Module 6 Powerpoint Presentation

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This document summarizes three articles related to technology use in education. The first article compares computerized and paper testing and finds mixed results depending on the subject and grade level. The second looks at relationships between computer use and math test scores, finding negative correlations. The third examines student experiences with automated essay scoring and how their perceptions affect their writing. Overall, the document discusses research on integrating technology into standardized assessments and differences in student performance based on mode of testing.

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This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level metaanalytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order metaanalysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed.

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Performance and duration differences between online and paper–pencil tests Alper Bayazit • Petek Aşkar Received: 10 September 2009 / Revised: 2 August 2011 / Accepted: 16 September 2011 / Published online: 9 October 2011 � Education Research Institute, Seoul National University, Seoul, Korea 2011 Abstract Digital technologies have been used for measurement purposes and whether the test medium influences the user is an important issue. The aim of this study is to investigate students’ performances and duration differences between online and paper–pencil tests. An online testing tool was developed and administered in order to determine the differences between the traditional paper–pencil tests and online tests concerning students’ performances and the duration on tests. This tool enables to add questions that utilize an online database and which are in the form of multiple choice (with 5 or 4 options), true–false, matching, filling in the blanks, with multiple answers, with short answers, with long answers, and it also enables to prepare tests and to turn them into paper–pencil test mode. Perfor- mance test was applied with both online and paper–pencil modes on junior students at one of the universities in Turkey. Besides, the online testing tool developed within the context of the study was evaluated by instructors with respect to usability, relevance to the purpose and design. Instructor and student questionnaires are developed to determine the opinions on the online testing tool and online tests. Results showed that there was no significant differences between the performances on online and paper–pencil tests. On the other hand, the time they spent on the online test has been longer than the time they spent on paper–pencil test. Students found the online testing tool easy to use and stated that online test medium is more comfortable than paper–pencil tests. However, they complained about external noises, tiredness, and focusing problems regarding the online examination mediums. Generally, instructors have also appreciated the online testing tool’s design and they agree on the fact that it serves for its purposes. Keywords Paper–pencil tests � Online tests � Performance and duration differences Introduction It is crucial that evaluation reflect a student’s performance. However, there might be mistakes with the measurement within the process of evaluation. These mistakes may source from the measurement tool. Thus, the media in which the measurement tool is applied is also important. Digital technologies have been used not only for learning but also for measurement purposes. However, it has been a matter of question to what extend this digital environment will affect a student’s performance. In the literature of the online tests, it is possible to see examples of various studies making comparisons between different types of tests (paper–pencil tests and online tests), duration, and the decisi.

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Abstract: This paper presents the results of a study that sought to determine if preservice mathematics teachers’ perceptions toward a 12-week blogging activity, used as a supportive teaching and learning tool in a college Euclidean Geometry course offered at a university in the Western United States, differed based on their gender. Data was collected using an instrument comprised of 16 Likert-type scale items designed to measure participants’ attitude toward the blogging activity and another 18 Likert-type scale items designed to measure participants’ perceived effectiveness of the blogging activity. The study determined that both male and female participants found the blogging activity to be appropriate and enjoyable; however, no significant differences were revealed in these measures based on their gender. This lack of a significant difference suggests that blogging activities should be considered appropriate in all classroom situations as such activities do not unfairly advantage one gender over the other. Citation: Hossain, M. M. & Quinn, R. J. (3013). Examining Relationships between Preservice Mathematics Teachers’ Gender and their Perceptions of a Blogging Activity in a Euclidean Geometry Class. International Journal of Computer Technology and Electronics Engineering, 3(3), 1-8. PDF File. Available Online at: http://www.ijctee.org/files/VOLUME3ISSUE3/IJCTEE_0613_01.pdf

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Feedback from university students on their experience while studying in any university allows an institute of higher learning to strategize and improve their strategies in order to enrich students’ university experiences. In Malaysia, a yearly student survey is conducted to solicit feedback and this research studies the feedback by using text analytics to analyze issues in the form of key terms that were discussed in the feedback among these students. The outcomes of the analysis in this paper will highlight key topics and related sub-topics in their feedback. Another outcome of the analysis highlights clusters of feedback where themes that are closely interrelated will be put into the same cluster. The unstructured feedback in this research analyzes their arrival to the university, learning activities and living experiences. The methodology used in this research entails review of related works, understanding on the importance of student experience, text analysis that consists of text parsing, filtering, and topics and clustering of themes after texts are preprocessed, and finally analyzing the outcomes produced. This paper concludes by drawing several issues to the attention of the institute.

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Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

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1 4 Critical Reading and Researching Main Ideas Name Walden University WCSS - 6060G – 17 Graduate Writing II: Intermediate Composition Skills December 10, 2017 Critical Reading and Researching Main Ideas The Three Main Points from the Journal Article In the article “Online class size, note reading, note writing and collaborative discourse" Qiu, Hewitt, and Brett (2012) attempt to find the relationship between the class size and the reading and writing loads among students of online graduate courses. The authors' first main point in the article is that there is a positive relationship between the class size and the total number of notes the students and instructors wrote. The second point of the article is that dividing students into smaller groups for discussion purposes helps to increase the collaborative effectiveness of the online graduate classes. Lastly, the authors present a third main point, which argues that the use of multimedia software can help to increase collaboration between online students and instructors in large classes. Rationale for Each Main Point The analysis of literature explains the first main point in the journal. The authors argue that online class settings affect the structures of asynchronous online discussions to engage the students in meaningful discourse. This point is used to explain the relevance of the research. According to the study, "class size is a major factor affecting note reading and writing loads in online graduate-level courses (Qiu, Hewitt, & Brett, 2012, p. 424)." Secondly, the authors of the article suggested that the division of larger classes into smaller groups would help to deal with the reading and writing issue. The authors suggested that "students in smaller groups tend to learn more (Qiu, Hewitt & Brett, 2012, p. 427). This is an essential point in the journal because it provides the possible solution to the identified problem. Lastly, the authors finished their work and suggested other options to use for managing larger online classes. The authors' main suggestion was the use of software that will help to improve interaction between students. This is a main point of the journal because it provides a meaningful solution to the identified problem in the research. Reason for Selecting the Main Points The reason for selecting the three main points analyzed above as the authors' main ideas is because of the present the issue and the solutions to it. The fact that the first point identified a positive relationship between class size and effective reading and writing makes it stand out of the other things discussed in the journal. Most of the journal is focuses on showing this relationship. The other two points stand out because they are the major solutions that the authors give for the identified problem. The points are related in that the first is the issue while the second is the solution that can be used by instructors to solve the problem. We can also use the third point which i ...

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