Group items tagged research - IST Today

shared by Tod Baker on 26 Apr 08 - Cached

shared by beth gourley on 22 Apr 08 - Cached

shared by Tod Baker on 02 Feb 09 - Cached

shared by beth gourley on 11 Jan 09 - Cached

What Research Says About / Collaborative Inquiry
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systematic, collaborative work will increase student learning
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In their study of nine high schools, Ingram, Louis, and Schroeder (2004) report that teachers are more likely to collect and use data systematically when working as a group. When working by themselves, teachers tend to rely on anecdotes and intuition.
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Student work products or individual teachers' formative assessments are more relevant to instructional practices than standardized test scores
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leadership and norms that support collaboration and data use
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sufficient chunks of time to meet, training in inquiry skills, protocols to guide data collection and discussion, and a skilled facilitator to keep the agenda focused
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Collaborative inquiry is among the most promising strategies for strengthening teaching and learning. At the same time, it may be one of the most difficult to implement.
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shared by Tod Baker on 26 Oct 08 - Cached

shared by beth gourley on 06 Oct 08 - Cached

research also found that over half of teachers surveyed believe that Web 2.0 resources should be used more often in the classroom
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main concerns involved a lack of time to familiarise themselves with the technology and worries about managing the use of the internet in class
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young learners are prolific users of Web 2.0 technologies in their leisure time
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Web 2.0 in the classroom was limited.
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2,600 students
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eachers are frequent users of technology too, with 93% of teachers surveyed using search engines regularly and 70% using the internet for work purposes. In their personal time, 45% had used social networking at some point, 29% had blogged and nearly a third had uploaded a video that they’d shot.
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earners were prolific users of technology they were not necessarily sophisticated users.
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shared by beth gourley on 19 Oct 08 - Cached

Eight-year-olds learn primarily from positive feedback ('
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Twelve-year-olds are better able to process negative feedback, and use it to learn from their mistakes.  Adults do the same, but more efficiently. 
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In children of eight and nine, these areas of the brain react strongly to positive feedback and scarcely respond at all to negative feedback. 
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Children learn the whole time, so this new knowledge can have major consequences for people wanting to teach children: how can you best relay instructions to eight- and twelve-year-olds?' ’
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Learning from mistakes is more complex than carrying on in the same way as before. You have to ask yourself what precisely went wrong and how it was possible.
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