Using Student Response System (SRS) to reduce off-task behavior of students with behavior problems

The purpose of the present study was to examine the effect of clickers on decreasing off-task behavior of students with behavior problems in Language and math classes. A total of five students and one special education teacher in a self-contained classroom participated in the study. A single-subject research design with ABAB phases was used. An online program called Class Dojo was used to record study behavior with a chart immediately to show their on-task and off-task behavior. During the baseline, student behavior was recorded in both Language and math classes for 5 days. During the intervention phase, each participating student was provided a remote device called clickers linked with the white board to respond to questions by pressing a key on the device. Their answers would appear on the Interactive Whiteboard anonymously. The teacher corrected mistakes based on student responses and gave feedback. The use of the clicker was withdrawn after 5 days of intervention, then given back to students to use again following the same procedures in the previous intervention. The results showed that students\u27 off-task behavior decreased and on-task behavior increased with the use of clickers. A follow up survey showed that students were satisfied with the clickers and preferred the clicker lessons over non-clicker lessons

Secondary Mathematics\u27 Teachers Perceptions of Their Integration of Instructional Technologies

This qualitative research study explored the beliefs and practices regarding integrations of instructional technologies by seven secondary mathematics teachers. The researcher conducted an initial interview, a classroom observation, and a follow-up interview with each participant. Participants also submitted sample lessons and completed a TPACK Development Model Self-Report Survey. The interviews and observations were analyzed using deductive analysis, using the Technological Pedagogical Content Knowledge (TPACK) Development Model to assess technology-related practices. Through responses to the TPACK Development Model Self-Report Survey, the participants revealed their perceptions of their practices and beliefs regarding technology integration. These perceptions were compared to the researcher\u27s analysis of interviews, observations, and lesson samples. The researcher found that the participants perceived themselves to have much higher TPACK levels than indicated by other data collected. There was also a noted lack of pedagogical content knowledge (PCK) among participants with low TPACK, which indicated that their teaching practices limited technology integration. Pressures from standardized testing and interactions with colleagues were comfactors noted to support technology integration. Pressures from standardized testing, however, tended to result in graphing calculator integration for computations and other rote uses. The researcher also noted that participants were largely unable to differentiate between instructional technologies and non-instructional technologies. Participants erroneously reported presentation tools, such as LCD projectors, as instructional technology. Most participants lacked a vision for integrating technology as a tool for learning mathematics. Instead, many participants felt that technology posed a threat to the learning process. One participant, however, was a notable exception to these statements. Individual cases and the emergent themes are discussed

Experimental Object-Oriented Modelling

This thesis examines object-oriented modelling in experimental system development. Object-oriented modelling aims at representing concepts and phenomena of a problem domain in terms of classes and objects. Experimental system development seeks active experimentation in a system development project through, e.g., technical prototyping and active user involvement. We introduce and examine "experimental object-oriented modelling" as the intersection of these practices

Importance of Visual aids in the English teaching process of fourth and fifth year at national autonomous institute “San Isidro, during II semester 2005

This is true, because we can listen something, but we can keep in our mind many things when we see it .Although we talk and talk, is more important when we see it. This work has been made at the national autonomous institute ―San Isidro‖, in this institute there are 1179 students in the following shifts: morning, afternoon and evening. This research is directed to students and teachers of the morning and afternoon shifts, with the purpose to contribute to English teaching –learning process. Taking the fundamental elements of curriculum for lesson plans and programs implementation like using visual aids to teach .the use of visual aids influence in the better development of English teaching –learning process. To carry out this work we made consultations in bibliographical resources, we have interviewed to qualify human resources and we also analyzed many materials. We applied instruments like: survey to English teachers and students to compile data, direct and indirect observations in the classrooms to verify what it is expressed in the survey. The use of visual aids have been very unlimited ,the most used are : whiteboard , picture textbooks ,real objects ,photos ,flashcards ,so on, but in this work we verify the misuse of some visual aids that are in this institute like : computers , overhead projector ,that is causing a problem in the student‘s learning ,because when they come to the university they don‘t know to use the computer and others visual aids. For next school year and it will also give teachers a new perspective in teachin

Improving Secondary Students’ Reading Comprehension Through the Use of Advance Organizers.

This study examined an instructional method that combined scaffolding and Schema Theory to address the reading comprehension of 105 urban high school students. Participants in the treatment condition read a pair of advance organizers and were asked to paraphrase them in writing to stimulate durable memory representation prior to reading the main passages. Students were assessed on their comprehension of both a narrative and an essay to measure treatment effects across text genres. Low level readers were expected to show greater benefits. Both high and low level readers from the treatment group benefited from the advance information on both passages. The results suggest that comprehension may be readily addressed via schema activation through advance organizers paired with cognitive strategies designed to assist with the encoding of information into long term memory

GJR Volume 35 Number 1 Fall 2012

The Georgia Journal of Reading\u27s Fall 2012 issue includes: Message From the Editors by Lina Soares and Christine Draper (pg.4) President’s Page by Lynn C. Minor (pg. 5) Integrating Mathematics and Reading Fluency Instruction in the Primary Grades by Ryan Nivens, Lori Meier, Michael Brikell, and Edward J. Dwyer (pg. 6) Visual Literacy: A Picture Can Be Worth Ten Thousand Words by Stacy Delacruz (pg. 12) Using Interactive Whiteboards to Enhance the Writing Process by Laura Ely and Jerilou Moore (pg. 18) Teacher Influence on Book Selection of Third Grade Students by Shelia Delony and Katie Hathorn (pg. 24) Schema and Scaffolding: Testing Advance Organizers’ Effect on Secondary Students’ Reading Comprehension by Joshua Cuevas (pg. 29)https://digitalcommons.kennesaw.edu/gjrarchive/1002/thumbnail.jp

Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution

The issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in