eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads[R] in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school for students with moderate to severe disabilities. An additional purpose of the study was to identify the advantages of and challenges to using iPads[R] for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad[R] was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were… Continue Reading →
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eric.ed.gov har udgivet: Games have been used for a long time in teaching and learning. The increasing use of mobile phones makes it possible to link learning outside the classroom with augmented reality (AR). We tested how well the learning of conceptual models can be facilitated by AR games. We present a game designed for the in-service teacher-training workshop to model evolutionary and ecological relationships explicitly. The game, Parasite Race, models the life cycles of three different parasites and allows player to choose between two evolutionary strategies. We tested the game with experienced teachers and revealed a wide range of different gaming strategies: some of the teachers were able to reflect their game strategy and choose appropriate actions right away whereas some of the teachers did not and lost their… Continue Reading →
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eric.ed.gov har udgivet: The ability to develop engaging simulations and constructive learning experiences using mobile devices is unprecedented, presenting a disruption in educational practices of historical proportions. In this paper we describe some of the unique virtues that mobile learning hold for early age mathematics education. In particular, we describe how object-based learning, any place/anywhere learning, collaborative learning, gamified learning, customized learning, and adaptive learning, come to play in our work on “SlateMath.” SlateMath is a richly indexed portfolio of hundreds of instructional units, designed to support the teaching and learning of mathematics at the elementary school level (kindergarten through sixth grade) using mobile devices. SlateMath is cross-platform, multi-lingual, and freely available for schools and teachers world-wide. [For the complete proceedings, see ED557171.] Link til kilde
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eric.ed.gov har udgivet: There is a dearth of literature that use research design for causal inference that estimate the effect of information and communications technology (ICT) programs on literacy outcomes in early primary, particularly in Sub-Saharan Africa. There are several programs that have used ICT at a large scale, including Los Angeles, Peru, Nicaragua, Rwanda and an ongoing program in Turkey. Seldom have the studies directly estimated the effect of the ICT program on learning, as the measures used have typically been a middle level of the causal chain (Strigel & Pouezevara, 2012). Mobile phones are increasingly available in the market, and several authors argue that mobile learning is an increasingly ideal way to increase outcomes at scale (UNESCO, 2012; GSMA, 2012; McKinsey & Co., 2012; Vosloo, 2012). There are… Continue Reading →
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eric.ed.gov har udgivet: This single subject design study (ABAB) investigated the effects of using iPads in a classwide academic intervention to increase independent task completion and basic math skills of seven students diagnosed with autism spectrum disorders (ASD) enrolled in a special education school. The study also examined the advantages of and challenges to using iPads for classroom instruction. Traditional basic math instruction was used for the baseline phase, while a basic math skill app on an iPad was used for the intervention phase. Math probes were completed and the results recorded for four to five sessions for each of the four weeks of the study. Data on level of teacher prompting and presence of noncompliant behaviors were collected during every phase. Descriptive and visual analysis techniques were used to… Continue Reading →
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eric.ed.gov har udgivet: In recent years, tablets have been shown to serve as incredible teaching tools in classrooms around the world. In mathematics education, divergent thinking, creativity, and play may play a key role in formation of adaptive thinking and math achievement. This qualitative, participatory action research investigated the use of an instructional model that provided minimal instruction in the use of tablets to create stop motion animation movies. This study focused on the themes and patterns that emerged as pre-service teachers integrate a design thinking philosophy as they explore creativity and divergent thinking through the creation of stop motion animation movies. This study employed a participatory action research design that examined the use of an instructional approach informed by design thinking that utilized tablets to enable preservice teachers to… Continue Reading →
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eric.ed.gov har udgivet: The current study, a randomized controlled trial, explores how technology and educational transmedia resources can enhance prekindergarten math teaching and learning in preschools, especially those serving children who may be at risk for academic difficulties due to economic and social disadvantages. This research is part of a multi-year summative evaluation of the CPBPBS Ready To Learn initiative, funded by the US Department of Education. A core aim of the initiative is delivering early math (and literacy) resources on new and emerging digital platforms such as tablet computers, interactive whiteboards, and smartphones, as well as better-established technologies such as computers, video displays, and gaming consoles, and to create learning experiences that leverage the unique capabilities of these various technology platforms. The study’s goal was to understand how the… Continue Reading →
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eric.ed.gov har udgivet: Third grade students at a Midwestern elementary school participated in a 9-week mobile learning intervention (MLI). Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn multiplication. Two other classrooms used Everyday Math and web applications for the iPod touch for daily practice. MLI students outperformed comparison students on a postintervention multiplication test controlling for several covariates, including prior achievement, home iPod touch use, and previous teacher, among others. The medium-sized performance advantage (b = 0.217) was statistically significant at the 0.01 alpha level. The MLI influence on the most difficult multiplication items was also statistically significant but less important than the student’s demographic profile and the teacher’s advanced educational technology degree. Experimental research is needed to assess longer-term achievement effects for diverse student… 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: The project was conducted to make an online tutoring program for math word problem solving accessible to students with visual impairments (VI). An online survey of teachers of students with VI (TVIs) guided the decision to provide the math content in the form of an iPad app, accompanied by print and braille materials. The app includes audio descriptions of images that illustrate the math problems, an integrated Scratch Pad, options to adjust color and contrast, hints, and videos showing how to solve sample problems. In order to provide access to those needing screen reading technology or screen enlargement, the app utilizes the Apple built-in accessibility features of VoiceOver and Zoom. A study with 19 TVIs and 29 students with VI was conducted to obtain feedback about the… Continue Reading →
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