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Author: Ronald T. Cravey Publisher: ISBN: Category : Academic achievement Languages : en Pages : 234
Book Description
The purpose of this study was to determine if a relationship exists between level of implementation of educational technology and student achievement. Previous investigations of this relationship have produced mixed results. Three research questions were developed. The first asked about a relationship between educational technology implementation and student achievement in reading, the second asked about a relationship between mathematics achievement and technology implementation, and the third questioned whether a relationship existed between social studies achievement and technology implementation. The population was Texas public school campuses with grads 6-8. The units of analysis for the study were data aggregated at the campus level. The percentage of students passing the state-mandated standardized tests for eighth grade students for reading, mathematics, and social studies served as the dependent variables. The independent variables were based on four educational technology constructs. These four constructs were defined by the four domains on the Campus School Technology and Readiness (STaR) Chart. The Campus STaR Chart is a self-assessment instrument that serves as a measure of campus educational technology implementation. The four domains are: (1) teaching and learning. (2) educator preparation and development, (3) administration and support services, and (4) infrastructure for technology. Control variables for the regression analyses were the percentage of students who were classified by the state as economically disadvantaged (SES), the percentage of students who were classified as limited English proficient (LEP), and the per pupil instructional expenditures per campus. The results showed that educational technology implementation as measured by the Campus STaR Chart had no effect on student achievement in core academic areas (p>.05) when SES, LEP, and instructional expenditures were controlled. The areas of achievement in this study were limited to core subject areas, leaving other areas such as knowledge gained about technology open for additional investigation. Results of this study support the idea that level of technology implementation may enhance knowledge of technology without sacrificing academic achievement in core academic subjects.
Author: Ronald T. Cravey Publisher: ISBN: Category : Academic achievement Languages : en Pages : 234
Book Description
The purpose of this study was to determine if a relationship exists between level of implementation of educational technology and student achievement. Previous investigations of this relationship have produced mixed results. Three research questions were developed. The first asked about a relationship between educational technology implementation and student achievement in reading, the second asked about a relationship between mathematics achievement and technology implementation, and the third questioned whether a relationship existed between social studies achievement and technology implementation. The population was Texas public school campuses with grads 6-8. The units of analysis for the study were data aggregated at the campus level. The percentage of students passing the state-mandated standardized tests for eighth grade students for reading, mathematics, and social studies served as the dependent variables. The independent variables were based on four educational technology constructs. These four constructs were defined by the four domains on the Campus School Technology and Readiness (STaR) Chart. The Campus STaR Chart is a self-assessment instrument that serves as a measure of campus educational technology implementation. The four domains are: (1) teaching and learning. (2) educator preparation and development, (3) administration and support services, and (4) infrastructure for technology. Control variables for the regression analyses were the percentage of students who were classified by the state as economically disadvantaged (SES), the percentage of students who were classified as limited English proficient (LEP), and the per pupil instructional expenditures per campus. The results showed that educational technology implementation as measured by the Campus STaR Chart had no effect on student achievement in core academic areas (p>.05) when SES, LEP, and instructional expenditures were controlled. The areas of achievement in this study were limited to core subject areas, leaving other areas such as knowledge gained about technology open for additional investigation. Results of this study support the idea that level of technology implementation may enhance knowledge of technology without sacrificing academic achievement in core academic subjects.
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: Cleborne D Maddux Publisher: Routledge ISBN: 1317825292 Category : Computers Languages : en Pages : 214
Book Description
Examine the history of the microcomputer and its impact on education! Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools has been a powerful tool in educational settings. Now, after 20 years, Professor Johnson muses on how far information technology has come. Technology in Education: A Twenty-Year Perspective brings you a retrospective look at the trends and issues relating to the integration of computers into the school curriculum covering 25 years. He joins several other colleagues to follow the historical journey of the “dream machine” to the technological wonder it has become. Technology in Education: A Twenty-Year Perspective will leave you better informed on such topics as: the obstacles slowing the integration of information technology in education—why are computers still collecting dust in many classrooms? the predictions that were made by early computer enthusiasts, and how close or off the mark those predictions came how information technology has impacted education and society so far historical advances in education that should be celebrated, such as the advent of the World Wide Web the student’s perspective of computers in education and much more! Computers in the Schools is the one of the oldest academic journals dealing directly with the integration of information technology into the educational setting. Technology in Education: A Twenty-Year Perspective provides an important overview by some of the leading experts in the field. From the earliest predictions and opinions to the latest trends and findings, this book, celebrating the journal’s twentieth anniversary, is a vital research tool for students and professors of information technology in education.
Author: Johann Ari Larusson Publisher: Springer ISBN: 1461433053 Category : Education Languages : en Pages : 203
Book Description
In education today, technology alone doesn't always lead to immediate success for students or institutions. In order to gauge the efficacy of educational technology, we need ways to measure the efficacy of educational practices in their own right. Through a better understanding of how learning takes place, we may work toward establishing best practices for students, educators, and institutions. These goals can be accomplished with learning analytics. Learning Analytics: From Research to Practice updates this emerging field with the latest in theories, findings, strategies, and tools from across education and technological disciplines. Guiding readers through preparation, design, and examples of implementation, this pioneering reference clarifies LA methods as not mere data collection but sophisticated, systems-based analysis with practical applicability inside the classroom and in the larger world. Case studies illustrate applications of LA throughout academic settings (e.g., intervention, advisement, technology design), and their resulting impact on pedagogy and learning. The goal is to bring greater efficiency and deeper engagement to individual students, learning communities, and educators, as chapters show diverse uses of learning analytics to: Enhance student and faculty performance. Improve student understanding of course material. Assess and attend to the needs of struggling learners. Improve accuracy in grading. Allow instructors to assess and develop their own strengths. Encourage more efficient use of resources at the institutional level. Researchers and practitioners in educational technology, IT, and the learning sciences will hail the information in Learning Analytics: From Research to Practice as a springboard to new levels of student, instructor, and institutional success.
Author: Arthur P. Hershaft Publisher: ISBN: 9781613246368 Category : Computer-assisted instruction Languages : en Pages : 0
Book Description
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Author: Walt Heinecke Publisher: IAP ISBN: 1617350850 Category : Education Languages : en Pages : 289
Book Description
Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.
Author: Keengwe, Jared Publisher: IGI Global ISBN: 1466683643 Category : Education Languages : en Pages : 494
Book Description
As today’s teachers prepare to instruct a new generation of students, the question is no longer whether technology should be integrated into the classroom, but only “how?” Forced to combat shorter attention spans and an excess of stimuli, teachers sometimes see technology as a threat rather than a potential enhancement to traditional teaching methods. The Handbook of Research on Educational Technology Integration and Active Learning explores the need for new professional development opportunities for teachers and educators as they utilize emerging technologies to enhance the learning experience. Highlighting the advancements of ubiquitous computing, authentic learning, and student-centered instruction, this book is an essential reference source for educators, academics, students, researchers, and librarians.
Author: Geneva D. Haertel Publisher: Teachers College Press ISBN: 9780807743300 Category : Education Languages : en Pages : 304
Book Description
Features chapters by today's leading authorities who outline research designs, methodologies, and types of assessments that can be used to more effectively evaluate educational technologies.
Author: Ritzhaupt, Albert D. Publisher: IGI Global ISBN: 1466636777 Category : Education Languages : en Pages : 494
Book Description
With constant explorative research on educational technologies, it remains important to have a detailed understanding of the implementation of these innovations. Cases on Educational Technology Implementation for Facilitating Learning blends together vital research and advancements on educational technologies into one comprehensive collection; while structuring the information to make it accessible for implementation into the classroom. Academics, professors, and educators will find this casebook especially useful for integrating new aspects of technology into their programs.
Author: Ronald T. Cravey
Author: Ronald T. Cravey
Author: David Buckingham
Author: Cleborne D Maddux
Author: 
Author: Johann Ari Larusson
Author: Arthur P. Hershaft
Author: Walt Heinecke
Author: Keengwe, Jared
Author: Geneva D. Haertel
Author: Ritzhaupt, Albert D.