The effects, benefits, advantages, etc., of instructional technology on learner achievenment

Revisit the Effect of Teaching and Learning with Technology

By:Yuan-Hsuan, L., Waxman, H., Jiun-Yu, W., Michko, G., & Lin, G. (2013)

 

 



The authors have conducted a meta-analysis of 58 different studies from 1997-2011, evaluating the effect of teaching and learning with technology. The goal of the analysis was to view how instructional technologies impact student cognitive achievements and affect outcomes in their education (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013).

Three criteria was used for the selection process. The study must directly focus on teaching and learning with technology in K-12 classrooms, where students met face to face at least 50% of the time  (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013). All of the studies must have presented a locus of control to compare a classroom using instructional technologies to a classroom using no technologies  (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013). The last criteria in the evaluation was the studies to be included must have presented statistical data   (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013).

The analysis was coded on 17 different variables including but not limited to grade level, publication features, and type of technology  (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013). To view the breakdown in full please read the article in full by following the link provided at the end of this blog.

The meta-analysis concluded a significant increase in cognitive outcomes over previous studies  (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013). This result is impacted by the evolution of technology  and the advancement of pedagogy in teaching and learning with technology  (Yuan-Hsuan, Waxman, Jiun-Yu, Michko, & Lin, 2013).

Technology in the classroom has made a significant impact on the education system. Learners are able receive lessons and instructions that are adaptive to their needs, abilities, strengths and help build on their weaknesses.

To view the article from the Ashford Library please follow the link below.

http://eds.a.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=a4b85fab-d0e8-4350-af23-435dff9292af%40sessionmgr4005&vid=3&hid=4113

References:

 

Yuan-Hsuan, L., Waxman, H., Jiun-Yu, W., Michko, G., & Lin, G. (2013). Revisit the Effect of Teaching and Learning with Technology. Journal Of Educational Technology & Society, 16(1), 133-146.

Creating Connect Type Activities

 

Ponder Activities:

 

These activities require the learner to think deeply and expand on the subject (Horton, 2012). The learner assessing what information they have already learned through questioning and learning. These include: rhetorical questions, mediation activities, cite-example activities, evaluation activities, summary activities and extend peer ponder activities (Horton, 2012).

 

Questioning Activities

Learners fills the gap by asking questions (Horton, 2012). When the learning is curious or has not made full connections to the subject they can ask questions to the teacher, instructor, presenter and research to find their answers.

An example of questioning that could lead to research would be “Do any other animals or insects transform like butterflies?”

Stories by Learners

The learner recalls events from their own life to make connections to the subject. These are great ways to evaluate the learner’s storytelling, recalling of information, writing skills and asses how the learners are creating and making connections to the learning activities.

Job Aids

These are tools that help learners apply what they have learned to real world tasks such as glossaries, calculators, and e-consultants (Horton, 2012). This would be prevalent in an activity after learning interest to do activities teaching how to calculate interest rates for mortgage or finding out how much a purchase will be with a high interest rate.

Research Activities

Requires learners to discover and use their own sources of information and can be scavenger hunts and guided research (Horton, 2012). Geocaching is a great tool to use with learners of all ages.

Original Work

Learners complete their own genuine work to be submitted for critique such as decision activities, work-document activities, and journal activities (Horton, 2012). The teacher has an opportunity to find out how the learners are creating their own connections to the learning, what areas there are still unclear of and can be used as an assessment to their skills and knowledge level of the subject.

 

Connect Learning Activity: Tummy Tales

 

Age: Pre-K through 3 Grade Students

Activity Type: Stories by Learners

Materials Needed: Writing Materials

Teacher Preparation: Prepare for the unit by printing page inserts.

Description of the Activity: Students will create their own stories by answering the question what caused their stomach ache. The children will reflect on their own experiences and remember when they experienced an upset stomach. The children will make connections from the story to their own real world experiences. The children will brainstorm reasons why they think the food items gave them a tummy ache. Then the class will discuss food options that would not have given them an upset stomach and other healthy food choices.

 

Here is an example of the page documents. The teacher will create or allow a student to design the title page. Each page with be left blank for the students to add their name, food choices and draw pictures of the foods that cause them a tummy ache.

Reference: Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Creating Absorb Activities

Creating an Absorb Activity

Absorb activities enable learners to obtain information through reading, listening, and watching (Horton, 2012). For the learners to succeed, the information shared must be formulated in an age and developmentally appropriate manner. Students find success in learning when they are engaged and involved in the learning process. The students learn through presentations, readings, filed trips and stories by the teacher. All lesson planning occurs with the preliminary absorb activities when the teacher ask: what do I want the students to learn?

 

ABSORB ACTIVITIES: LIFE CYCLE OF BUTTERFLIES

Learning objectives:

 

•           Learners will be able to define new vocabulary.

•           Learners will create connections from relevant prior

            knowledge to new concepts.

•           Learners will represent and compare data collected.

•           Learners will be able to identify life cycle of butterflies.

 

Readings

A variety of textual resources are available including: text books, story books, online and printed formats of journals/publications/books/magazines, manuals, and blogs. Reading activities directs learners to well researched, organized and written format to gain important information (Horton, 2012). When selected reading materials to be used the teacher should know the children’s reading and comprehension levels.

Read/Listen:

 

 

 



The Very Hungry Caterpillar by: Eric Carle

 

 

From Caterpillar to Butterfly by: Deborah Helligman

 

 

Clara Caterpillar by: Pamela Duncan Edwards

 

Presentations

Many formats can be used to share instructional information in person or by sharing and viewing on the internet. The format can use a face to face representation or demonstration or the use of various web 2.0 tools. Some of those include: discussions, physical demonstrations, informational files, dramas and slide shows. PowerPoint’s used have a clear and well organized logical sequence (Horton, 2012).

 

Watch/Listen:

Butterfly Life Cycle (metamorphosis) song retrieved from:

http://www.youtube.com/watch?v=1YVqHnw0W-Q

Life cycle of a butterfly whiteboard animation retrieved from:

http://www.youtube.com/watch?v=s6R5cn3DQ_o

 

Stories by the Teacher

 

Story telling creates a bridge from experiences to content learned. The leaner is able to form their own connections to their personal experiences. The stories give concrete instances of subject matter, humanize subjects by providing effects relevant to the learners, encourages and motivates a learner to overcome difficulties (Horton, 2012).

Listen:

Teacher will introduce the unit and provide the children with new information to connect with their prior knowledge. The introduction will include the vocabulary words and definitions. The teacher will explain that all living creatures grow through life cycles. Students will learn butterflies are insects and the parts of the butterfly including their characteristics and key components that make them an insect.

 

Field Trips

 

Field trips allow for extensions to learning where the learner is able to make concrete connections to classroom information and applied knowledge. They provide concrete examples, orient learners with new environments or and encourage discovery (Horton, 2012). With the use of technology field trips are not limited to the immediate area or fiscal budget of the school. Virtual tours are available with many free of charge through websites. The learners can discover the world from greatest reaches’ of the earth from the comfort and safety of their classroom or home.

Watch:

Field trip opportunities in Charlotte, NC:

>>>click the location names to be redirected to their websites<<<

Charlotte Nature Museum: visit the butterfly pavilion

1658 Sterling Road Charlotte, NC 28209 (704) 337-2671

Discovery Place: Flight of the butterflies IMAX movie

301 N. Tryon Street Charlotte, NC 28202 (704) 372-6261

Wing Haven Gardens: explore nature first hand exploring these gardens

248 Ridgewood Avenue Charlotte, NC 28209 (704) 331-0664

 

Field trip opportunities in surrounding areas:

>>>click the location names to be redirected to their websites<<<

All a Flutter-Butterfly Farm

7850 B. Clinard Farms Road High Point NC (336) 454-5651

Museum of Life and Science: Magic Butterfly House

433 West Murray Avenue Durham, NC 27704 (919) 220-5429

 

Needs Assessment:

What do the learners know?

All learners present should have encountered caterpillars and butterflies. The learners have relevant background knowledge of living and non-living things.

What do I want the learners to know?

The life cycle of a butterfly, key vocabulary, sequencing, parts of a butterfly, identify and explain the stages of growth.

What are you trying to measure, determine, and define?

How background information is present in discussion. Are the learners making connections from prior knowledge to new experiences? Evaluate the most effective learning tool for the children: lectures, songs, demonstrations, or field trips for further activities.

How will you collect and record information?

Charting and recording the children’s responses to discussions.

Are all interested groups included in planning and continuing the needs assessment?

The teacher will be conducting the planning and assessment of all activities. The continuation of activities will be determined by the children’s participation and overall enthusiasm to activities.

 

 

 References: Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

 

 

 

Creating a "DO"-Type Activity

        THE LIFE CYCLE OF A BUTTERFLY

 

Do-Type activities help learners actively exercise, explore, and discover, these activities include: practice, discovery, and games (Horton, 2012).

 

Games and Simulations

 

                                                  http://screencast.com/t/YiywQi2IvOJ

 

 

 

These activities allow learners to practice tasks, apply knowledge and infer principles-all while having fun (Horton, 2012). Games can be purchased, created by teachers or played online. Many games and simulations are available online for many diverse subjects, interest areas, developmental levels and ages. The children are able to use the knowledge they have previously learned from various absorb activities while the teacher is able to monitor what skills the children have learned.

Sheppard Software includes interactive games about different life cycles including: The life-cycle of a Butterfly. The games are a fun and interactive way for children to identify the stages and watch the butterfly and grow on the screen. Sheppard Software game can be viewed online at: http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm

 

Practice

 

Children will chart and identify the life cycle of the butterfly by correctly naming each component. This task can be accomplished with charts, flow graphs, games, simulations, flash cards etc. The practice will help the children to enhance their vocabulary and make relevant connections to the learning content.

 

Discovery

 

Children will observe nature and track the changes around them. Students will observe and document the classroom butterfly habitat in our classroom. The children will be able to watch the butterfly grow and evolve from the beginning stages.

References:

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.
Sheppard Software. (2014). Life Cycles. Retrieved from: http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm

Learning Objectives:

• Students will correctly identify each stage of a butterflies life cycle with 100% accuracy.
• Students will use expanded vocabulary including: larva, pupa, chrysalis and metamorphosis.
• Students will understand what occurs during each stage of the life cycle.
• Students will be able to discuss and record their observations.

Needs Assessment:

What do the children know?

The children have been learning about the life cycles of a butterfly through literature, the field trip to the butterfly sanctuary, videos, and have increased their vocabulary.

What do I want the children to know?

I want the children to correctly identify the life stages of a life cycle, understand what occurs during each stage and be able to discuss the information they have collected.

What am I trying to measure, determine and define?

I want to determine the level of understanding the children have received. Are they able to use relevant background knowledge from absorb activities to complete the learning objectives. I am measuring the students comprehension of their expanded vocabulary.

How will I collect and record information?

Information will be collected through observations of the children completing assessments, games, simulations and their participation throughout discussions. The children will be graded on correctly identifying key components, correctly using vocabulary and making legitimate and logical assertions of their findings. 

Are all interested groups included in planning and continuing the needs assessment?

The children are preschool aged to early elementary. The assignments are relevant, developmentally age appropriate and will enhance the children's comprehension into science and nature. The needs assessment will continue throughout the learning activities to ensure the children are engaged, involved and learning. The purpose is to create a learning environment that is not only full of rich information but is fun and enjoyable for the children.

 

 

 

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PB Works

WHAAAAAATTTTTT???

Where have you been hiding? I know I know right in front of my face. But this site is an amazing collaborative tool in the classroom and online learning environment. I can upload assignments, create a course syllabus, add announcements, create a timeline of when assignments are due, offer instructor feedback, change who can edit the page, create student user names and passwords, create pages as to who can add and edit content and WOW so much more.

I cannot wait to work in a professional setting or a classroom that allows me to use this. Is there a place in Head Start? Pondering the possibilities..... I came up with using this site for the following:

• Connecting information to parents
• Adding content to learning activities in the classroom
• Creating a community resource page
• Adding a questions, comments and concerns page
• Ask your teachers page
• Outline the course curriculum through the year

I can think of more but I am realizing I can still use this application in my current profession. If it can be used for a classroom of 3-5 year old children I am sure I can find applications for a multitude of resources, topics, genres, mediums and so forth.