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Author: Valerie Smith Mercer Publisher: ISBN: Category : Academic achievement Languages : en Pages : 264
Book Description
BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.
Author: Valerie Smith Mercer Publisher: ISBN: Category : Academic achievement Languages : en Pages : 264
Book Description
BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.
Author: Valerie Smith Mercer Publisher: ISBN: Category : Academic achievement Languages : en Pages : 264
Book Description
BYOT (Bring Your Own Technology) is the practice of students bringing their own digital devices to school to use for academic purposes. This practice has been growing since the early 2000s. BYOT has been touted as a solution for schools which may lack hardware and network resources to provide devices to all students. By allowing BYOT, schools have created a learning environment which permits assortments of tablets, phones, laptops, and smart devices. With the introduction of a miscellany of devices, teacher practices have had the opportunity to change. Despite a growing proclivity of BYOT, the question has remained of the impact these devices may have for students and teachers on achievement. Mixed research methods were used to center on BYOT practices of middle schools with a focus on eighth grade standardized test scores. The student-to-computer ratio of school-owned technology was studied along with BYOT opportunities in schools. These two factors were examined in relation to the standardized test scores in the schools to determine if any achievement associations were found with school-owned technology or student-owned technology. In addition, a survey was utilized to determine BYOT practices in the school, hindrances to BYOT implementation, and teacher knowledge and skills to implement BYOT. BYOT and school-owned technology were not associated with academic achievement. The practice of BYOT will grow as schools continue to bring technology into classrooms, and teachers need more training to support school-owned technology as well as student-owned technology.
Author: Peggy Grant Publisher: International Society for Technology in Education ISBN: 1564845443 Category : Education Languages : en Pages : 200
Book Description
Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
Author: Meghan M. Hollibaugh Baker Publisher: ISBN: Category : Computer adaptive testing Languages : en Pages : 274
Book Description
The academic achievement gap between students of low socioeconomic status and their peers widens, student disengagement increases, and drop out statistics increase as students progress in K-12 education (Johnston & Viadero, 2000). In this new era, students have the opportunity to exhibit more control over their individualized learning through technology use (Caprara et al., 2008; Debowski, Wood, & Bandura, 2001). Educators continually search for the most effective approach to individualized instruction, but it remains to be explored how technology use relates to academic self-efficacy and academic achievement.This study addressed three questions through the social cognitive theory framework. What is the relationship between perceived academic self-efficacy and academic achievement in students at each successive grade level? What is the relationship between perceived academic self-efficacy and educational technology use for mathematics and reading instruction at each grade level? What is the relationship between educational technology use for mathematics and reading instruction and academic achievement? A quantitative correlational study was designed to explore the relationship between educational technology use, academic self-efficacy, and academic achievement. The sample included approximately N=414 students from an urban public middle school in the Northeast, N=100 students from each grade (5-8). A questionnaire was used to collect data on academic self-efficacy, academic achievement data were obtained from standardized STAR Assessments in reading and mathematics, and technology use data were collected from two educational technology programs. Analyses revealed a higher frequency of technology use for students at/above grade level, compared to those below, of significant difference for math ( t(410)=6.237, p=
Author: National Research Council Publisher: National Academies Press ISBN: 0309131979 Category : Education Languages : en Pages : 386
Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Author: David Buckingham Publisher: John Wiley & Sons ISBN: 074567576X Category : Education Languages : en Pages : 235
Book Description
This book examines recent changes in media education and in young people’s lives, and provides an accessible set of principles on which the media curriculum should be based, with a clear rationale for pedagogic practice. David Buckingham is one of the leading international experts in the field - he has more than twenty years’ experience in media education as a teacher and researcher. This book takes account of recent changes both in the media and in young people’s lives, and provides an accessible and cogent set of principles on which the media curriculum should be based. Introduces the aims and methods of media education or 'media literacy'. Includes descriptions of teaching strategies and summaries of relevant research on classroom practice. Covers issues relating to contemporary social, political and technological developments.
Author: Tom Whitby Publisher: Corwin Press ISBN: 1483371735 Category : Education Languages : en Pages : 88
Book Description
Professional growth and social media savvy at your fingertips! This information-packed resource from digital experts Anderson and Whitby makes it easy to build a thriving professional network using social media. Easy-to-implement ideas, essential tools, and real-life vignettes help teachers learn to: Find and choose the best social media tools, products, and communities Start and grow a collaborative, high-quality PLN using Twitter, blogging, LinkedIn, and more Use social media to enhance 21st Century education Engage in authentic personal and professional learning Includes invaluable resources and an in-depth analysis of the social media landscape. Collaboration has never been easier with this must-have guide!
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
The purpose of this study is to examine the relationship that exists between the reported implementation and integration of computer based technology into the middle schools of Tennessee and the achievement test scores of the middle school students in grades 6, 7, and 8. In January of 2004, 2005, and 2006 the Tennessee Department of Education implemented the EdTech Tennessee Online Technology Evaluation System (E-TOTE) Survey of technology implementation and integration to gather data from public schools. This survey was intended as a means of providing a measure of the status of technology to the federal government required under the No Child Left Behind (NCLB) legislation. Annually students in Tennessee take the state mandated Tennessee Comprehensive Achievement Program (TCAP) test. The reports of the test results are aggregated by school and by grade. This study investigated possible correlations between these 2 sets of data. The technology implementation and integration levels of the schools were analyzed to determine if there were any correlations between reported technology levels for the schools and the school-level TCAP achievement scores in reading and language arts, mathematics, science, and social studies. Specific technology indicators that were examined included the level of technology integration, teaching and learning, educator preparation and development, administration and support services and infrastructure for technology, number of computers, network access, and capabilities and percentages of 8th grade technology literacy. The study population consisted of 154 middle schools in Tennessee that were comprised of grades 6, 7, and 8 for which school3 level Tennessee Comprehensive Assessment Program scores were available and who completed the E-TOTE survey in 2004, 2005, and 2006. The findings include: The correlations identified in this study indicate that there is a very small relationship between the implementation and integration of technology in.
Author: Joseph Kellie McClung Publisher: ISBN: Category : Academic achievement Languages : en Pages : 160
Book Description
The purpose of this study is to examine the impact of one-to-one technology use on students and faculty compared to traditional use of technology. The researcher employed a quantitative study that utilized a quasi-experimental design to investigate the technology effect using survey instruments. Participants included in this study were from schools located in Northwest Arkansas. There were approximately 2,640 students across seven middle schools as well as 63 staff members in the same schools. The results of this study found that while the I3 schools did perform better than their counterparts, the differences were not statistically significant. However, the faculty predominantly supported the use of technology and indicated that technology is beneficial for student learning, instruction, and education overall. The study also found that there was common perception between faculty that the use of technology is needed for students to be not only able to perform tasks in classrooms but also necessary to compete in a changing workforce. Further, the result indicated that out of several independent variables, the only variable found to be a significant predictor of students’ proficient ACT Aspire test scores in all subjects was their grade level. Additionally, the results of this study found that there was a strong, positive correlation between teachers’ use of technology and their perceptions regarding students’ learning. Finally, these results of this study found that students' scores in all subjects were different based on their cohort more than the method of technology use. The scientific implications of these findings in the light of the literature review are also discussed.
Author: Valerie Smith Mercer
Author: Valerie Smith Mercer
Author: Valerie Smith Mercer
Author: Peggy Grant
Author: Meghan M. Hollibaugh Baker
Author: National Research Council
Author: David Buckingham
Author: Tom Whitby
Author: 
Author: 
Author: Joseph Kellie McClung