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"Technology Study and teaching (Middle school)"
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Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence (d = 1.43), enjoyment (d = 1.10), interest (d = .57), and retention in an immediate (d = .61) and delayed posttest (d = .70). A structural equation model indicated that enjoyment mediated the pathway from instructional media to immediate posttest, and interest mediated the pathway from instructional media to delayed posttest score, indicating that these factors may play different roles in the learning process with immersive media. This work contributes to the cognitive affective model of immersive learning, and suggests that immersive lessons can have positive longitudinal effects for learning.
Journal Article
Sci-Book : STEPS to STEM student science notebook
\"A \"Sci-Book\" or \"Science Notebook\" serves as an essential companion to the science curriculum supplement, STEPS to STEM. As students learn key concepts in the seven \"big ideas\" in this program (Electricity & Magnetism; Air & Flight; Water & Weather; Plants & Animals; Earth & Space; Matter & Motion; Light & Sound), they record their ideas, plans, and evidence. There is ample space for students to keep track of their observations and findings, as well as a section to reflect upon the use of \"Science and Engineering Practices\" as set forth in the Next Generation Science Standards (NGSS). Using a science notebook is reflective of the behavior of scientists. One of the pillars of the Nature of Science is that scientists must document their work to publish their research results; it is a necessary part of the scientific enterprise. This is important because STEPS to STEM is a program for young scientists who learn within a community of scientists. Helping students to think and act like scientists is a critical feature of this program. Students learn that they need to keep a written record if they are to successfully share their discoveries and curiosities with their classmates and with the teacher. Teachers should also model writing in science to help instill a sense of purpose and pride in using and maintaining a Sci-Book. Lastly, students' documentation can serve as a valuable form of authentic assessment; teachers can utilize Sci-Books to monitor the learning process and the development of science skills.\" -- Publisher's description.
Book
Infusing Technology in the 6-12 Classroom
6-12 teachers will discover how to integrate the tech requirements found within today's academic standards into their everyday curriculum.
Perhaps your district provides current technology development for staff on a regular basis and has instructional coaches to help teachers infuse technology into their curriculum to meet various academic standards. But in reality, most districts don't have this kind of support. In this book (the second in a two-book series), you'll learn how to shift your instructional practice and leverage technology to meet today's curriculum education standards for grades 6-12. This book doesn't cover every 6-12 national standard, but identifies the standards with a technology component and provides resources and lessons to help you teach those standards effectively.
This book includes:
* Classroom-tested lesson ideas in English language arts, math, science and social studies mapped to ISTE and tech-related standards to support college- and career-readiness.
* Lists of technology-embedded college- and career-readiness standards for each grade level, along with practical ideas and up-to-date resources (apps, software and websites) that can be used in meeting these standards.
* Suggestions for addressing roadblocks to incorporating technology in the classroom.
* Ways to incorporate staff development and parental support at the school level.
* Access to a companion website with information on the tools referenced in the text.
With the implementation of these strategies, you'll help your students become self-directed and critical readers, writers and thinkers so they're better prepared for the future!
Audience: 6-12 educators, curriculum specialists, tech coordinators
eBook
Mathematics education with digital technology
An examination of ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics. The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research and of educational policy making.
Book
Science Learning and Instruction
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
eBook
Facilitating Communicative Ability of EFL Learners via High-Immersion Virtual Reality
Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore. a three-dimensional learning system. Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.
Journal Article
Supporting Emergent Multilingual Learners in Science, Grades 7-12
Many middle and high school teachers are educated to teach science content--they don't anticipate that one day they may be teaching it to students who need to learn both content and English.If the day has come when you're facing that two-pronged challenge, here's the resource you need.
eBook
Effects of the interaction between metacognition teaching and students’ learning achievement on students’ computational thinking, critical thinking, and metacognition in collaborative programming learning
Collaborative programming can develop computational thinking and knowledge of computational programming. However, the researchers pointed out that because students often fail to mobilize metacognition to regulate and control their cognitive activities in a cooperation, this results in poor learning effects. Especially low-achieving students need more metacognitive support. Therefore, this study proposed a metacognition-based collaborative programming approach (M-CPA) to improve students' performance in collaborative programming. To evaluate the effectiveness of the method for students with different levels of learning achievement, a 7-week experiment was conducted. A total of 222 middle school students were divided into the experimental group with the M-CPA learning and the control group with the conventional collaborative programming approach (C-CPA). The results showed that learning methods and learning achievement had interactive effects on computational thinking tendency, critical thinking tendency, and metacognition tendency. M-CPA could significantly improve students' computational thinking tendency, critical thinking tendency, and metacognition tendency. Moreover, the proposed approach is more effective for low-achieving students. The results also showed that M-CPA could improve the students' achievement in program analysis questions.
Journal Article
Relationship between Technology Acceptance and Self-Directed Learning: Mediation Role of Positive Emotions and Technological Self-Efficacy
With the deep integration of ICT into education and teaching, the effect of technology acceptance on students’ self-directed learning has been one of the key concerns in the education field. This study examines the relationship between technology acceptance and self-directed learning and the mediating role played by positive emotions and technological self-efficacy in a sample of 501 middle school students in eastern China. The results show that: (1) positive emotions mediate the relationship between technology acceptance and self-directed learning; (2) technological self-efficacy also mediates the relationship between technology acceptance and self-directed learning; (3) positive emotions and technological self-efficacy play a mediating role between technology acceptance and self-directed learning. The findings not only reveal the mediating role of positive emotions and technological self-efficacy between technology acceptance and self-directed learning but are also valuable for Chinese teachers to guide middle school students to engage in self-directed learning with the help of technology.
Journal Article