Understanding Students\u27 Experience with 1:1 Computer-Supported Collaborative Learning in a Mathematics Classroom

There has been a move towards integrating educational technology into K-12 mathematics classrooms. This emphasis has been partly driven by policy, increases in technology resources available, and a need to engage students in their mathematical learning. Most studies on technology integration in mathematics education are focused on teachers’ perceptions or students’ academic achievement. However, we need to learn how students perceive their learning in this type of environment. This dissertation is a basic qualitative study aimed at understanding the experiences of students with 1:1 computer-supported collaborative learning (CSCL) in an Algebraic Reasoning classroom. The study used the mathematical software, Desmos, as its CSCL system. The school in which this research took place fully implemented a 1:1 student-to-Chromebook program since 2016, and the participants of this study were students in a 1:1 Algebraic Reasoning classroom. The data used in this study were taken from participants’ responses to individual semi-structured interviews about their learning experiences with Desmos. Data was analyzed using Kumar et al.’s (2010) framework for effective CSCL systems which encompasses five criterions: (1) Open-ended and guided interactions, (2) interactions that can be stored centrally for meaningful interpretation, (3) predefined collaboration strategies, (4) underlying theories of collaboration represented in the software, and (5) providing active and passive feedback. Results suggest that students\u27 experiences with 1:1 CSCL in Algebraic Reasoning captured all but one them. These elements can inform educational stakeholders as to how to implement an engaging, innovative, and student-centered 1:1 CSCL mathematics environment

Self-Regulated Learning in a Pandemic: Implementing the SEE Framework in an Online Teaching Environment

Self-regulated learning (SRL) is a cyclical process that motivates students and facilitates achievement in a variety of domains (Wang, 2013). It entails several processes, such as planning, setting goals, using learning strategies, self-monitoring, reflecting, and holding adaptive motivational beliefs. Moreover, SRL can be developed through interventions and classroom practices. However, there is a shortage of trained interventionists. Teachers can also use a variety of classroom practices to develop students’ SRL skills. A framework of practices, known as the Settings, Events, and Exchanges (SEE) framework, was developed to organize these classroom practices for teachers (Callan et al., 2020). The practices in this framework include (a) the creation of a setting that is conducive to SRL, (b) student-teacher exchanges that facilitate the development of SRL, and (c) events that allow students the chance to reflect on their learning. Specifically, teachers can foster effective learning settings by developing supportive student-teacher relationships, implementing routines and clear participation structures, providing collaborative learning opportunities, and encouraging the use of adaptive help-seeking strategies. Exchanges that support SRL include the use of explicit instructions, modeling, SRL feedback, prompts, and connections made between the use of SRL strategies and academic success. Finally, events that can facilitate SRL include multiple opportunities to succeed, long-term learning opportunities, tasks that are both at an appropriate challenge level as well as supportive of student autonomy, self-assessment, peer co-learning, and the use of SRL worksheets (Callan et al., 2020). The SEE framework was developed to support SRL development in traditional, in person classrooms. In light of the fact that online learning elicits a greater need for SRL, the purpose of this presentation is to examine which SEE framework practices do and do not have empirical support within online learning environments. Doing so provides practical support for teachers and identifies research gaps for researchers

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

IDENTIFYING EFFECTIVENESS OF ONLINE GROUP STUDY ON MATHEMATICAL PROBLEM SOLVING ATTITUDE: A COMPARATIVE STUDY

Designing a group study enables students to develop critical thinking, effective team work; appreciation and respect for other views, techniques and problem-solving methods by promoting active learning environment. The purpose of this quantitative study examined the effects of online collaboration on the pre-service teachers’ mathematical problem solving attitude. Specifically, the study examined the effects of group working to the mathematical word problem solving tasks alone. Forty-two pre-service teachers enrolled in the study which were divided into three groups: Synchronous online (n=12), face-to-face (n=15) and individual (n=15). Students in each group were required to solve four ill-structured problems under problem solving sessions over a six-week period. It is used a quantitative analysis of data. To measure the change in problem solving attitude, a pre and post-test problem solving attitude questionnaire administered to measure attitude change. The results indicate that, whether synchronous online or face-to-face group based problem solving processes resulted with more positive attitude than individual study. It is also revealed that students' problem solving attitudes were increased in all groups, however, F2F group students' showed positive higher difference than those SO and IND students.  Article visualizations

Review of Learning in ICT-enabled Networks and Communities

This report is part of a project launched by IPTS with DG Education and Culture to study the innovations for learning, which are emerging in the new collaborative and informal settings enabled by ICT. The report gathers and analyses evidence from learning opportunities that are emerging in ICT-enabled networks and communities. In these new virtual spaces, participation is motivated by an interest to a topic, by creative production and by search for social connection. Online networks and communities emerge both within and across organisations as well as in a completely open and bottom-up manner. Accessing, following, and contributing to the communities can lead to a range of learning outcomes. New technologies afford tools and means for people to participate in communities in a personally meaningful way. However, not all individuals are necessarily equipped with skills or knowledge to benefit from these opportunities for their lifelong learning. Major challenges relate both to the initial barriers for accessing online communities with confident and critical digital competence and skills for self-regulated learning. Finding ways to identify, assess and certify relevant learning and new skills that can be obtained and practiced in these environments is a major task. The report argues that educational institutions should find ways to connect with and learn from these new learning approaches and settings in order to bring about their own transformation for the 21st century, and to support competence building for new jobs and personal development with a learner-centred and lifelong perspective.JRC.J.4-Information Societ