eric.ed.gov har udgivet: Recently much have been invested in the interactive whiteboard educational technology in Turkey. The government is still wishful to spread it to schools of all levels. This study tries to understand teachers’ and students’ attitudes toward interactive whiteboard technology along with differences in attitudes resulting from some demographic factors. Two parallel surveys consisting of 25 items were applied to 255 students and 23 teachers from three private schools. Students from sixth to twelfth grades and teachers from 15 different branches participated in this research study. The results indicate that interactive whiteboards are highly rated by both teachers and students. Students mostly prefer the usage of interactive whiteboards in math courses, and their attitudes differ across their genders and school levels. As students get elder, their positive attitudes… Continue Reading →
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eric.ed.gov har udgivet: This article explores six effective principles for teachers to use to understand and apply “Minecraft” in today’s classrooms. Video games have become one of the fastest growing forms of media for youth and adult consumers. “Minecraft,” a multiplayer online game (MOG), is one of the most popular video games to date. By allowing its players to build simulated, virtual worlds, “Minecraft” aims to foster creativity, control, and imagination. Yet while the affordances of playing “Minecraft” spark collaborative learning, critical thinking, and problem-solving skills among youth, one constraint still remains: there appears to be a disconnect between some teachers’ and parents’ understandings about the “Minecraft” world’s mechanisms, uses, and benefits. Due to the success of “Minecraft” in the digital era and in some schools, studying this game is… Continue Reading →
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eric.ed.gov har udgivet: An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as intelligent tutoring systems and adaptive learning systems, have a positive impact on students’ academic achievement in math and their attitudes toward math (Arroyo, Burleson, Tai, Muldner, & Woolf, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Pane, Griffin, McCaffrey, & Karam, 2013; Steenbergen-Hu & Cooper, 2013). These kinds of learning systems yield positive effects by providing students with personalized instruction tailored to “the pace, order, location, and content of a lesson uniquely for each student” (Enyedy, 2014, p.… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this research is to propose an instructional model based on Science, Technology, Engineering, and Math (STEM) Education approach for enhancing the information and communication technology skills for elementary students in Thailand. The study was conducted by research and development design and divided into two phases: Phase I is to create a tentative model that was synthesized using the relevant documents and researches concerning the elements and steps of the model. The data was collected through interviewing eight teachers who are experts in STEM education and twenty-four students who were instructed by STEM approach. Phase II consists of proposing a tentative model to eleven experts, evaluating the model, and acquiring an approval of the model by five professionals. The findings of the research are as… Continue Reading →
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eric.ed.gov har udgivet: This paper presents a series of illustrative LEGO Mindstorms-based science and math activities, developed under an NSF GK-12 Fellows project, for elementary, middle, and high school grades. The activities, developed by engineering and science graduate Fellows in partnership with K-12 teachers, are grade appropriate, address pertinent learning objectives, and adhere to the science and math learning standards of New York City and State. To measure the effectiveness of the use of LEGO Mindstorms-based lab activities in science and math lessons, pre- and post-lesson assessment surveys, consisting of content and evaluation questions, were administered to all participating students. In this paper, we provide: our motivation to investigate the effectiveness of LEGO Mindstorms-based lessons; descriptions of six LEGO Mindstorms-based science and math activities and their associated assessment; statistical analysis;… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to examine the promising practice of using technology in teaching math and science in a charter high school in California. The research employed an in-depth qualitative case study method. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. The study found that the practice of using technology in teaching by the school, Center for Advanced Research and Technology (CART), has lead to positive educational outcomes. These include increased student achievement in standardized test scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. Implications for policy and practice were discussed. Link til kilde
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eric.ed.gov har udgivet: This article reports the findings of a joint unit plan critique project between two preservice teacher cohorts seeking teacher certification in general education and special education respectively. The paper addressed three questions: 1) What common affordances does this joint project have for the general and special education preservice teachers? 2) What unique affordances does it have for each of the groups? 3) What do the preservice teachers learn about the use of visuals, technology, and UDL principles to create accessible math lessons for all students? The results showed that the project impacted positively on the preservice teachers by allowing them to gain deeper understanding of professional collaboration and use of technology and visual resources to differentiate instruction for all students. Link til kilde
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eric.ed.gov har udgivet: It is a well known fact that there is a discrete group of pupils with severe problems in the acquisition of mathematical skills. These problems go beyond a quantitative range, but differ qualitatively from the ways the pupils gain mathematical knowledge from their teachers in the classroom. The central thesis of this survey is the development of the educational digital game the “Four Forces”, and the teachers’ perceptions concerning whether the specific digital game reduce mathematic and memory difficulties in students with intellectual disabilities. This was achieved by comparing and contrasting the teachers’ perceptions on this particular issue through questionnaires via e-mail. Through the survey findings it has been observed that special needs teachers have similar perceptions about the digital math games, which they agree that they… Continue Reading →
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eric.ed.gov har udgivet: This paper examines the reality of teaching math in the rural southeast. Rural districts have low student expenditures and high transportation costs, due in part to the limited tax-base available. This leaves limited funds for technology. Universities prepare preservice teachers to teach math using the latest technology, however, many of these preservice teachers will return to classrooms with limited or out-dated technology. This paper presents a case-study of preservice students’ education and field experiences in rural northern Mississippi. Further, implications for changes in how we teach technology to preservice students who will likely return to rural settings are discussed. (Contains 3 figures.) Link til kilde
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eric.ed.gov har udgivet: Educators and caregivers now have the opportunity to individualize and differentiate instructions with many technological devices never before available. Assistive Technology is being introduced in the classroom at all levels as a tool for teachers to help deliver instruction to all students. Assistive Technology is widely used to ensure appropriate educational opportunities to all students, including ELL students, students at risk, and students being considered as gifted and talented. The purpose of this article is to describe various assistive technology devices as mathematics tools to help all struggling students, not just students with disabilities, overcome math difficulties. Link til kilde
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