Mobile augmented reality: enhance visualization skills in learning abstract concept in chemistry

For the last few decades, integrating technology in teaching and learning in the classroom has been an important issue. According to Lee et al. (2013), there are several meta-analyses have been conducted in order to examine the specific modes or educational practices that can enhances the effectiveness of student learning and teaching with technology. The digital technologies that being used is now not limited to the usage of computer only. There are others digital technologies also arise which are the mobile devices, digital media creation and distribution tools, video games and social networking sites (Collins & Halversont, 2010)

Systematic Observations of the Availability and Use of Instructional Technology in Urban Middle School Classrooms

The present study uses systematic observations to investigate the availability and use of instructional technology in 64 middle school classrooms serving predominantly minority students from economically disadvantaged families. The T3 Overall Classroom Observation Measure, a high-inference walk-through instrument, was developed to examine: (a) types and use of technology present in the classroom, (b) teachers’ technology usage, (c) students’ technology usage, (d) teachers’ general instructional behaviors, and (e) students’ general behaviors. The results revealed that instructional technology was widely available in the classrooms, but most teachers and students were only using it to “some extent.

Requirements model of collaborative mobile learning (CML)

Mobile technology is one of innovative tools used to facilitate learning. However, the existing studies related to mobile learning (M-learning) have not deeply combined relevant learning approaches for giving a new way that benefits the learning sphere. Accordingly, many researchers believe that there is a need to incorporate pedagogical and instructive models into M-learning technology, especially for supports of team-learning. At the same time, many investigations prove that designers faced challenges in designing systems that involve collaboration with various stationaries. Therefore, researchers suggest for an initiative on more investigations for modern learning in modeling of Mlearning domain. The model should provide rich amount of information through Mlearning for collaborative learning (CL). This comes from understanding, collecting and modeling usable design, holds functionalities and non-functionalities issues to be the corner stone of the intended model. Consequently, this research studies the possibility of modeling an instructional model for Android mobile application combining the CL and M-learning concepts calls Collaborative M-learning (CML) model. Thus, determining the essential requirements by exploring the most important issues in the existing models and related works in the literatures, as well as interviewing learners are the priorities of this study. Content analysis method was used to analyze the gathered data in determining the requirements needed. The model and the prototype have been reviewed and verified by four experts. Also, 43 respondents in the field of Information Technology (IT) have tested the prototype and provided feedback on their acceptance, through Technology Acceptance Model (TAM) questionnaire under the usability evaluation. Results show that their acceptance upon the model is high, validating the functionality of the CML. Such findings recommend that the model is able to improve productivity, showing the technique to utilize mobile technology in CL. This study serves as a guidance for designers and developers in M-learning

Teacher-training, ICT, creativity, MOOC, Moodle - What pedagogy?

The paper discusses learning theories and pedagogical approaches that inform the design of a teacher-training MOOC implementing creativity techniques and ICT tools. The article describes different versions of the course that applies Learning Design Studio as a course format and The First Principles of Instruction as an approach to structure the content and learning activities. It is claimed that the course needs to accommodate the learning profiles based on learning styles, learning locus of control and behavioral patterns as identified by MOOC research.European Commission, Project Number: 531086-LLP-1-2012-1-ES-KA3-KA3MP Agreement Number: 2012-4275 / 001-00

Coaching teachers to integrate technology: The effects of technology integration on student performance and critical thinking

This article presents the results of a mixed-methods study that investigated effects of technology integration practices of teachers in a 5th grade students’ scores and critical thinking in a public school, and introduced coaching for technology integration as a strategy to train in-service teachers for technology integration. The purpose of the research was to analyse how technology integration in science course effects on student's performance and critical thinking. The participants were 132 students and four teachers in elementary public school. The study used an experimental research design by having a control and research group (68 were in the two teachers’ classrooms that were using technology without coaching intervention and 64 were in the other two teachers’ classrooms, coached by the researchers to integrate available technologies). The data were collected through pre-test and post-test, classroom observation and semi-structured interview with teachers. The results showed that coached teachers integrated technology more frequently, purposefully and diversely. Additionally, the results indicated that technology integration positively affected student performance and student critical thinking behaviours in the 5th grade science unit

“It's like you’re actually playing as yourself”: Development and preliminary evaluation of ‘Green Acres High’, a serious game-based primary intervention to combat adolescent dating violence

AbstractThis paper provides an overview of the development of ‘Green Acres High’, a serious game-based primary intervention to raise awareness of and change attitudes towards dating violence in adolescents, and an analysis of how adolescents described their experience of playing this game. Transcripts from focus group data were analysed using thematic analysis. The global theme that was developed, Assessment of the game, was represented by two organising themes, Positive assessment: Pedagogical Underpinnings and Negative Assessment: Functionality Limitations and Frustrations. These represented the fact that overall the learning experience was positive based on the pedagogical principles and content that could be embedded in this digital game but that technical issues with the game needed to be addressed as these could impinge on the learning experience of the adolescents. It was seen that using a serious game was a valid and meaningful way for adolescents to learn about dating violence and that this is a viable alternative or adjunct to traditional teaching methods

ONLINE LEARNING IN A RURAL SCHOOL SETTING

Background: Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of online learning models in rural K-12 school systems. Purpose: To provide pertinent data to the rural school administrator so that they may make an informed decision in regards to the potential implementation of asynchronous online learning within their school and/or district. Literature Review: Explores the history, impact on student outcomes, graduation rates, cost effectiveness and student engagement factors in regards to online learning. Research Design: A quantitative ex-post facto, causal-comparative design was used while embracing Rogers’ Diffusion of Innovation Theory. Data Collection and Analysis: Student achievement data were collected from a rural high school where some students participated in an asynchronous online learning environment while other students participated in the traditional face-to-face environment. Results: Students participating in asynchronous online learning environments performed below students in traditional learning environments for all four subjects (a) English Language Arts, (b) mathematics, (c) science, and (d) social studies, on both metrics, test score and percentile rank. Conclusion: Although this study would probably not result in the exclusion of online learning in rural settings, it may assist school boards and principals to consider the inclusion of online learning carefully, before extensive financial input occurs. The results also assist with identifying key pitfalls to avoid when establishing online learning environments

A Quantitative Quasi-Experimental Study of an Online High School Mathematics Remediation Program

The local problem that drove this study is that a high school in an upper middle class suburban city in Pennsylvania wants to improve its student scores on its end-of-course Algebra 1 Keystone Exam. The purpose of this study was to conduct a quantitative, quasi-experimental assessment of an online high school mathematics remediation program to determine if the remediation program was successful in its endeavor to remediate students. This research study, informed by the self-efficacy and the behaviorist learning theories, attempted to determine whether students who (a) scored below proficient on the May algebra exam and were placed in the Math Lab course improved statistically significantly compared with the students who (b) scored below proficient on the May algebra exam and who retook the exam in January but were not placed in the Math Lab course. Using a convenience sample, an independent samples t test was performed on the difference scores (original Keystone Exam and retest) of 408 students. The study determined that the online remediation program did not increase student scores for the students at the Pennsylvania high school compared with students who were not in the remediation program. The second literature review and white paper provide six research-based recommendations for the SEPSD to improve the Math Lab course. The recommendations include eliminating the course, purchasing a different remediation program, or modify elements of the current program. The students in the SEPHS would benefit from the research with a better remediation program. The research based suggestions, once implemented, should lead to the improvement of mathematics achievement

1:1 Laptop Experience And High-Stakes Testing: Effects On Eighth-Grade Student Achievement

Research on 1:1 laptop implementations is missing key information about student achievement on high-stakes assessment. This post hoc, quasi-experimental, quantitative study explores how 1:1 laptop access affects student achievement on the mandated eighth-grade online science assessment in five Mississippi school districts throughout the state. Fifth-grade science assessment results are used as a baseline for student achievement. Three research questions examined mean scale scores on the science assessment, change in scores from fifth to eighth-grade, and the effect on scale scores as the duration of the 1:1 laptop implementation increased. Two of the three experimental districts shoa significant difference in the mean scale scores. All three experimental districts shostatistically significant change in scale scores from fifth to eighth-grade. However, one of the control districts had higher scale scores than the comparable experimental district. Because of the mixed finding among the school districts, additional research should be conducted. Helpful information is provided for school administrators who are considering a 1:1 laptop implementation for their schools