Integrating Technology into Research-based Strategies
Project for Computer Applications in Education (ITEC 57430), Kent State University, Spring, 2008
Authors: Kristofer Doran, Tatjana Hrubik-Vulanovic, Richard Roach, Elizabeth Slanina
This document lists nine research based strategies and possible ways of implementing technology in them. The document is based on a web site called “Focus on Effectiveness” that was built using information from a book called Classroom Instruction that Works by Robert Marzano, Debra Pickering, and Jane Pollock. The web site was built by the Northwest Educational Technology Consortium.
The website address is: http://www.netc.org/focus/
Content:
School and Student Summary 3
1. Identifying Similarities and Differences 3
1.1 Key Research Findings (from Focus on Effectiveness website) 3
1.2 Technology 3
1.3 Rationale for the technology chosen 4
1.4 Educational challenge 4
2. Summarizing and Note Taking 4
2.1 Key Research Findings (from Focus on Effectiveness website) 4
2.2 Technology 4
2.3 Rationale for the technology chosen 5
2.4 Educational challenge 5
3. Reinforcing Effort 5
3.1 Key Research Findings (from Focus on Effectiveness website) 5
3.2 Technology 6
3.3 Rationale for the technology chosen 6
3.4 Educational challenge 7
3.5 Implementation 7
4. Homework and Practice 7
4.1 Key Research Findings (from Focus on Effectiveness website) 7
4.2 Technology 7
4.3 Rationale for the technology chosen 8
4.4 Educational challenge 8
4.5 Implementation 8
5. Nonlinguistic Representation 8
5.1 Key Research Findings (from Focus on Effectiveness website) 8
5.2 Technology 9
5.3 Rationale for the technology chosen 9
5.4 Educational challenge 10
5.5 Implementation 10
6. Providing Feedback 10
6.1 Key Research Findings (from Focus on Effectiveness website) 11
6.2 Technology 11
6.3 Rationale for the technology chosen 11
6.4 Educational challenge 11
6.5 Implementation 11
7. Generating and Testing Hypothesis 12
7.1 Key Research Findings (from Focus on Effectiveness website) 12
7.2 Technology 12
7.3 Rationale for the technology chosen 12
7.4 Educational challenge 13
7.5 Implementation 13
8. Simulations and Games 13
8.1 Key Research Findings (from Focus on Effectiveness website) 13
8.2 Technology 14
8.3 Rationale for the technology chosen 14
8.4 Educational challenge 14
9. Cues, Questions, and Advance Organizers 15
9.1 Key Research Findings (from Focus on Effectiveness website) 15
9.2 Technology 15
9.3 Rationale for the technology chosen 15
9.4 Educational challenge 15
Summary 15
School and Student Summary
The students are middle school students (sixth through eighth) graders at a public school in a rural, small town in Ohio. The classes consists of a combination of kids who have grown up on farms, a contingent of transient children (their parents are migrant laborers), and some middle to upper class kids (many who have moved in during the last few years to some moderate to large housing developments created after the sale of some nearby farms). The middle and upper-class kids are technology savvy, but need some ideas for using technology in the classroom for other uses besides texting friends. The farm kids have little access to technology at home, and the children of migrant laborers (mostly ESL) have a lot of access to cell phones (pre-paid) but not computers at home.
A new middle school that is located in the heart of town was built within the last few years and is well funded. Classroom wireless access is available and each room has a projector. But the teachers have been slow to adapt to new technologies and therefore are not using some of the resources available to them.
Every classroom has a computer for the teacher’s use. There are two computer labs in the school: one in a "technology resource center" and one in the library media center. There is also one “mobile lab,” which is a series of laptops that can be brought into any classroom for temporary use. There are also two mobile TV/DVD carts and one TV/VCR cart, a digital camera, purchased in 2004, and a video camera, purchased in '07. Each of these items can be reserved for use by any teacher. There is a district web site, and the middle school has a page, which is updated daily / weekly by the school library media specialist.
Grant money is available for additional technology equipment; the administrators are in the midst of deciding what new equipment and software to buy.
1. Identifying Similarities and Differences
1.1 Key Research Findings (from Focus on Effectiveness website)
Challenging a student to understand and analyze similarities and differences is a key component to building their overall competence to process and synthesize information. Mastering this ability provides the basis for making connections between subjects, ideas and elements of the world. In order to become adept at identifying similarities and differences, students first need clear guidance and understandable examples from their instructors. Eventually, they need to be challenged to come up with own approach to compare similarities and differences within different subjects.
1.2 Technology
a. Podcasts (A few headsets need to be purchased for lab use to create the Podcasts at a cost of $5.00 - 8.00 each.):
Students are assigned to record their own podcasts of themselves reading famous poems. The teacher also finds a Web site (http://www.poets.org/audio.php) that includes the voices of famous poets reading their poems. After completing their recordings, they will listen to the poet.
b. Internet Web sites (examples available online):
Students have to create a “Facebook” or “My Space” page (in place of a written or oral report) on a for famous scientist.
c. Internet Web sites / IPod (available online, or teacher can purchase copy of song on ITunes for $.99 each):
Students analyze copyright cases described on the Web (http://www.benedict.com/) and judge whether the cases are valid or not. They can download songs for listening.
1.3 Rationale for the technology chosen
Students will enjoy using technologies they are very familiar with that have probably not been incorporated into the classroom. The Podcast exercise will teach them an up-to-date recording method. By correctly using the elements of social networking sites (appropriate description, photo, and “friends,”) they will demonstrate their own knowledge and understanding of their research subject’s life. These lessons will also introduce students to interesting Web sites that they have never seen. The use of Web sites in the classroom can also always be appropriately extended into an analysis of valid versus invalid Web information sources.
1.4 Educational challenge
Student motivation:
Students will enjoy having the opportunity to create their own Podcasts and it will enable them confidence in performance based activities. Students are probably already using Facebook, My Space and IPods to network and download music so these exercises will make school seem more relevant.
English language learners:
Inviting non-native speakers to analyze language in these ways will be invaluable reinforcements of the skills they are learning.
Literacy development:
In the example of the podcast, using the poet’s own words will invite students to examine the language and meaning. Which parts of poem did both you and the poet emphasize? How was your interpretation the same or different?
2. Summarizing and Note Taking
2.1 Key Research Findings (from Focus on Effectiveness website)
Note taking and summarization is a capability that can be demonstrated from teacher role modeling. Notes should be a variety of different formats, not just straight outlines and summaries of words. Beginning to effectively demonstrate this skill involves the ability to parcel down information appropriately and select the right elements of a lecture or written piece. This means knowing what is most important and least important, not just remembering random pieces of information. Summarizing information correctly is a key component of study skills. When this is done by the individual, the information is more likely to be remembered.
2.2 Technology
a. Digital Camera (the purchase of three more cameras at cost of approximately $150 each will be required to do this program):
Students are visiting Washington, D.C as a class trip. To make note-taking more interesting, while divided into groups, they have to visually represent their research topics with a digital photo. The photo must include three components or “descriptors” for the basis of their notes or outline. For example, visiting the Jefferson Memorial – the photo should incorporate something that describes the audience, the thing itself as well as its historical significance.
b. PowerPoint (available in computer labs):
Students are told to create an outline in PowerPoint of a speech they have to give in class or to summarize a lecture. (Exercise in what to keep / delete.)
c. Blog (available online):
Students have to keep an online journal each day. At the end of each month, they are to edit and summarize their entries. This reinforces important components of editing and summarizing and can be a fun entry into memoir / biographical writing.
2.3 Rationale for the technology chosen
Students will find digital photography an entertaining way and non-writing based way to illustrate their summary of concepts. The use of PowerPoint is commonplace in today’s world and therefore, a necessary skill for today’s learners. Blogging is a logical outgrowth of social networking sites and utilizing this technology to allow students to learn the value of editing is a good life skill in an era where brevity is definitely not the focus of this type of writing.
2.4 Educational challenge
Student motivation:
Using the digital camera and blog are basic ways to spice up normal classroom exercises. The PowerPoint lesson can also focus on aspects that are more entertaining and flashy.
Literacy development:
Blogging and then being asked to edit one’s blog is a writing exercise that will reinforce this important competency.
Differentiated Instruction:
Though most activities are writing based, the digital camera one offers a break from the traditional format of note-taking for those students who may be better visual or hands-on learners.
3. Reinforcing Effort
3.1 Key Research Findings (from Focus on Effectiveness website)
Not all students know the connection between effort and achievement (Seligman, 1990, 1994; Urdan, Migley, & Anderman, 1998).
Student achievement can increase when teachers show the relationship between an increase in effort to an increase in success (Craske, 1985; Van Overwalle & De Metsenaere, 1990).
Rewards for accomplishment can improve achievement when the rewards are directly linked to successful attainment of an understood performance standard (Cameron & Pierce, 1994; Wiersma, 1992).
A critical decision for teachers is how to provide recognition. Abstract or symbolic recognition has more impact than tangible things, such as gum, movie tickets, or prizes (Cameron & Pierce, 1994).
3.2 Technology
a. Panasonic digital video camcorder with 60 GB hard Drive $550
It has the capabilities of producing video and still images.
4GB Secure Digital high capacity memory card $38
It includes: A/V capacity to television and USB 2 for easy transfer to computer.
The available computer needs to have a port to accept the SDHC memory card.
Tripod and carry case $60
b. Window Movie Maker (PC) or iMovie (Mac)
They usually come standard on newer computers.
c. Alesis USB-microphone Podcasting kit $99
This includes: microphone, desk stand, monitoring headphones, and audacity software.
d. PowerPoint presentation software
It is usually included on most computers.
e. School website (capacity to add content: video, photos, and newsletters)
f. Microsoft Word software (computer hooked to a color printer)
3.3 Rationale for the technology chosen
The technology presented above has been chosen to highlight and reinforce effort by recognizing accomplishments and the hard work by the student’s in the school and the community.
By using the school’s existing website as the primary form of distribution, interviews with successful students and members of the community could be posted. These interviews could be video and audio, audio only, still images with audio, or other combinations. Award ceremonies and community events could be posted as well.
The video camera I chose has a 60 GB hard rive and the capacity to take a 4GB memory card. This will allow for most interviews and/or presentations to be shot and downloaded to a computer without need of additional supplies. The same equipment could be used over and over without additional cost. The Alesis USB microphone will be perfect for any sit down interview or regularly scheduled podcast.
The postings could be edited and rearranged on Windows Movie Maker and/or Mac iMovie which comes standard on most new computers. PowerPoint makes any image and audio presentation simple. Microsoft Word can be used to create certificate or special recognition document needed to honor someone.
3.4 Educational challenge
Student motivation would increase. The recognition would encourage those that are working hard to continue and set examples to those who need guidance.
School-family connections would be fostered. Both the community and the school can access the school website. Parents can see the success of the children and the importance the school places on hard work. By honoring community members, you encourage their participation in the school.
The students assigned to create these postings would get a great education in how to present different stories told by varying members of the school body through different media. This should go a long way to meet the Literacy development educational challenge.
3.5 Implementation
A multi-media or journalist class or club could be given assignments to perform the interviews and document presentations.
The school teachers and administrators would seek out students and community members who have demonstrated success due to their effort and persistence. By telling their stories (how did they succeed?) to the community and the school, it would provide encouragement, examples, and acknowledgement of hard work and effort.
Video and audio have been chosen as the tool to reinforce effort because of the strength of those media. Video and audio are fantastic at showing emotion and energy.
4. Homework and Practice
4.1 Key Research Findings (from Focus on Effectiveness website)
First and foremost, the most important thing for teachers to remember when they are assigning homework is to keep the grade level in mind. The amount of work should be equal to the student’s grade level. Yet, it is important for elementary teachers to help establish behaviors involving homework in the student’s lives.
It is also important to make the homework have some value. There has to be consequences if the student does not complete the homework. Also, there must be grading value attached to completed homework with feedback for the student to receive.
Parents can be involved in the homework process, but it is important that it is no more than monitoring that it is being done. Parents can help their children in areas that they struggle, but it is important that the child is actually learning the material on their own.
4.2 Technology