Technology and Student Achievement

by Nancy Protheroe

Protheroe, N. (2005). Technology and Student Achievement. National Association of Elementary School Principals, 85(2), 46-48.

The author concentrates mainly on the following question “Is there evidence that using technology leads to higher levels of student learning?” she explains that this question remains unanswered because schools have been unsure about the outcome they want to attain with technology. She quotes (Glennan and Melmed 1996). In their demand for new measures to be used to assess Problem-solving skills, deeper understanding, and higher motivation, because the dynamic nature of technology makes meaningful evaluation difficult. She relies on the finding of Stratham and Torell (1996) in their opinion about significant effect of technology when properly implemented, and how will increase teacher student interaction and student inquiry skills. She shows additional researches prove how students in classrooms equipped with computer displayed better behavior and had lower absentee and drop-out rates. She includes in her paper group of researcher who support the effect of technology on students’ achievement, for instance Waddoups (2004) who believes that the central to effective technology integration is the teacher’s training, his knowledge and attitude toward technology. Also adaption of new teaching method to fit in the needs and situations of learners and their ability to make use of technology. She concludes by highlighting on the following ideas: Linking Technology with new teaching models and planning for effective use of technology.  Needs to new models of teaching that can be supported by use of technology, and engage students in the learning process. Provides students with learning experiences that help them build on their prior knowledge. This paper is lining up with researchers those who believe in the inevitability of good impact of technology on the students’ achievement. She collects solid researches to prove her point of view and neglects other opposing views. She succeeds to convey her message in explaining the key element is not the presence of the technology, but the way trained and gifted teacher would utilize technology in classrooms. 

http://www.learning.com/resources/NAESP-Technology-and-Student-Achievement.pdf

The use of video as a teaching resource in a new university

Barford, J. & Weston, C. (1997). The use of video as a teaching resource in a new university. British Journal of Educational Technology, 28(1), 40-50.

the aim of the paper is to  “Identify the factors and issues which influence the use of video in a Higher Education establishment” This paper reports on a survey in the  use of video as a teaching aid within one British University, shows data gathered during 1995 from fourteen Schools within its four Faculties. It spots on factors and issues that influence the use of video in teaching, how video is used to maintain teaching strategies; and its apparent usefulness as a teaching resource. It explains factors that encourage the use of video in teaching and the factors discouraging the use of video in teaching. Explains the extent to which video is used across the University; the aspects that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. Suggests some advices in how the use of video and how should be supported and enhanced in the University. The majority of teaching staff use video mainly as a supplement to lecture. the authors find that video is used by teaching staff in a variety of ways in every School in the University. The paper concludes that “Video use in teaching needs to be supported at policy level by addressing the promotion of existing services”. Teachers and high education staff are the main core of this paper. The research does not represent the actual situation in all High Education institutions. Does not include comparison between the “old” and “new” universities with regard the use of video in teaching.

http://www3.interscience.wiley.com/cgi-bin/fulltext/119145180/PDFSTART

INTEGRATING INTERNET-BASED READING MATERIALS INTO THE FL CURRICULUM: FROM TEACHER- TO STUDENT-CENTERED APPROACHES.

  Klaus, B. (2002). Integrating Internet-Based Reading Materials into the Foreign Language Curriculum: From     Teacher- to Student-Centered Approaches. Language, Learning & Technology, 6.

Author Dr. Klaus Brandl is an applied linguist and a specialist in foreign language pedagogy, Computer Assisted Language Learning.

In his article focuses on the study of authentic materials available on the WWW in primary visual and verbal/textual modes. Provides guidance to teachers & curriculum developers by describing 3 approaches to integrating Internet-based reading materials into a FL curriculum. It concentrates on the interpretive approach of communication, reading skills, and writing. The author presents three different approaches to using Internet-based resources; the article also describes the strengths & challenges of each approach, discusses the basis for each design based on experimental and hypothetical research, and includes a short description of technological skills involved. The article concludes with a list of procedures to offer further guidance to help in the implementation of Internet-based (IB) lessons. There is many big ideas came along the article for instance; the difference between lesson types within each approach, the proposal of three different types of lesson designs to integrate Internet-based resources into a FLL curriculum. It represent s  a good guide for teacher of foreign language in thway how they can adopt the better method when it comes to integrating  internet reading materials into a FL curriculum.

Wiki Wisdom: How to Use an Online Classroom Clearinghouse

 Teacher Louise Maine offers tips for using wikis in class.

  Rubenstein, G. Wiki Wisdom: How to Use an Online Classroom Clearinghouse. Edutopia,, 

Grace Rubenstein  he is a staff  Writer and Multimedia Producer, in his article speaks about the way how teachers can bring the power of wikis to their classroom, his focusing mainly on the experience of a High School Teacher; louse Maine, a teacher who learn enough to use a wiki for everything with her science students. The author states a few of teacher Maine’s suggestions for all teachers who like to use wiki as educational tool. She said teachers should expand the use of wiki a little bit at a time, explore other educational wikis, encourage collaboration, through discussion and exchange of information, be clear about goals and expectations, and support their students. The author explains each tip from teacher Maine, in an easy way by displaying those tips in organized pullets. The fall writer wants to show the importance of wise use of wiki when students participate and enjoy group work. I think these tips are crucial for all educators and designers who plan to add wiki to their teaching aids.

Blog # 1

Kosa, J. R. (2008). Tell a Story. The Education Digest 74 No2 43-7 O 2008, 74(2437), .

 Author Jaymie Reeber Kosa, she is former Executive Director Storytelling Arts and was middle school language arts teacher, in her article “Tell a Story” focused on how stories have been used to pass on values, engage the imagination and further community. The author identifies how storytelling silences the room and creates a space that attracts every type of learner, when they made effectively. She illustrates how teachers can use storytelling as a teaching technique. She addresses teachers and educators and recommends to them the useful tips for telling a story.  She describes how this technique works well particularly, with students who do not listen, pay attention, or focus. Her ideas are very organized. The article written in instructive format. I found it beneficial for all educators in how to present stories to students and in improving classroom climate.

Blog # 2

Schneider, R. (2003). Writing With Web Logs Digital Writing Tools. Techlearning, 23(7), .

Roxanne Schneider is a school technology consultant for Sun Associates in Amherst, Mass. She explains the names and functions of additional software and Web-based programs for the language arts classroom, identifies group of digital tools, devices and mechanics, and provides readers with current and updated discoveries in the field of education and school technology. The author also goes through and describes how to design a secure Journal zone, the use MY Access system teaching vocabulary and scoring spelling. The article assesses the effect of these tools in facilitating the electronic exchange of student work and working off the school network. The audiences intended by this article are the school technology personnel and IT staff. The article is brief and only introduces these tools for professionals and experts in technical Informative format. 

Blog # 3

Barack, L. (2008). Tuned-in Teenagers. School Library Journal, 54(4201).

Barck discusses how libraries can become interesting and attracting places for teen-agers when library is supplied with resources that teen-agers need, she gave many examples from deferent library on how they organize activities to tune teen-agers to their local library, and making the library a great hybrid of technology that kids love. She suggests different ways in solving the difficulties may occur while preparing the library to host kid’s materials. She clarifies big ideas might enable Liberians to meet kids’ needs and tuned them to their libraries. The article questions the possibility of making teen-agers come back to the library. The author doesn’t suggest further ideas on how that tuning with library can made permanent or for longer period of time.