DeWitt Wallace Library Biennial Report 2011-2013

Summary of library activities for 2011-201

Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

Making a scene: empowering third-grade students towards creative, independent, and collaborative musicianship in an after-school general music program

This project-thesis introduces an elementary general music curriculum designed to empower students towards creative music making. Building off the work related to creativity in music education by Green (2005), Hickey (2001), and Ruthmann (2008), this curriculum consists of two parts which highlight fundamental musical skill development and creative music making, respectively. The curriculum is rationalized in the contexts of a proposed local teaching environment and education policy, philosophy of music education, and current educational funding policies at the levels of state and federal governments, and non-governmental organizations

Rapid Implementation of Inpatient Telepalliative Medicine Consultations During COVID-19 Pandemic.

As coronavirus disease 2019 cases increase throughout the country and health care systems grapple with the need to decrease provider exposure and minimize personal protective equipment use while maintaining high-quality patient care, our specialty is called on to consider new methods of delivering inpatient palliative care (PC). Telepalliative medicine has been used to great effect in outpatient and home-based PC but has had fewer applications in the inpatient setting. As we plan for decreased provider availability because of quarantine and redeployment and seek to reach increasingly isolated hospitalized patients in the face of coronavirus disease 2019, the need for telepalliative medicine in the inpatient setting is now clear. We describe our rapid and ongoing implementation of telepalliative medicine consultation for our inpatient PC teams and discuss lessons learned and recommendations for programs considering similar care models

Exploring the use of iPads in the documentation of visible teaching and learning: A case study of a Grade 3 Reggio Emilia inspired classroom.

MEd Research ReportThis is a research report on an ethnographic study which sought to explore the use of iPads in the documentation of visible learning in a Reggio inspired school. It is common to say children are always curious about technological devices particularly, iPads. There is little literature on how effective such devices are in children’s’ learning. This research sought to make a contribution to the understanding of digital technology in these terms within a Reggio Emilia inspired primary school classroom environment in terms of the use by both teachers and leaners. Visible teaching and learning are key theoretical concepts in the Reggio Emilia approach to learning. This research investigated how digital technologies, particularly iPads, contribute in the documentation of visible teaching and learning for young children. The scope of the research covered how learning is made visible using iPads, and what value the introduction of iPads adds in the documentation of visible learning. The research was aimed at exploring if and how using iPads would engage learners and give them the opportunity to document their thinking and learning so as to make it visible. This study will contribute to the available literature on the pedagogical use of iPads in a Reggio Emilia context, in particular in relation to the documentation of visible teaching and learning. The results showed that iPads afforded learners with complex ways in which they could document their learning. With the introduction of iPads there was a high level of participation from learners. iPads offered learners multiple forms of representation of their thinking.XL201

Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession. Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations. This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching

JuxtaLearn DELIVERABLE Report D3.5 Service scenario documentation

The purpose of Deliverable 3.5 is to provide guidelines to creating juxtaposed performance, particularly to advise non-drama teachers on what to do and how to manage performance in stage 3 of the JuxtaLearn process. Building on pedagogies of threshold concepts and juxtaposed learning, it explains the performance steps, orchestrating learning through participative video making and story making with peers. It provides guidance for teachers, offering resources that include suggested lesson plans and example timings. Thus, in the absence of a shared touchable with JuxtaLearn software, it suggests a practical additional and alternative to using the software of WP4 touch table

A Case Study of the Integration of 21st Century Technology within the Place-Based, Expeditionary Learning Outward Bound (ELOB) Approach to Education

This study focused on the integration of 21st Century technology as determined by the International Society for Technology in Education (ISTE) Standards•T within a place-based curriculum framework supplemented by the Expeditionary Learning Outward Bound approach to education as presented in a rural Colorado mountain community K-8 charter school. The case study involved an in-depth look regarding how 21st century technology integration affected the place-based, Expeditionary Learning Outward Bound approach to teaching and learning practices specific to the North Routt Community Charter School (NRCCS). The particular research aimed to inform or enhance the charter school’s current practices by questioning: How has the charter school integrated 21st Century technology in support of 21st Century skills as identified by the International Society for Technology in Education (ISTE) Standards•T ? How has 21st Century technology integration enhanced or challenged the charter school’s place-based, Expeditionary Learning Outward Bound curriculum? The case study and data analysis answered the two stated research questions. The charter school’s Expeditionary Learning Outward Bound curriculum presented a natural conduit for technology integration in support of the International Society for Technology in Education (ISTE) Standards•T through their utilization of 21st century tools such as iPads, applications, laptops, and web sites. The findings also revealed certain barriers or challenges as highlighted in question two. The lack of time, knowledge, technology-centered college preparation courses, and professional development opportunities comprised the main obstacles, with ease of use and limited devices referred to secondary, yet, paralleling the shortcomings, the findings demonstrated the participants’ persistence and real-life skill with integrating the available technology in best practices to support the Expeditionary Learning curriculum

Effective iPad Instruction: A Qualitative Study Comparing Classroom Practices to the Technology Integration Matrix

Technology has become a natural part of our students’ lives. The use of iPads in classrooms has increased, and educators are becoming more experienced using them during instruction. Research needs to focus on providing educators with examples of effective instructional practices with iPads. To provide samples of effective instruction, this qualitative study used evidence from classroom observations and aligned the lessons to the Technology Integration Matrix (TIM). Lessons were observed and aligned to the Adoption, Adaptation, and Infusion levels of the TIM with Active, Collaborative, Constructive, and Authentic learning attributes. In addition this study investigated the perceptions teachers and principals had about their journey with iPads and the impact on their schools, classrooms, and students. Three elementary schools in West Virginia were chosen by means of purposeful sampling, and classroom observations and interviews were used as methods of data collection. Four main themes emerged from the data: lessons that fall higher on the TIM created more student ownership of their learning; iPads increased student engagement and provided more opportunities for collaboration; effective student-centered instructional practices led to more effective implementation of iPad integration versus teacher-centered instruction; and strong leadership in a school contributed to the effective implementation of iPads