that need to be considered in the integration of technology in educating or training students with disabilities is provided.