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Research References

Research References. Diane Dotson EDLD 5363 Dr. Kay Abernathy. Student Proactivity (E-Learning). 241 participants from Midwestern University - From different majors - Data collected via Internet - Data analyzed using ANOVA Common tools include:

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Research References

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  1. Research References Diane Dotson EDLD 5363 Dr. Kay Abernathy

  2. Student Proactivity (E-Learning) • 241 participants from Midwestern University - From different majors - Data collected via Internet - Data analyzed using ANOVA Common tools include: Discussion boards, e-mail, chat rooms, video streaming, and document transfer. Research showed that e-learning expands the learning opportunities of students who are time limited, live in remote communities, and/or have other barrier and commitments that prevent them from attending a traditional classroom learning environment. Reference: Kickul, Gerard, & Kickul, Jill. (2006). Closing the Gap: Impact of student proactivity and learning goal orientation on e-Learning outcomes. International Journal on ELearning, pg. 361. Retrieved October 17, 2007, from ProQuest database.

  3. Technology-Enriched Environment • 80 participants (5th and 6th grade students) - Taken at a North Central Texas school district - Ross Test of Higher Cognitive Processes - Data analyzed using ANOVA Results: • Positive effect on student acquisition of higher-order thinking skills. • Based on student centered learning and cooperative groups. • Student participation focused on application rather than knowledge acquisition. • Students are more likely to take control of their learning, stay focused, and pursue more hypothetical solutions to problems. Reference: Hopson, Michael H., Simms, Richard L., & Knezek, Gerald A. (2002). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, pg. 109. Retrieved November 8, 2007, from ProQuest database.

  4. Reflections on Technology in Classrooms • Research based on how educators should best use technology. • Teacher must create an environment that encourages student-teacher contact, cooperation among students, and active learning. • Teachers must provide prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents and ways of learning. Reference: Goddard, Mark. What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, pg. 19. Retrieved November 8, 2007 from ProQuest database.

  5. Online Discussion Boards • 549 students given a questionnaire regarding online discussion boards. • Data collected via the instructor’s records and a short, voluntary questionnaire. • Univariate analysis of variance was used. Results: • Use of technology as a student learning tool appears to “equalize” student performance. • Students who are not intrinsically interested in the course topic or who do not have a great deal of experience with technology may benefit from technological learning tools. • Overall the findings suggest that instructors should make every effort to incorporate the use of technology in their instruction. Reference: Krentler, Kathleen A., & Willis-Flurry, Laura A. (2005). Does technology enhance actual student learning? The case of online discussion boards. Journal of Education for Business, pg 316. Retrieved November 6, 2007 from ProQuest database.

  6. Professional Development Academy • Technology model designed to address barriers regarding technology professional development. • Duration extended across two academic years. • Curriculum based on ISTE National Educational Technology Standards • Academy held at a large southwestern U.S. university. • Participants received from school districts throughout New Mexico (25 total participants). Results: • Data analysis used was ANOVA. • Academy successful in increasing participants’ technology skills. • Academy provided 90 hours of curricula with skills reinforcement. • Instruction and practice is needed over an extended time period to increase teachers technology skills. Reference: Brinkerhoff, Jonathan. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, pg. 22. Retrieved November 8, 2007 from ProQuest database.

  7. Influence of Gender Regarding Technology • 59 6th grade students participated in study. • Study examined attitudes toward the uses of technology by means of TCS (The Computer Survey), computer log, classroom observations, field notes, and student work. Results: • Gender differences in attitudes, perceptions, and uses of computers were not significant. • Qualitative analysis indicated differences in how females and males use the computer and the amount of time spent on the computer. • Females indicated they spent most of their time using an instant messenger or in a chat room. • Males indicated they spent most of their time playing games. • Both males and females indicated they liked using the computer to do their assignments. Reference: Bain, Connie & Rice, Margaret. (2006/2007). The influences of gender on attitudes, perceptions, and uses of technology. Journal of Research on Technology in Education. pg. 119.Retrieved November 3, 2007 from ProQuest database.

  8. Measure of SUCCESS • Texas Technology Immersion Project (TIP) began in the spring of 2004. • This grant was provided by the U.S. Department of Education. • Measured the success with providing middle school students in high-risk, high-need areas with laptops. Results: • Students performed significantly better on standardized tests than students in comparative classrooms. • Discipline problems at TIP schools have decreased. • Parents have learned how to increase their ability to earn a living through the use of laptop technology. • Program is making a difference in schools and households. Reference: O’Hanlon, Charlene. (2007). A measure of SUCCESS. T.H.E. Journal. pg. 26. Retrieved November 7, 2007 from ProQuest database.

  9. Reading First….Technology Second? • Reading First program is a federal program that strives to ensure that all children are capable readers by the end of the 3rd grade. • Requires that programs provide instruction in phonemic awareness, phonics, vocabulary, fluency, and reading comprehension. • Some at-risk schools use the HOSTS (Help One Student to Succeed) Learning System program, which receives funding from the Reading First program. • HOSTS program offers mentoring intervention, an online instruction management tool, and professional development consultations. • Student’s reading assessment results are entered into a computer, and the computer program generates a long-term plan that includes weekly objectives. Students are tested on the computer. • The use of technology is a vital element in the success of such reading program. Reference: Starkman, Neal. (2007). Reading first…..Technology Second? T.H.E. Journal. pg. 39. Retrieved November 8, 2007 from ProQuest database.

  10. Early Career Mentoring Network • In the spring of 2005, the JRTE and NTLC organizations issued a call for a proactive approach to a research agenda in educational technology. • This call was prompted by the need for a more organized and persuasive body regarding the benefits of digital technology in schools. • An Early Career Mentoring Network was formed to address this need. Results: • Outcomes included the collaboration of editors, teachers, and researchers to advance educational technology in schools. Reference: Bull, Glen, Bell, Lynn, Thompson, Ann & Schrum, Lynne. (2006). An invitation to join an early career mentoring network in technology and teacher education. Journal of Technology and Teacher Education. pg. 817. Retrieved November 6, 2007 and November 10, 2007.

  11. Technology Integration inAdult Education • Study focuses on what types of personal support are critical in helping teachers to integrate technology. • Participants were recipients of 3-year federal technology grants from the Connecticut State Department of Education. • Collection of data came from a survey completed by the persons involved in providing technology support. Results: • Technical support must always be available and routine in nature. • Technical integration must be translated for teacher understanding. • Technical support leaders must encourage teachers to be receptive to new ideas in ways to teach their subject matter. Reference: Gopalakrishnan, Ajit. (2006). Supporting technology integration in adult education: Critical issues and models. Adult Basic Education. pg. 39. Retrieved November 5, 2007 from ProQuest database.

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