Online Resources for Pre-Service Teachers

1. Online Resources for Pre-Service Teachers Laura J. Pyzdrowski West Virginia University Anthony S. Pyzdrowski California University Of Pennsylvania www.pyzdrowski.ws

2. In May 2009, The U.S. Department of Education published an Evaluation of Evidence-Based Practices in Online Learning. It was found that on average, students in blended, online learning environments performed better than those receiving only face-to-face or online instruction

3. Evaluation of Evidence-Based Practices in Online Learning Although the blended conditions included additional learning time, it was reported that there were often instructional elements included in blended environments not received by students in the control, face-to-face condition.

4. Mathematics Based Learning Object One element used as an online instructional resource is an applet or mathematics based learning object.

5. Kay and Knaack (2008) - define learning objects as interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. They have found learning objects to be viable teaching tools when used with appropriate goals and strategies.

6. Web-based tools • Research suggests a relationship among tool use, cognitive development, and social practice. In particular it has been found that applets can offer interesting activities that foster conceptual development (Drijvers, Doorman, Boon, Gisbergen & Gravemeiger, 2007).

7. Evaluation of Evidence-Based Practices in Online Learning In guiding the use of online technologies by teachers, the United States Department of Education espouses that teachers are far more important to students than the technology, but that technology facilitates the communication between teachers and students.

8. Kay and Knaack (2008) • studied 298 secondary students • Student performance increased significantly after the use of learning objects. • Study was performed across 20 different classrooms. • Gains were variable across classrooms. • The11 teachers involved had positive attitudes with respect to quality, engagement and learning value of the objects. • Student attitudes varied. • Student performance was significantly related to the purpose of the lesson and the teaching strategy selected. • Teacher planning time, using the object for review or the introduction of concepts, in addition to the using of guided handouts was linked to improved student performance.

9. Forster (2006) • identified attributes of applets that support mathematics learning of least squares regression in a secondary school setting • It was found that applets which allow students to control the manipulation of graphs, have the ability for students to view multiple representations simultaneously, and have imbedded visual clues were helpful in student learning.

10. Pyzdrowski and Pyzdrowski (2009) • used applets and accompanying curriculum materials in a web-enhanced college algebra course. • Primary Course Components • CD lectures • homework from the book • online quizzes • reading assignments • computer laboratories

11. Computer Laboratories • group assignments using applets and laboratory sheets to answer procedural, conceptual and problem solving questions • focused primarily toward enhancing conceptual understanding • required to write about mathematics after communicating in a group • A group grade was assigned.

12. Pyzdrowski and Pyzdrowski (2009) • Of the 45 students who completed the evaluation in Spring 2008 • 33 chose the laboratories as being helpful • 5 chose it as the most helpful component • Students reported liking the step-by-step guidance. They felt the laboratories provided the best examples for understanding and that they provided a challenge.

13. Updated Analysis Table I shows results from the end of course survey given to students as a part of the course evaluation from Fall 2004 through Spring 2009. Of the 1,738 students asked to respond, 1,014 submitted forms. This yields an approximate 58.34 % return rate.

14. Results from Students Fall 2004 - Spring 2009 Web Enhanced College Algebra All that helped Helped the most Component Total Percent Total Percent CD Lectures 108 4.5 38 3.7 Book homework 719 30.2 315 31.1 Laboratories 645 27.1 181 17.9 Online quizzes 835 35.1 464 45.8 Reading 71 3.0 16 1.6

15. Updated Analysis Table 2 shows results from the end of course survey given to teachers as a part of the course evaluation from Fall 2004 through Spring 2009. Of the total of 81 opportunities for all teachers to submit over time, 49 responses were collected. This yields an approximate 60.5% return rate.

16. Updated Analysis It should be noted that the Algebra course is offered once per year at most schools in either the fall or spring semester. These data reflect the responses from the same teachers over time with some teachers joining the project later than others.

17. Results from high school teachers Fall 2004 - Spring 2009 Web Enhanced College Algebra All that helped Helped the most Component Total Percent Total Percent CD Lectures 8 5.9 1 2.0 Book homework 42 31.1 22 44.9 Laboratories 39 28.9 17 34.7 Online quizzes 39 28.9 8 16.3 Reading 7 5.2 1 2.0

18. New Work for a New Audience Newly developed materials for use on the West Virginia Department of Education’s Teach 21 Site are presented. These materials are used in pre-service mathematics course. Newly developed materials for use in a new Math with Robots Project are presented. The intent is to implement a study to determine if the use of these materials in an Algebra Support Classroom impacts student learning of and their attitude toward mathematics.