StudentAchieveTech

=Student Achievement and Technology=

[|Whitehead, Jensen and Boschee (2003)] mention that "creating a technology culture that is more indicative of student needs has made a significant impact in at least 10 areas." Is this true? Can you find the research that supports these claims?

The 10 claims are listed below. Select one of the claims that is particularly pertinent to you and find at least one research article about that claim. It can either support or negate this claim:
 * Enter the APA citation for this research article (it can be printed or on the web but it must describe research). It would be best to link to this article, but not necessary.
 * Provide at least one paragraph of summary about this research article. Briefly explain what research was completed, describe the subjects, and explain how the results supported or negated this claim.
 * Place your name at the end your description so that we know who to credit for this perspective.

1. Increased student writing
Davis, L., Fisher, D., & Forde, C. (2009). Teaching with technology to decrease writing apprehension and increase writing skills in a business communication course. //Business Education Digest//, (XVIII), 1-12.[|LINK] The article I read was about a study done in a southeastern university business classroom. There were two groups studied while writing business letters. The one group was taught using traditional methods such as lecture, pen, paper, and overhead transparencies. The second group used the computer lab, e-mail and an interactive SMARTboard. The study was done on a total of 64 participants. When the scores were calculated for the writings, no significant difference was found between the two groups. So in this instance, technology did not improve the writing scores. Jenny Nitchals

Yuehua, Z. (2000). Technology and the Writing Skills of Students with Learning Disabilities. //Journal of Research on Computing in Education//, //32//(4), 467. Retrieved from Professional Development Collection database. [|Article Link]

It took me awhile to find articles for this assignment, therefore I haven't toughly read them yet. The abstract talks about a study conducted with 5-fifth grade students that have learning disabilities. The results of the study shows positive effects on writing behaviors and their written products after using a specially designed computer program (ROBO-Writer) as a writing tool to assist them. Students showed positive signs over a three month study. With the data pool being small, there is now way to draw a definitive conclusion about ROBO-Writer.

Melissa O’Dwyer, L. M., Russell, M., Bebell, D., & Tucker-Seeley, K. R. (2005). Examing the relationship between home and school computer use and students’ English/language arts test scores. //Journal of Technology, Learning, and Assessment, 3//(3). Retrieved from ERIC database.

This article was interesting to me. It showed that 986 fourth grade students from 55 classrooms in nine school districts in Massachusetts increased their English/LA scores by using technology during the writing process. The study took different demographically information into account. It also examined the students prior achievements in education. So, technology integrated into a students writing objectives increasing their writing scores.

Jill

Richards, S., Frank, C., Cullen, J. (1999). Using software to enhance the writing skills of students with special needs. //Journal of Special Education Technology //, //23//(2) Retrieved from ERIC database.

Article This article researched seven students with special needs and determined that using a word processing program decreased the number of misspellings, and increased accuracy, the correct writing sequence including the total number of words written, and the overall writing rubric scores increased. It also showed that students were able to express themselves better in their writing or put more of the thoughts on paper more effectively.

Jill

2. Higher quality student writing
Kennedy, Kristen. (Nov 2006). Write on time: a trio of online writing tools brings out the wordsmith in each student. //Technology & Learning// 27.4 12 (3). Retrieved January 19, 2010, from //Academic OneFile//. .Link

This article examines three software that can be incorporated into the classroom to promote student writing based on content and ideas as well as grammar and style. Using these software, the teacher is able to view class writing in a holistic manner for whole class formative assessment and individual student writing assessments. The students are able to submit various writing samples, receive feedback, revise, and resubmit. The software provides students with feedback about content and/or structure and grammar.

Jesse

Rowley, K., & Meyer, N. (2003). THE EFFECT OF A COMPUTER TUTOR FOR WRITERS ON STUDENT WRITING ACHIEVEMENT. //Journal of Educational Computing Research//, //29//(2), 169-187. Retrieved from Professional Development Collection database. [|Article Link]

Again...I did not have sufficient time to read this article due to having problems finding an article to complete this assignment. I will try my best to summarize it. This article is about research that was conducted on the program Computer Tutor for Writers (CTW) and whether it helps high school students learn the skills and knowledge about composition writing. An test was conducted during a full school year with regular writing classes that produced writing achievement gains of up to one letter grade above control groups. Teachers and students felt that the CTW improved both the ability of students to follow a complete writing process and their ability to achieve related learning objectives. It is suggested based on the research that instructional products that incorporate advanced cognitive tutoring techniques should be used to improve students writing performance.

Melissa

Trautmann, N. (2009). Interactive learning through web-mediated peer review of student science reports. //Educational Technology Research & Development//, //57//(5), 685-704. doi:10.1007/s11423-007-9077-y. - [|Article Link]

This study focused on using technology to provide web based review of science reports by peers. Students were broken into multiple groups including students that received peer reviews via web technology and those who self reviewed. Students who received web mediated peer reviews reported reported making more corrections than those who self reviewed.

Mark Culver

3. Enhanced cooperative learning
Looi, C.-K. , Chen, W., & Ng, F.-K. (Jan 2010). Collaborative activities enabled by GroupScribbles (GS): An exploratory study of learning effectiveness. //Computers & Education//, 54, 1. p.14(13). Retrieved January 19, 2010, from Academic OneFile via Gale. Link

This article looked at Group Scribbles a software program that uses the principle of sticky notes for students to share ideas. Students have an individual side and a group side. Students can then place items on the "sticky" and transfer that image to the group to share with all or leave their "sticky" for personal use. The article looked at this software as a tool to increase collaboration among students. The subjects used in the study were primary students in a science classroom in Singapore. Data was collected through interviews, field notes, and assessment results. The results showed that using Group Scribbles did improve students' collaboration with both student attitude towards collaboration and the amount of participation of the members.

Angi Webb

4. Enhanced integration of curriculum
Palak, D. and Walls, R. T. (2009). Teachers’ Beliefs and Technology Practices: A Mixed-methods Approach. //Journal of Research on Technology in Education,// //41//(4), 417-441. [|Link].

This article focused on examining teachers’ beliefs and the integration of technology into the curriculum. The study consisted of four teachers from each area of K-12 education. They are as follows: special education teacher for K-5 students with 3 years of teaching experience, first grade teacher in a mid-sized rural elementary with 39 years of teaching experience, eighth grade teacher of gifted students with 9 years of teaching experience, and high school special education teacher with 5 years of teaching experience. The four participants possessed positive attitudes towards technology and were confident in their technological abilities. Each participant worked in schools where technology and technical support were easily accessible and abundant.

The study demonstrated that these teachers used technology more for administrative and parent contact uses as opposed to successful integration into the curriculum for student-use. These teachers were using technology to supplement their already existing teaching methods. It may be due to these participants may lack good models of technology to facilitate student-centered practices. Despite the fact that all participants possessed positive beliefs towards technology and had access to it, this did not lead itself to true integration of technology into their classroom curriculum. The researchers recommend professional development should focus on technology integration on student-centered pedagogy for true technology integration into curriculum.

Deb Robinson

Walters, M., & Fehring, H. (2009). An investigation of the incorporation of Information and Communication Technology and thinking skills with Year 1 and 2 students. //Australian Journal of Language and Literacy// //, 32// (3), 258-272.

This article focuses on the effects of integrating ICT into children’s thinking and learning processes. The study was done in a Catholic primary classroom in Melbourne who were in year 1 and 2. The study involved the classroom teacher as the action researcher. Data collection was done with journaling, observations, reflective practices, and artifact collections. The study took one year to complete this included the data collection and analysis. There were four areas that had noticeable changes: Discovering and Engaging, Demonstrating, Analyzing, and Synthesizing. All students went through the discovering and engaging stages and beyond. In the analyzing part, the majority of the students were working on this part. In the synthesizing stage, “most of the students were operating comfortably in this stage by the end of the year.” “The students involved in this study moved through stages in their learning that clearly indicate that they did in fact adopt, adapt and integrate ICT and thinking skills into their learning and daily practices.” Students were now using the technology as part of completing tasks instead of a supplemental piece. Students began using more advanced features of the computer. The students became learners, thinkers and active participants. The study showed how kids became active and engaged but there is further research that needs to be done to show the relationship between ICT and curriculum design.

Jenny

Wenglinsky, Harold. (1998). Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics. Educational Testing Service Policy Information Center. Retrieved February 1, 2010 from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/11/aa.pdf link

This report presents findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data were drawn from the 1996 National Assessment of Educational Progress (NAEP) in mathematics, consisting of national samples of 6,227 fourth graders and 7,146 eighth graders. Data include information on the frequency of computer use for mathematics in school, access to computers at home and in school, professional development of mathematics teachers in computer use, and the kinds of instructional uses of computers in the schools. The study finds that the greatest inequities in computer use are not in how often they are used, but in the ways in which they are used. Poor, urban, and rural students are less likely to be exposed to higher order uses of computers than nonpoor and suburban students. For both fourth and eighth grades, teachers of urban and rural students are less likely to have had professional development in technology than suburban teachers. There were few differences in the frequency of school computer use in either grade, although black fourth graders reported more frequent use than white fourth graders. Yet for both grades, black students were less likely to have a computer at school. In essence, the study found that technology could matter, but that this depended on how it was used. The size of the relationship between the various positive uses of technology and academic achievement was negligible for fourth graders, but substantial for eighth graders. Taken together, findings indicate that computers are neither a cure-all for problems facing the schools nor mere fads without impact on student learning. When used properly, computers may serve as important tools for improving student proficiency in mathematics and the overall learning environment of the school. An appendix discusses how the study was conducted. (Contains 2 tables, 14 figures, and 23 references.) (SLD)

Jesse

Chandra, V., & Lloyd, M. (2008). The methodological nettle: ICT and student achievement. //British Journal of Educational Technology// //, 39// (6), 1087-1098. This paper shows the results of two cohorts in Year 10 Science over two years. Each group studied in a traditional setting in the first year and in the second year students studied in a blended or e-learning environment. Using qualitative and quantitative data the authors of this article showed that there was a significant improvement in student test scores throughout the e-learning experience compared to the traditional classroom setting. However, this paper states that these improvements were not global. While most students did improve their test scores, other scores remained the same or were lower. With that being stated, ICT can be a positive tool in learning in both the acquisition of knowledge and more affective outcomes. Kevin Moore

5. Greater application of learning style strategies
[|Article Link] Solvie, P., & Kloek, M. (2007). Using technology tools to engage students with multiple learning styles in a constructivist learning environment. //Contemporary Issues in Technology and Teacher Education// [Online serial], //7//(2). Available: []

This article discusses how a study was conducted with preservice teachers that were placed into a constructivist setting in a reading methods course. Various clusters were developed to conduct the research. (Various pages that explain the research.) The study found that technology has the ability to address students' learning needs. When selecting a technology to use, it is important to match the characteristics of the modes of learning and the practices of the individual. There are four modes that can be used to construct knowledge: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This quote sums up the importance of technology and learning: "Changing strategies and methods to address students’ learning styles and helping students develop the ability to adapt to new learning tools, situations, and contexts by bringing to these situations necessary skills and dispositions to perform well in the given situation is important."

Melissa Yocum

Kulik, Chen-Lin C., Kulik, James A. (1991)."Effectiveness of computer-based instruction: An updated analysis." Computers in Human Behavior 7(1-2): 75-94.  link

A meta-analysis of findings from 254 controlled evaluation studies showed that computer-based instruction (CBI) usually produces positive effects on students. The studies covered learners of all age levels -- from kindergarten pupils to adult students. CBI programs raised student examination scores by 0.30 standard deviations in the average study, a moderate but significant effect. Size of effect varied, however, as a function of study feature. Effects were larger in published rather than unpublished studies, in studies in which different teachers taught experimental and control classes, and in studies of short duration. CBI also produced small but positive changes in student attitudes toward teaching and computers, and it reduced substantially the amount of time needed for instruction.

Jesse

Saeed, N., Yang, Y., & Sinnappan, S. (2009). Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course based on Students’ Learning Styles and Technology Preferences. //Educational Technology & Society. 12//(4), 98-109. [|Article Link]

This action research was completed to determine if students' learning styles influence their preferences for using technology and by using this technology also affect their academic performance. The methods of data retrieval consisted of a survey completed by 204 research participants evaluating their learning style and technological preferences. Each participant was enrolled in a web programming course and completing either a bachelors or masters IT degree.

This study's findings correlated with other studies on the fact that today's learners are flexible in their learning styles and their use of both synchronous and asynchronous technology. There were significant relationships between students with intuitive learning style and global learners as well as reflective learning style and verbal however participants were not limited on their technological preferences. No significant relationships were found between technology use and the different levels of academic achievement. The researchers do believe their study should extend to participants in non-scientific courses to better understand relationships between various learner types and their technology preferences. This study does reinforce //Planning for Technology's// discussion on greater applications of learning styles strategies in the fact that learners can adapt their learning style preference to a variety of technological tools to use in classrooms for academic reasons.

Deb Robinson

Garcia, P., Amandi, A., Schiaffino, S., & Campo, M. (2007). Evaluating Bayesian Networks' precision for detecting students' learning styles. //Computers & Education. 49//(3), 794-808. [|Article Link]

This article researched Bayesian networks in determining a student's learning style and their participation in Web-based activities like email, chat and forum. Initially, the participants were evaluated based upon Felder's model of 32 learning styles. Each participant was evaluated based upon how they responded to discussion responses - if they began a discussion, replied to a message, and/or just read the messages posted by others. All 27 participants were enrolled in an artificial intelligence course in a computer science engineering.

It was determined that Bayesian networks are effective at determining participants' learning styles with "high precision." However, the researchers did not encourage the students to utilize the Web-tools in the curriculum and a majority of the participants did not use them to their benefit. It was concluded that students/participants have to be encouraged or required to use Web-tools in classroom assignments otherwise they may turn to traditional methods of studying and reporting of assignments. Although Bayesian networks work well for determining participants' learning styles they did not have a significant number of participants who used the Web-tools to determine a positive relationship. For the participants who did use the Web tools in their studying the researchers discovered their results provided valuable data which encourages the researchers to explore this topic further with participants incorporating Web tools in their studying. This article did provide an inkling of tying a students' learning style with technology use and believe further research should be completed to enhance their Bayesian network which supports //Planning for Technology's// discussion greater applications of learning styles strategies in the fact that learners can adapt their learning style preference to a variety of technological tools to use in classrooms for academic reasons.

Deb Robinson

YU-FEN, C., & KAI-WEN, C. (2009). INTEGRATING COMPUTER-SUPPORTED COOPERATIVE LEARNING AND CREATIVE PROBLEM SOLVING INTO A SINGLE TEACHING STRATEGY. //Social Behavior & Personality: An International Journal//,//37//(9), 1283-1296. Retrieved from Academic Search Elite database.

====The focus of this study was to examine the effects of creative problem solving (CPS) by using a web based cooperative learning system. Students were divided into multiple groups during this study. One group focused more on traditional learning with classroom delivery completed by lecture. The other groups focused more on 21st century skills such as collaboration and problem solving. Content for the second groups was delivered via web based cooperative learning. Pre and post tests were used for this quantitiative study. The findings from the tests showed that the students using the web based cooperative learning outperformed the students who were in the traditional learning group. Additional positive aspects included: familiarity with the problem solving process, atmosphere of positive competition, ability to facilitate discussion, stimulation of creative thinking.====

6. Increased applications of cross-age tutoring
Utay, C., & Utay, J. ( 1997 ). Peer-assisted learning: the effects of cooperative learning and cross-age peer tutoring with word processing on writing skills of students with learning disabilities. //Journal of Computing in Childhood Education//, //8// (2-3), 165-85.

This study examined effects of combining cross-age tutoring, peer tutoring, cooperative learning, and computer-mediated writing, together referred to by the authors as peer assisted learning (PAL), to improve writing skills of 72 second through sixth graders with learning disabilities. Several trends were noted: the treatment group seemed to enjoy working with partners; partners asked each other for help before asking a teacher, which generalized to other settings; partners seemed highly committed to each other with friendships that extended outside the treatment setting; and teachers noted an overall improvement in the treatment group's attitude toward writing.

Brent Bergstrom

7. Increased teacher communication
[|Article Link] Even though this article is dated, it still answers the question. "C reating a technology culture that is more indicative of student needs has made a significant impact in at least 10 areas." This article addressed the fact that teacher-student communication has increased with the development and creation of new communication technologies. For example, electronic mail can be used to communicate after classroom hours and distribute, collect and assign work. Along with Smith, we know that communication through technolgy has evolved even more with eLearning, chat, Skpye, Twitter, etc. Teachers are using their resources to communication with their students more often then they would without the convenience of electronics and networking.

Smith, Douglas K., and Barbara J. Minnick. "Electronic teacher-student communication." //Business Communication Quarterly// 59.1 (1996): 74+. //Academic OneFile//. Web. 19 Jan. 2010. .

Jill Stannard

 Vavasseur, C. B. (2008). Extending Content-Focused Professional Development Through Online Communities of Practice. //Journal of Research on Technology in Education//, 40 (4), 517-36.

This article provided an overview of online communities and their inclusion in middle school professional development. A major point discussed in this case study was that online communities enhanced existing face-to-face professional development by allowing participants to share and discuss ideas and create an overall collegial environment with fellow teachers and administration. Closer examination of these interactions revealed that teachers were engaged in collaborative reflection which positively affected teachers’ opinions about technology and its integration into the classroom. In addition, teachers gained curriculum-based knowledge, developed enhanced self-efficacy with respect to implementing technology, and collaborated on the development of interdisciplinary curriculum units. However, although the community was effective within a school, teachers and principals involved in this study felt that the community should extend beyond individual schools. Furthermore, teachers expressed the need to interact with teachers throughout the district at the same grade level and content area.

Kevin Moore

8. Greater parent communication
Tobolka, D. (2006). Connecting teachers and parents through the internet. //Tech Directions//, //66//(5), 24-6. Link to Article

The level of communication between teachers, parents and students with the aid of technology was the focus of an action research project discussed in this article. The author used the students and their parents from here elementary classroom as the research subjects and attempted to answer the question, “What influence does technology have on parent involvement and communication with their child’s school?” The technologies of a website and email communication were used to facilitate the communication between school and home. Surveys, interviews and checklists were used to collect data from the participants. The author’s results showed that parents felt more involved in their child’s classroom experiences and better connected to the teacher. Student achievement also increased, as they wanted to make sure a good report was being sent to their parents. In the end, the author felt that the use of technology did indeed create better communication between parents and teacher.

Brent Bergstrom

Nelms, E.L. (2002). The Effects of a Teacher-Created Web Page on Parent Communication:. //Action research exchange//. Retrieved (2010, February 3) from http://chiron.valdosta.edu/are/vol1no2/PDF%20article%20manuscript/nelms.pdf [|Link to Article]

The study was conducted in a rural school in Georgia.The participants of this study included 10 parent/guardians from second grade classrooms. There were a total of 68 parents asked to be included in the study. Some of the reasons that the participation was not better included time constraints, parent's lack of computer access or knowledge with the Internet, and not being interested in this form of communication. Surveys were used before the study and after to see the differences in parents communication.Parents also completed an open-ended questionaire about what they thought was most beneficial of the web page. Some parent interviews were conducted along with the teacher recording in a log about the implementation of the program. The evidence that was collected from the various sources proved that communication via the web page was an effective form of communication. The parents/guardians especially liked the calendar and one-to-one correspondence area of the web page. Parents/guardians enjoyed being able to know what their child(ren) were learning about and doing in the classroom. They felt that they could be more of a part of their education when they knew what was going on. Jenny Nitchals = = Merkley, D., Schmidt, D., Dirksen, C., & Fulher, C. (2006). Enhancing parent-teacher communication using technology: A reading improvement clinic example. //Contemporary Issues in Technology and Teacher Education//, //6//(1),11-42. [|Link to Article]

This research was done by a reading tutor. She used technology to communicate with the student's parents about the literacy growth of their child. The child was enrolled in a university-based tutoring program called the Reading Improvement Clinic. The tutoring sessions met twice a week.The communication was done by phone and during the 2004 school year a volunteer used private Web-CT forum. The tutor used the technology to write a letter of introduction, informal notes, reading assessment letter, tutoring summary report, tutoring portfolio, and parent-tutor conference.The tutor found many advantages to using the technology to communicate with the parent. Jenny Nitchals

= =

== Fitzgerald, M. (2004). How to Promote a Technology Education Program: An Effective Campaign Will Increase Student Enrollment, Spread Goodwill, Reflect a Positive Image, and Grow Positive Involvement. Technology Teacher, 64(3), 19. Retrieved from ERIC database. ==

====It's all about the PR! Creating a positive image of the school within the community is important in setting yourself apart from other districts. Especially in the age of open enrollments, consolidations, and charter schools. Showcasing effective technology programs is a great way to create this positive image, and gain support from not only administrators and school board members, but from the community as a whole. The author does a great job of outlining an attack plan to increase PR for special technical programs within the district. The article outlines steps of creating an action plan that includes using multiple outlets of media to showcase benefits including: advanced placement credits, certificate of technical achievements, or student activity in special contests.====

http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/
Pruitt-Mentle, D. (2009). Community and educational opportunity in the us: The relative utility of technology and digital literacy in a transcultural community. //Dissertation Abstracts International Section A: Humanities and Social Sciences//, //70//(1-A), 151. Link to Article

This ethnobiographic study explores the ways in which five low income transmigrants living in an urban Mid-Atlantic transcultural community made use of technology and digital literacy. Specifically, the study focuses on the ways in which participants defined the purpose, importance, and utility of technology and digital literacy in their lives. The stories reveal complex and often heroic efforts to become digitally literate and apply technological learning to their obligations as parents, breadwinners, and community participants in widely dispersed social networks that cross family, community, and national boundaries. Their stories reveal: (1) the desire for digital literacy to participate in our modern society; (2) limitations in concepts of access and equity as currently conceived in scholarly literature; (3) trust as a key component of successful programs; and (4) the importance of technology in sustaining transcultural networks. The voices of the participants reveal that immigrants recognize the need for technology training, not only for jobs, but also to aid and enhance their everyday life. They shared the need for training to include: basic classroom skills instruction for children; learning opportunities for adults; programs that include authentic tasks and design features that consider cost, time and day of the week, location, language options, and word of mouth confirmation regarding the quality of content and trust in instructors and training location. Their search for safety extends to protecting their personal information and children by acquiring cyber safety and security knowledge. This study adds to transcultural scholarly work, and also expands both digital divide and digital inequity literature that only rarely focuses on the relationship between participants and transcultural community constructs. Increasingly, computer based forms of communication are taking the place of letters, telephone and travel to maintain and expand ties to family and fr iends dispersed throughout the globe. Technology becomes a way to support their transmigrant identities and strengthen the networks of friends and family used to identify places to live and work. Rather than creating a homogeneous global society, technology may actually serve to strengthen national identities across borders.

Brent Bergstrom

10. Enhanced global learners
Burniske, R. (2004). Acts of inquiry in digital dramas: A study of student-generated questions in a global, telecollaborative learning activity. //Educational Technology Research & Development//, //52//(4), 99-115.

This article looks at a case study analyzing the dialogue and outcomes of a global telecollaborative project. The project asked participants to investigate and then discuss what life was like in their respective communities over the past 200 years and the speculate into the future. Students from classrooms around the globe were assigned to groups as a category expert within one of 12 topics to be written about in their group report. Communication took place via listservs and email communication. The data used in the study came from the messages and dialogues generated by the students in their online communications. The article analyzed the types of questions generated by the dialogue and also compared the how the dialogue affected the quality of the reports. It also took into account the accessible to technology to see if there was any effect on quality of the reports. The authors found that those who were involved in the dialogues generated more analytical questions and contributed greater insights to the group reports.

Brent Bergstrom

Gibson, K. L., Rimmington, G. M., & Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. //Roeper Review// //, 30//, 11-23. This article examines the use of global learning with gifted students to develop a skill set which will positively influence their desire for world citizenship. Six processes and nine attributes are identified as essential for global learning. Two examples of integrating global learning into a curriculum were reviewed in this article, one at the university level and one at the middle school level. The article concluded that the integration technology would be necessary to facilitate global learning in the classroom. The article further states that intrapersonal, interpersonal, critical thinking, intercultural communication, collaboration, reflection, and technology lead to digital citizenship. Kevin Moore