i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 20 Issue 1

Most Cited

Volume 5 Issue 4 March - May 2010

Research Paper

Improving The Literacy Of Young Urban Learners: Closing The Achievement Gap

Agnes Cave* , Frank R. Yekovich**

* Department of Education, The Catholic University of America.

** Ordinary Professor of Cognitive Psychology, The Catholic University of America.

Agnes Cave and Frank R. Yekovich (2010). Improving The Literacy Of Young Urban Learners:Closing The Achievement Gap. i-manager's Journal on School Educational Technology, 5(4), 1-14. https://doi.org/10.26634/jsch.5.4.1149

Abstract

The purpose of this paper is to demonstrate how the TRALE model (Technology-Rich Authentic Learning Environments) improved young urban learners’ literacy skills. TRALE, designed as an early childhood education program, integrated authentic learning and the use of technology to increase disadvantaged children’s literacy learning. The paper includes a description of how the model was implemented through the creation of a community of technology-enriched classrooms in an inner-city school context and provides student achievement data in language arts as evidence for TRALE’s instructional effectiveness.

References

[1]. Anderson, J.R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94, 192-210.

[2]. Anderson, J.R. (1993). Rules of the mind. Mahwah, NJ: Lawrence Erlbaum Associates.

[3]. Anderson, J.R. (1995). Learning and memory: An integrated approach. New York, NY: John Wiley and Sons, Inc.

[4]. Cave, A., & Yekovich, F.R., & Walker, C. (2010). The effect of a Technology-rich authentic learning environments on young urban learners' intentionality in writing. i-manager’s Journal of Educational Technology, 6(4), 21-46.

[5]. Education Portal (2007). Retrieved from http:// education-portal.com/articles/Illiteracy:_The_Downfall _of_ American_Society.html

[6]. Gagne, E.D., Yekovich, C.W., & Yekovich, F.R. (1993). nd The cognitive psychology of school learning (2 ed.). New York, NY: HarperCollins, Inc.

[7]. Just, M.A., & Carpenter, P.A. (1987). The psychology of reading and language comprehension. Boston, MA: Allyn and Bacon.

[8]. Langer, J. (1987). A sociocognitive perspective on literacy. In J. A. Langer (Ed.), Language, literacy, and culture: Issues of society and schooling, (pp. 1-20). Norwood, NJ: Ablex Publishing Co.

[9]. Meyer, B.J.F. (1975). The organization of prose and its effects on memory. Amsterdam: North-Holland Pub. Co.

[10]. Scardamalia, M., & Bereiter, C. (1991). Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise, (pp. 172-194). Cambridge University Press.

[11]. Sutton, R.E. (1991). Equity and computers in the schools: A decade of research. Review of Educational Research, 61, 475-503.

[12]. Vygotsky, L.S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky, (Vol. 1: Problems of General Psychology) (The N. Minick translation). New York: Plenum Press.

[13]. Walker, C.H., & Yekovich, F.R. (1998). Creating technology-rich authentic literacy environments within an urban early childhood setting. Unpublished manuscript, The Catholic University of America, Washington, DC.

[14]. Walker, C.H., & Yekovich, F.R. (1999). TRALEs to Literacy. Educational Leadership, 57(2), 57-60.

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Research Paper

The Use Of Distance Learning In The Educational Process. Content And Structure Of Educational Platforms. Analysis Of The Platform Educans

Manuel Fandos Igado*

Public Relations Officer, Master.D.

Manuel Fandos Igado (2010). The Use Of Distance Learning In The Educational Process Content And Structure Of Educational Platformsanalysis Of The Platform Educans. i-manager’s Journal on School Educational Technology. 5(3), 15-34. https://doi.org/10.26634/jsch.5.4.1150

Abstract

This work provides some considerations that complements the scarcity of researches this field of knowledge of the e-learning specifically refered to secondary education.

Distance training programmes (both open source code and not) are becoming increasingly more popular, especially in higher level education. However, there are very few cases of these types of distance learning tools being directed at secondary school pupils via a form of political support. The platform is divided into areas and levels which house the minimum learning requirements which have been stipulated by the Spanish government in the various areas of Spanish language, Mathematics and Natural sciences for the four levels of E:S:O (Compulsory Secondary Education). The platform EDUCANS is a guaranteed success and the object of this investigation.

References

[1]. Aguaded, J.I., Fandos, M y Martínez, M.J. (1996). La educación cognitiva en la era del silicio, en FANDOS, M. y MOLINA, S. (Coords.). Educación Cognitiva (vol. II). Mira Editores. Zaragoza.

[2]. Alcantud, F. (2000). Nuevas tecnologías, Viejas esperanzas, en VARIOS, Nuevas tecnologías, viejas esperanzas. Las Nuevas Tecnologías en el ámbito de la discapacidad y las necesidades educativas especiales. Actas del I Congreso Internacional de Nuevas Tecnologías y Necesidades Educativas Especiales. Murcia. Consejería de Educación y Universidades. Comunidad Autónoma de la Región de Murcia.

[3]. Anido, L.E., Fernández, M.J., Caeiro, M., Santos, J.M., Rodríguez, J.S. y Llamas, M. (2002). Educational Metadata and Brokerage for Learning. Computers & Education. No 38. 4.

[4]. Cabero, J. (1996). El ciberespacio: el no lugar como lugar educativo. En SALINAS, J. y otros (Coords.): Redes de Comunicación, redes de aprendizaje. Actas del Congreso. Edutec. Universidad de las Islas Baleares. Palma.

[5]. Cabero, J. y Otros (2000). Y continuamos avanzando. Las nuevas tecnologías para la mejora educativa. Kronos. Sevilla.

[6]. Castells, M. (2000). La era de la información. Economía, Sociedad y Cultura. Alianza Editorial. Madrid.

[7]. Comisión Europea (1998). First monitoring report on universal service in telecommunications in the European Union. Comunicación de la Comisión Europea al Parlamento, al Consejo y al Comité de las Regiones COM (98) 182 Final.

[8]. Edutools. (2006). Western Cooperative for Educational Telecommunications.(www.edutools.com/index.jsp?pj=1) (03-08-06).

[9]. Foix, C. y Zavando, S. (2002). Estándares e-learning: Estado del Arte. Centro de Tecnologías de Información. INTEC.

[10]. García J.J. y Sáez, F. (2002). Alicia en el país de las realidades: las nuevas tecnologías de la información en el día a día docente. Comunicación para TIEC 2002 (II Congreso Europeo de Tecnologías de la Información en la Educación y la ciudadanía). Barcelona.

[11]. Martínez, J. (2002). Contenidos en e-learning: el rey sin corona. www.gestiondelconocimiento.com.

[12]. Medina, A. (Coord.) (1990). Formación de formadores y empleo del ordenador en la enseñanza. UNED. Madrid.

[13]. Ortega, J.A. (2002). Principios para el diseño y organización de programas de enseñanza virtual: sistematización a la luz de las teorías cognoscitivas y conductuales, en BLÁZQUEZ, F y GONZÁLEZ, M.P. Materiales para la enseñanza universitaria: las nuevas tecnologías en la universidad. ICE, Universidad de Extremadura. Badajoz.

[14]. Riera, N. (2001). Diseño con Flash. Iberprensa. Madrid.

[15]. VARIOS (1994). Investigación Educativa. Fundamentos y Metodología. Labor. Barcelona.

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Research Paper

A Study Of Designing An Inquiry-Based Unit In Mathematics And Science

Patti Dyjur* , Qing Li**

* Ph.D Candidate, University of Calgary.

** University of Calgary.

Patti Dyjur and Qing Li (2010). A Study Of Designing An Inquiry-Based Unit In Mathematics And Science.i-manager’s Journal on School Educational Technology. 5(3), 35-43. https://doi.org/10.26634/jsch.5.4.1151

Abstract

This paper looks at the design process of an inquiry-based mathematics and science unit in two urban grade nine classes. Three teachers who teacher in an urban, all-girls’ junior high school collaborated with math/science and educational experts to design and implement the unit. Results showed the following: teachers needed to be flexible regarding the direction of the unit, collaborating with experts helped teachers to design a more authentic unit, topic selection needed to be carefully considered, and that the resulting unit was worthwhile due to its relevance, richness, and increased student interest and ability to make multidisciplinary connections. Issues with this approach included workload, the amount of time required for planning, and a lack of inquiry-based materials in math.

References

[1]. Amaral, O., Garrision, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal, 26(2), 213-239.

[2]. Baker, W. P., Barstack, D. C., Clark, D., Hull, E., Goodman, B., & Kook, J. (2008). Writing-to-learn in the inquiry-science classroom: Effective strategies from middle school science and writing teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 105-108.

[3]. Carter, A. (2004). Autonomy, inquiry and mathematics reform. The Constructivist, 15(1), 1-15.

[4]. Colburn, A. (2000). An inquiry primer. Science Scope, 2000(March), 42-44.

[5]. Cronje, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences. Educational Technology Research & Development, 54(4), 387-416.

[6]. Dewey, J. (1938). Experience and education. NY: Collier.

[7]. Elmore, R. (2000). Building a new structure for school leadership. The Albert Shanker Institute.

[8]. Fang, Z., L. Lamme, et al. (2008). "Integrating reading into middle school science: What we did, found, and learned." International Journal of Science Education 30(15): 2067-2089.

[9]. Ford, D.J. (2009). Promises and challenges for the use of adapted primary literature in science curricula: Commentary. Research in Science Education, 39(3), 385- 390. doi: 10.1007/s11165-008-9115-8.

[10]. Galileo Educational Network. (2008). What is inquiry? Retrieved Sept. 23, 2008, from http://www.galileo.org/ inquiry -what.html

[11]. Gerber, B.L., Price, C., Barnes, M., Hinkle, V., Barnes, L., Gordon, P., et al. (2003, March). Excellence in rural science teaching: Examining elements of professional development models. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.

[12]. Gordon, M. (2009). Toward a pragmatic discourse of constructivism: Reflections on lessons from practice. Journal of the American Educational Studies Association, 45(1), 39-58. doi: 10.1080/00131940802546894.

[13]. Harris, C.J. & Rooks, D.L. (2010). Managing inquirybased science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21, 227-240. doi: 10.1007/s10972-009-9172-5.

[14]. Kleiman, G. M. (2005). Does technology combined with inquiry-based lessons increase students' learning? Retrieved September 19, 2006, from http://cosn.org/ resources/edc/vol_1.pdf.

[15]. Knodt, J.S. (2009). Cultivating curious minds: Teaching for innovation through open-inquiry learning. Teacher Librarian, 37(1), 15-16.

[16]. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge Press.

[17]. Lee. (2004). Promoting learning through inquiry. Essays on Teaching Excellence: Toward the Best in the Academy, 15(3), 1-5.

[18]. Lin, C.H. & Matthews, R. (2005). Vygotsky's philosophy: Constructivism and its criticisms examined. International Education Journal, 6(3), 386-399.

[19]. Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. American Biology Teacher, 68(6), 342-345.

[20]. Mahony, M., Wozniak, H., Everingham, F., Reid, B., & Poulos, A. (2003). Inquiry-based teaching and learning: What's in a name? Paper presented at the HERDSA.

[21]. Meyer, D.L. (2008). The poverty of constructivism. Educational Philosophy and Theory, 41(3), 332-341. doi: 10.1111/j.1469-5812.2008.00457.x.

[22]. Miles, M., & Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis. Thousand Oaks, CA: Sage Publications.

[23]. National Council of Teachers of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics. Reston, VA.: Author.

[24]. National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

[25]. National Science Foundation. (2005). Foundations: A Monograph for Professionals in Science, Mathematics, and Technology Education (Vol. 2): National Science Foundation.

[26]. Newmann, F., Bryk, A., & Nagaoka, J. (2001). Authentic intellectual work and standardized tests: Conflict or coexistence? Chicago: Consortium on Chicago School Research.

[27]. Phillips, D.C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.

[28]. Reed, D.K., and C. Groth (2009). "Academic teams promote cross-curricular applications that improve learning outcomes." Middle School Journal 40(3): 12-19.

[29]. van Zee, E.H., & Roberts, D. (2006). Making science teaching and learning visible through web-based "snapshots of practice". Journal of Science Teacher Education, 17(4), 367-388.

[30]. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

[31]. Wilhelm, J.A., & Walters, K.L. (2006). Pre-service mathematics teachers become full participants in inquiry investigations. International Journal of Mathematical Education in Science and Technology, 37(7), 793-804.

[32]. Xu, H., and L. Morris (2007). "Collaborative course development for online courses." Innovative Higher Education. 32(1): 35-47.

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Research Paper

Lights, Camera, Action: Using Moviemaking to Motivate Adolescent Struggling Readers to Read and Engage Them in the Reading Process

Xiufang Chen*

Assistant Professor of Reading, Department of Reading, College of Education, Rowan University, Glassboro, NJ.

Xiufang Chen (2010). Lights, Camera, Action: Using Movie Making To Motivate Adolescent Struggling Readers To Read And Engage Them In The Reading Process. i-manager’s Journal on School Educational Technology. 5(3), 44-48. https://doi.org/10.26634/jsch.5.4.1152

Abstract

Many teachers and researchers have found that motivation and engagement seem to decline as students enter adolescence, and one of the causing factors is limited opportunities for creative expression. Moviemaking a text undoubtedly encourages students’ creative expression to a great extent. This article explores the integration of moviemaking in an eighth-grade classroom where more than half of the students were considered struggling readers. The author describes in detail the steps of how moviemaking was integrated to motivate adolescent students to read and further engage them in the reading process, from book introduction, reading and script preparation, to movie shooting and editing. Moreover, the author discusses the issues encountered at different stages, and solutions they came up with together. This article suggests that adolescents’ literacy need to be re-evaluated especially these nontraditional or “non-academic” digital literacies. Adolescents especially struggling adolescents must be given opportunities to demonstrate their capabilities in these literacy activities, which helps build their self-efficacy in school reading and learning. But this process must be scaffolded. Ideas of how to scaffold adolescents’ participation are shared.

References

[1]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

[2]. Chambers, A. (1996). Tell me: Children, reading and talk. York, ME: Stenhouse.

[3]. Latrobe, K., & Laughlin, M. (1989). Readers' Theatre for Young Adults: Scripts and Script Development. Portsmouth, NH: Teacher Ideas Press.

[4]. Kamil, M.L, Borman, G.D., Dole, J., Kral, C.C., Salinger, T., and Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. National Center for Education Evaluation and Regional Assistance.

[5]. Kearney, M., & Schuck, S. (2005). Students in the Director's Seat: Teaching and Learning with Studentgenerated Video. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 2864-2871). Chesapeake, VA: AACE.

[6]. Mitchell, D. (2003). Children's literature: An invitation to the world. Boston, MA: Allyn and Bacon.

[7]. Shelley, M. (1981,1818). Frankenstein. NYC, NY: Bantam.

[8]. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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Research Paper

ICT in Teacher Education in India:Still in search of its Application

Gaurav Singh* , Girijesh Kumar**

* Sr. Lecturer, Rakshpal Bahadur Teachers Training Institute, Agarsen Park, Bareilly.

** Head, Faculty of Education and Allied Sciences, M.J.P. Rohilkhand University, Bareilly.

Gaurav Singh and Girijesh Kumar (2010). Ict In Teacher Education In India: Still In Search Of Its Application. i-manager’s Journal on School Educational Technology. 5(3), 49-55. https://doi.org/10.26634/jsch.5.4.1153

Abstract

It is no longer possible to conceive of teacher education without ICTs. It is imperative for the teacher education institutions to wake up and reorganize their curriculum to accommodate the changing face of knowledge. This study conducted by the researcher in teacher education institutions related to availability and access of ICTs in these institutions during session 2008-09, brought forward the real scenario of ICT in teacher education institutions. For this study the researcher used a scale named “ICT Friendliness Scale” developed by Kumar and Singh (2008). Analysis indicates that there is not a single ICT facility, which is present in every teacher education institution. There is non-availability of facilities like Educational software pertaining to school subjects on CDs, Slide Projector, Networking in computer lab, Dial-up/ Broad band Internet Access, LCD Projector, Language Learning Software with Headphones, Electronic versions of common Encyclopedias and Electronic versions of common Encyclopedias in all the Government aided Teacher education Institutions sampled for the study.

References

[1]. Altun, T. (1997). Teacher Confidence in Using Information Technology: Reflections for Turkish Teacher Trainers, Unpublished M.Ed. Dissertation, Newcastle, University of Newcastle upon Tyne, UK.

[2]. Apple, M. (1992). Is the New Technology Part of the Solution or Part of the Problem in Education? in Beynon, J. and Mackay, H. (eds) Technological Literacy and the Curriculum, London, The Falmer Press, pp.105-125.

[3]. Bevernage A.J., Cornille, B., and Mwaniki, N. (2009). Integrating ICT in Teacher Training: Reflections on Practice and Policy Implications - A Case Study of the Learning Resource Centre at the Kenya Technical Teachers College, International Development Research Centre, Doc. 15 of 26, http://www.idrc.ca/en/ev-90304-201-1-DO_TOPIC.html.

[4]. Carlson, S. (2002). The missing link in educational technology: trained teachers. http://www.techknowlogia. org/.

[5]. Cox, M., and Marshall, G. (2007). Effects of ICT: Do we know what we should know? Educ Inf Technol. 12, pp. 59- 70. Published online.

[6]. Hargreaves, D. (1999). 'The Knowledge-Creating School. British Journal of Educational Studies,47(2), pp. 122-144.

[7]. Fors. E., Hossjer A., Olsson, L., and Sonnerbrandt C. (2008). Diffusion of ICT in teacher education - common targets and visions by four colleges in Sweden, Swedish School of Sport and Health Sciences, Sweden, eva.fors@gih.se.

[8]. Jedeskog, G. (2000). Teachers and Computers. Teachers' computers usage and the relationship between computers and the role of the teacher, as described in international research. Uppsala University: Department of Education.

[9]. Lawson, T., & Comber, C. (2000). Introducing information and communication technologies into schools: the blurring of boundaries. British Journal of Sociology of Education. Vol. 21, No.3.

[10]. Maeers, M., Browne, N., & Cooper, E. (1999). Pedagogically Appropriate Integration of Information Technology in an Elementary Pre-service Teacher Education Program, Paper Presented Annual Conference of SITE'99 (Society for Information Technology & Teacher Education), USA.

[11]. NCTE (2006). Curriculum Framework for Teacher Education (CFTE). www.ncte-in.org.

[12]. NCTE (2009). Draft National Curriculum Framework for Teacher Education (CFTE). www.ncte-india.org.

[13]. Setzer, V.W., & Monke, L. (1995). Computers in Education: Why, When, How? [WWW document] URL: http://www.ime. usp.br/~vwsetzer/comp-in-educ.html.

[14]. UNESCO (2002). Information and Communication Technologies in Teacher Education: A Planning Guide, Division of Higher Education.

[15]. Willis, J.W., & Mehlinger, H.D. (1996). Information Technology and Teacher Education. in, Sikula, J., Buttery, T. J., Guyton, E. (Eds) (2nd Edition) Handbook of Research on Teacher Education, A Project of the Association of Teacher educators, New York, McMillan Press, pp.978-1029.

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 20 Issue 1

Most Read

Most Cited

Volume 5 Issue 4 March - May 2010

Improving The Literacy Of Young Urban Learners: Closing The Achievement Gap

Agnes Cave* , Frank R. Yekovich**

* Department of Education, The Catholic University of America. ** Ordinary Professor of Cognitive Psychology, The Catholic University of America.

Agnes Cave and Frank R. Yekovich (2010). Improving The Literacy Of Young Urban Learners:Closing The Achievement Gap. i-manager's Journal on School Educational Technology, 5(4), 1-14. https://doi.org/10.26634/jsch.5.4.1149

Abstract

References

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The Use Of Distance Learning In The Educational Process. Content And Structure Of Educational Platforms. Analysis Of The Platform Educans

Manuel Fandos Igado*

Public Relations Officer, Master.D.

Manuel Fandos Igado (2010). The Use Of Distance Learning In The Educational Process Content And Structure Of Educational Platformsanalysis Of The Platform Educans. i-manager’s Journal on School Educational Technology. 5(3), 15-34. https://doi.org/10.26634/jsch.5.4.1150

Abstract

References

Full Article (HTML)

Pdf

A Study Of Designing An Inquiry-Based Unit In Mathematics And Science

Patti Dyjur* , Qing Li**

* Ph.D Candidate, University of Calgary. ** University of Calgary.

Patti Dyjur and Qing Li (2010). A Study Of Designing An Inquiry-Based Unit In Mathematics And Science.i-manager’s Journal on School Educational Technology. 5(3), 35-43. https://doi.org/10.26634/jsch.5.4.1151

Abstract

References

Full Article (HTML)

Pdf

Lights, Camera, Action: Using Moviemaking to Motivate Adolescent Struggling Readers to Read and Engage Them in the Reading Process

Xiufang Chen*

Assistant Professor of Reading, Department of Reading, College of Education, Rowan University, Glassboro, NJ.

Xiufang Chen (2010). Lights, Camera, Action: Using Movie Making To Motivate Adolescent Struggling Readers To Read And Engage Them In The Reading Process. i-manager’s Journal on School Educational Technology. 5(3), 44-48. https://doi.org/10.26634/jsch.5.4.1152

Abstract

References

Full Article (HTML)

Pdf

ICT in Teacher Education in India:Still in search of its Application

Gaurav Singh* , Girijesh Kumar**

* Sr. Lecturer, Rakshpal Bahadur Teachers Training Institute, Agarsen Park, Bareilly. ** Head, Faculty of Education and Allied Sciences, M.J.P. Rohilkhand University, Bareilly.

Gaurav Singh and Girijesh Kumar (2010). Ict In Teacher Education In India: Still In Search Of Its Application. i-manager’s Journal on School Educational Technology. 5(3), 49-55. https://doi.org/10.26634/jsch.5.4.1153

Abstract

References

Full Article (HTML)

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* Department of Education, The Catholic University of America.

** Ordinary Professor of Cognitive Psychology, The Catholic University of America.

* Ph.D Candidate, University of Calgary.

** University of Calgary.

* Sr. Lecturer, Rakshpal Bahadur Teachers Training Institute, Agarsen Park, Bareilly.

** Head, Faculty of Education and Allied Sciences, M.J.P. Rohilkhand University, Bareilly.