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Author: Betty A. Roberts Publisher: ISBN: Category : Mathematics Languages : en Pages : 0
Book Description
The purpose of this research was to examine student achievement in math while using computer assisted instruction in the classroom setting. This quantitative analysis of achievement and survey data included TN Ready math scores of 2019, and a student survey of one-to-one technology implementation of 8th grade Middle School students. The students’ performance on the TN Ready scores being compared to the state of TN scores of students did not show a difference and the use of computer assisted instruction cannot be stated to have an effect on student achievement. The student survey of one-to-one technology did show with the use of computer assisted instruction motivated students to learn.
Author: Betty A. Roberts Publisher: ISBN: Category : Mathematics Languages : en Pages : 0
Book Description
The purpose of this research was to examine student achievement in math while using computer assisted instruction in the classroom setting. This quantitative analysis of achievement and survey data included TN Ready math scores of 2019, and a student survey of one-to-one technology implementation of 8th grade Middle School students. The students’ performance on the TN Ready scores being compared to the state of TN scores of students did not show a difference and the use of computer assisted instruction cannot be stated to have an effect on student achievement. The student survey of one-to-one technology did show with the use of computer assisted instruction motivated students to learn.
Author: Susanne P. Lajoie Publisher: Routledge ISBN: 1136475524 Category : Education Languages : en Pages : 414
Book Description
Highlighting and illustrating several important and interesting theoretical trends that have emerged in the continuing development of instructional technology, this book's organizational framework is based on the notion of two opposing camps. One evolves out of the intelligent tutoring movement, which employs artificial-intelligence technologies in the service of student modeling and precision diagnosis, and the other emerges from a constructivist/developmental perspective that promotes exploration and social interaction, but tends to reject the methods and goals of the student modelers. While the notion of opposing camps tends to create an artificial rift between groups of researchers, it represents a conceptual distinction that is inherently more interesting and informative than the relatively meaningless divide often drawn between "intelligent" and "unintelligent" instructional systems. An evident trend is that researchers in both "camps" view their computer learning environments as "cognitive tools" that can enhance learning, performance, and understanding. Cognitive tools are objects provided by the instructional environment that allow students to incorporate new auxiliary methods or symbols into their social problem solving which otherwise would be unavailable. A final section of the book represents researchers who are assimilating and accommodating the wisdom and creativity of their neighbors from both camps, perhaps forming the look of technology for the future. When the idea of model tracing in a computer-based environment is combined with appreciation for creative mind-extension cognitive tools and for how a community of learners can facilitate learning, a camp is created where AI technologists and social constructivist learning theorists can feel equally at home.
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: Marc Prensky Publisher: Corwin Press ISBN: 1412975417 Category : Education Languages : en Pages : 225
Book Description
Students today are growing up in a digital world. These "digital natives" learn in new and different ways, so educators need new approaches to make learning both real and relevant for today's students. Marc Prensky, who first coined the terms "digital natives" and "digital immigrants," presents an intuitive yet highly innovative and field-tested partnership model that promotes 21st-century student learning through technology. Partnership pedagogy is a framework in which: - Digitally literate students specialize in content finding, analysis, and presentation via multiple media - Teachers specialize in guiding student learning, providing questions and context, designing instruction, and assessing quality - Administrators support, organize, and facilitate the process schoolwide - Technology becomes a tool that students use for learning essential skills and "getting things done" With numerous strategies, how-to's, partnering tips, and examples, Teaching Digital Natives is a visionary yet practical book for preparing students to live and work in today's globalized and digitalized world.
Author: Betty A. Roberts
Author: Betty A. Roberts
Author: John M. Levine
Author: Roderick Keane Walsh
Author: Susanne P. Lajoie
Author: Dorothy Anne Excell
Author: Esther M. Crowell
Author: Peggy Grant
Author: Jack A. Chambers
Author: Marc Prensky
Author: M. V. Moore