Abstract

The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students’ mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to improve achievement and attitudes toward learning by helping students connect new information to prior knowledge. One especially effective mnemonic instructional approach is the keyword strategy. Using a keyword strategy, students connect familiar words with new vocabulary words and an illustration to help learn the new vocabulary word meanings. The purpose of this article is to describe the instructional procedures required to implement the keyword strategy to improve learning of essential mathematical vocabulary.

Abstract

The purpose of this article is to propose the use of technology integration in elementary and middle level education courses, specifically, the use of WebQuests as vehicles for the infusion of content knowledge in preservice and in-service education courses. Observation in content area teaching methods courses found that teacher candidates often had deficiencies in content areas. The purpose of the research was to demonstrate that the teaching of content can be integrated with the teaching of methodology. The article is a meta-analysis of the literature that addresses the issue of technology use in teacher education coursework, with an emphasis on the inclusion of WebQuests as part of course requirements. The review of literature combined with a priori research found that teacher candidates increase content knowledge when the development of WebQuests are included in teaching methodology courses.

Abstract

This paper is a summary of the use of the Technology Engineering in K—12 education that integrates science and technology to positively impact students and teachers. The Technology Enhanced Learning in Science Center (or “TELS”) is a research consortium that uses dynamic and innovative technology—based solutions combined with science & mathematics curricula in an innovative way to empower teachers and enhance student learning.  As a best practice, the TELS model can provide academicians with new teaching strategies that seamlessly integrate technology into the classroom to increase student retention and transfer of science and mathematics concepts.

Abstract

This paper introduces blended learning as a pedagogical approach, which was explored through the European project InnoEd and the way InnoEd undertook by using the on-line InnoEd VRLE.  European educators in the InnoEd project have utilised a range of learning activities to help to improve Innovation Education.  A mixture of lectures, visual diagrams, assessments and group activities has up to date been the mainstay of classroom training.  Blended learning is a combination of all these many approaches and the use of ICT in ODL.

Blended learning can take many forms.  In one course, a teacher may assign weekly self-paced online modules to a group of learners and also periodically bring the group together for in-person sessions, presentations and group discussions.  Another blended learning program may bring together a menu of online reading materials, self-paced tutorials allowing learners to choose the mode that best meets their learning style and then demonstrate their understanding of the materials by completing an online assessment.

The definition of blended learning is a combination of different online learning modes, or of online and in-person learning.  Blended learning is becoming more common in the educational world with the availability of both synchronous and asynchronous online learning options.

Abstract

Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006) embedded within a heterogeneous music classroom. Measured by the Qualitative Reading Inventory-4 (QRI-4) (Leslie & Caldwell, 2006), the fluency, word recognition, comprehension, and instructional reading level of the treatment students n=32 were compared to their counterparts n=32 who sang as part of the regular music program. Concurrently, this investigation also provided a description of the peers’ interactions during the literacy tasks assigned by the music teacher.

The study findings indicated that the middle school students of varying reading levels significantly improved in their reading scores through the use of this technological approach. Students using the interactive sing-to-read program Tune Into Reading significantly outscored their counterparts who were rereading through singing in the regular music classroom. Furthermore, the use of the interactive program provided opportunities for differentiated reading level achievement. This in turn highly influenced the early adolescent’s motivation, engagement, participation, and successful outcomes in reading fluency.

Abstract

The purpose of this study was to examine effects of using Tablet PC to increase student engagement in their academic work, especially nontraditional students in the field of special education, through technology in hybrid graduate courses. Student achievements were compared through pre- and post-tests on course content areas, pre- and post-surveys on course goals and objectives as well as open-ended interview questions. Findings from the surveys on feedback types indicated that the majority of students preferred digital feedback using Tablet PC and face-to-face conversation compared with other forms of feedback.  Students’ engagement level was significantly increased as measured by their participation in online Blackboard discussions. Eighty percent of their postings were related to the feedback on their assignments. This finding suggested that individualized feedback was related to student interactions and engagement. The pre- and post-test scores of the participating classes showed significant difference of student achievements in content area. There was no significant difference between the two classes in terms of achievement. Pre- and post-surveys showed that there was a significant change of students’ goals and objectives throughout the period of taking the course. The interview results from the participating students confirmed this change.

Abstract

This study surveyed 103 professional K-12 educators representing rural and urban independent school districts in north central Texas concerning educational technology perceptions and its use in their classrooms. Descriptive statistics were utilized to describe participants’ responses to survey items. A chi-squared cross tabulation (3X3) table was used to determine dependence/independence relationship between teachers’ self-perception of their use of technology in the classroom and their reported years of experience using educational technology. Teachers who reported over 10 years of experience with educational technology were significantly more likely to have a positive perception of their ability to use technology in their classroom while teachers with 1-5 years of experience more likely reported a poor self-perception of their ability to use technology in the classroom. Teachers ranked managerial uses versus instructional uses as the most prevalent use of technology in their individual classrooms; thus, a disconnect between teachers’ ideas of instructional technology and its uses may exist and warrants further research.