Emergent literacy in mathematics (ELM) : learning numeracy with interactive technology in Kenya grade-one classes

After having learned with Emerging Literacy in Mathematics software (ELM) for two terms, the participating students (N=283) considerably outperformed their peers (N=171) who were instructed traditionally, with the effect sizes of +0.37 on the overall skills measured by the standardized tests for mathematics. The impact of ELM’s activities was the greatest on students’ ability to take language and concepts of mathematics and apply appropriate operations to solve word problems. The ELM teachers reported having gained more confidence in mathematics, and comfort in teaching mathematics with computers. The Kenya government has mandated one digital device per child in elementary grades.Social Sciences and Humanities Research Council of Canada (SSHRC

Teacher motivation to implement an educational innovation: factors differentiating users and non-users of cooperative learning

This study applied expectancy theory to integrate the numerous and disparate explanations that researchers and educators have proposed to account for teacher resistance to implementing cooperative learning as an educational innovation. The cooperative learning implementation questionnaire (CLIQ) contained 48 items grouped under three broad motivational categories: perceived value of the innovation, expectancy of success, and perceived cost. These items accounted for 42.3% of the total variance in self-reported use of cooperative learning among 933 teachers. Expectancy of success issues were most important in differentiating users and non-users, suggesting that increased emphasis on professional development should be used to enhance teachers' beliefs that they can succeed in implementing an innovation in their own context. This may require both follow-up support and adaptation of the innovation