<p>A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4&ndash;5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test. </p>

<p> The flipped classroom is an emerging teaching practice in which teachers employ a variety of methods to offload direct instruction prior to class and use class time to engage students in active learning. Despite its rapid rise in popularity over the past five years, there are relatively few studies on the efficacy of the flipped classroom teaching model. Of these studies, few use control groups to measure changes is student learning and even fewer use iterative analysis to determine the impact that successive implementation has on the efficacy of the flipped classroom model. This study addresses this gap by measuring the efficacy of a flipped classroom against a traditionally-taught class in two successive semesters. Results showed that the flipped classroom teaching method increased student learning during the second semester of the study. It also found that successive implementation of the flipped classroom was more effective at producing gains in measures of student learning outcomes than a class taught traditionally. Finally, the findings from this study were used to develop recommendations for educators interested in implementing the flipped classroom teaching model.</p>

This research investigated the total situation of the ABET grade 12 "night schools" in the disadvantaged areas of the North-West Province, and the learning needs of the young drop-out learners and adults who attended these classes. At the same time, the study explored a suitable technology-enhanced distance education model that could be used by the University of North­ West. A total of 75 grade 12 ABET learners participated in a needs assessment survey, while 100 members of the University of North-West participated in a rigorous survey that set out to investigate the most suitable and acceptable technology-enhanced model of distance education to meet the needs of these target learners. The survey explored and established a technology­ enhanced model of distance learning appropriate to these target learners from less privileged backgrounds . In a follow-up survey that used direct individual and focus-group interview sessions consisting of senior education officers, ABET educators and officials, school managers, village leaders, university faculty members, members of the digital and telecommunications fraternity, and shopping mall visitors, a total of 120 people supported the model identified by the university community and accepted by the target learners. General comments from the survey were subjected to content analysis. The findings of the survey indicated that a technology­ enhanced distance education model that utilised print, contact lessons, and the modem electronic modes of distance learning, supported by the university and village communities, and adequately funded by participating stakeholders from the provincial government and other business partners, was feasible. The model, also founded on historical and modem evidence which leans on the established criteria of access, support and funding of technology-based distance education for the less privileged, was supported by evidence relating to the latest e-learning collaboration plans between the University of North-West and the provincial department of education. It was concluded that, based on latest developments within the e-learning strategic plans nationally and provincially, and the burning desire on the part of authorities from government to bridge the digital divide between the historically advantaged and historically disadvantaged persons across the board, the model has the potential for early implementation within the North-West Province. / (PhD) North-West university, Mafikeng Campus, 2003

Sixth grade is a pivotal time in school, as students culminate their elementary school years and anticipate junior high school. At this age, students become more involved in trends, especially technological trends. When students can utilize the same type of technology inside and outside of school, their self-efficacy may increase. Hypothetically, even within an academic setting, a sixth grader's self-efficacy will subconsciously elevate with these familiar tools. This mixed methods study evaluated the link between the use of educational technology in the sixth grade classroom and students' self-efficacy. To facilitate data collection for this study, after parental consent was obtained, students completed an online questionnaire via Survey Monkey on their classroom laptops. At a predetermined date, time, and location, teachers of the participating students met with the researcher in focus groups. Before the meeting date and time, the focus group agenda was emailed to the teachers for their perusal. The results of the questionnaire were analyzed using SPSS, specifically examining links between questions pertaining to technology use and questions resulting in high self-efficacy. The results of the focus groups were analyzed for themes within the teachers' comments and served as essential narrative in the results and conclusion sections of the dissertation. The results of the questionnaire and focus groups produced several implications regarding educational policy and future research. Significant, positive correlations emerged among variables within the established self-efficacy domain and the use of laptops and Smart/Interwrite boards in the classroom, iPods, iPads, and smart phones outside of class, and using educational technology in writing and math during class. No significant differences emerged between boys' and girls' self-efficacy, as corroborated by the teachers' focus group responses. Variables within the self-concept domain emerged as predictors when multiple regression analyses were run with self-efficacy dependent variables. Conclusions that were drawn from this study include the need for educational technology during math instruction, iPads for instruction during class, and further study regarding gender differences in response to technology.

This study of primary school classes (N=50) in Tasmanian government and Catholic schools (N=32) used a social constructivist approach to investigate the factors that shape the successful and sustained use of ICT in classroom teaching and learning practices. The findings are elaborated using activity theory. Observations covered ICT provision and working arrangements in the classroom, and teaching and learning practices in use. These in-class observations were supplemented by interviews of key school staff members including the participating teachers, principals and other school leaders, ICT coordinators, technical support staff and others involved with the use of ICT in the school. As an original contribution to knowledge the study identifies a set of key factors that together influence the success or otherwise of the use of ICT in teaching and learning. At the class level, there are four key factors: the purpose of the teaching and learning practices (and the rationale for using ICT to achieve the intended purpose); the availability of technology that matches the practices; the working knowledge required to select, operate and troubleshoot the technology being used; and the cost effectiveness of doing so. Four additional factors that are largely determined outside the classroom were also found to be significant including: governance of ICT and its use across the school; ‘reliability’ of devices, arrangements and practices; professional learning that results in a transfer of learning into practices; and collaboration as a key characteristic within classes and the school as a whole.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 29, 2007). Includes bibliographical references.

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 176-208) and index.

Thesis (Ph.D.)--Andrews University, School of Education, 2008. / Vita. Bibliography: leaves 173-184.