eric.ed.gov har udgivet: When Rocketship Education, a pioneering, rapidly expanding charter school network, looked at its results, it could have rested on its laurels. With seven schools in California together ranking as the top public school system for low-income elementary students, Rocketship had proof that its blended-learning model–combining online learning with face-to-face instruction–works. But next year, Rocketship leaders will fix a disconnect they see between what happens in the online learning lab and the classroom, to give teachers more control over the students’ digital learning and further individualize the teaching. Instead of reporting to a separate computer lab, fourth- and fifth-graders will move within an open, flexible classroom between digital learning and in-person instruction, with those moves based on their individual needs and the roles that specific teachers are best… Continue Reading →
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eric.ed.gov har udgivet: Innovation in instructional technology has contributed to the rapid implementation of technology-driven instructional platforms, particularly in developmental math coursework. Prior research has shown that instructional environment and classroom experience influence student development and outcomes. Consequently, when courses transition to technology-driven instruction, a logical concern on the part of faculty and administrators is the effect on the quality of the academic experience among students. Under a hybrid emporium model, students primarily receive instruction from a computer-based platform rather than from a faculty member delivering content in front of the classroom. This paper examines how students experience a newly adopted, hybrid emporium model for developmental math coursework. We conducted focus groups with students at six public colleges in Tennessee and find that students enrolled in hybrid emporium developmental math… Continue Reading →
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The… Continue Reading →
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eric.ed.gov har udgivet: Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive… Continue Reading →
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eric.ed.gov har udgivet: This paper reports design and implementation outcomes at middle development advance of an educative program based on use and construction of widgets on Wolfram Alpha platform at higher education level for engineering and sciences areas. Widgets were based on Physics and Mathematics curricula under Project Oriented Learning and Blended Learning methodologies. Widgets constructed by teachers are first used by students to appropriate basic concepts of each course on a mobile learning basis; after, students construct their own widgets applying that concepts but involving different applied situations based on curriculum integration. Two phases of this activity help to develop basic and high level thinking. Description of design combining Wolfram Alpha widget developer, Weebly and Jotform tools to set up the widgets, institutional current advances on teachers training, courses… Continue Reading →
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eric.ed.gov har udgivet: Khan Academy, an online platform offering educational videos and exercises in different content areas, has awakened intense interest among foundations, multilateral organizations, policy makers, and educators about how this tool can help meet the educational challenges facing countries around the world. With support from Intel, Education Development Center (EDC) researchers sought to understand how this technology fits into the complex realities of schools in a developing country. In August of 2013, researchers traveled to Santiago, Chile to conduct research in five schools where teachers are using Khan Academy. We found that the way Khan Academy functions as a digital learning environment changes the ways and the degree to which students engage with and are engaged by the math content; it also changes the way teachers and students… Continue Reading →
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eric.ed.gov har udgivet: This work summarizes the didactic design and introductory outcomes in an educative program, involving six math and physics university courses for engineers, based on the use and construction of widgets. Widgets were generated under Project Oriented Learning and blended learning methodologies. In the program, widgets previously generated by teachers are firstly used by students to appropriate basic and middle concepts. After, students were requested to generate their own widgets to develop complex thinking skills, applying related concepts but involving alternative situations. Design was based on curriculum integration to build mathematical, technical and visual representations of the problems and concepts involved. Wolfram Alpha, Desmos and Mathtab widget developers were used to generate ad hoc activities in terms of their capabilities and course requirements. Post-test only results of students’… Continue Reading →
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eric.ed.gov har udgivet: This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period… Continue Reading →
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eric.ed.gov har udgivet: Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both… Continue Reading →
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