When I Analyzed The Evidence, I Looked At Both The Statistics

In conclusion, all indicators point toward active participation in online discussion a major factor in the final grade a student may receive. All stakeholders, including the facilitator, need to be actively involved at a high cognitive level. This activity increases trust that must be built within a community of learners.

This PLC has begun to make assertions as to where student’s needs are, however their assertions would be more valid had they presented concrete data to prove their assertions. Should this PLC had used data to support their assumptions through a common formative assessment, and then analyze that data, they would become much more effective than they already

3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success

Dana Gioia’s use of statistical evidence, word choice, and emotional appeals allows him to effectively persuade his audience that the decline in reading will have a negitave effect on society. Gioia’s use of statistics allow for facts to back up his claim. Also his use of emotions and word choice give the reader a reason to care about this problem. At the beginning of the passage, Gioia states by saying that, “A strange thing has happened.”

This summative assessment is in formal essay format. Students were required to select one of the four essential questions about technology that we have asked throughout the unit, take a position on it, craft a claim, and write an essay using evidence from the documentary, Digital Nation, to support their claims. Using an argumentative writing style, known as the Toulmin Method, students are required to prove their claims using at least three subclaims, evidence, and warrant statements (or analysis) to fully explain why their ideas are true.

TED Conversations Archives. Debate: Should students rely on technology for their homework? Ted Talks. Ted Conferences, LLC. Retrieved from: http://www.ted.com/conversations/14485/debate/should/ students/rely.html

This article explores the evolving landscape in education, where increased use of technology is not only recommended, but is essential. It explains the learning styles of millennials and digital natives, and compares them to “traditional” learners. The article makes it clear that teachers must be willing to adapt their teaching style to meet the needs of today’s students. This study was an action research inquiry, using the mixed methods model. Quantitative data was gathered through survey answers and observation checklists. Interviews and focus groups provided the qualitative data. The results of the study reveal that students who received instructions through technology were more engaged in the activity and asked fewer questions than the students who received the instructions verbally. The students that were guided by technology were also more reflective about their learning and were more excited about the project. The self-proclaimed weakness of this study is its relatively small scale. It recommends that a larger scale study be completed in the future. That being said, this study does seem to confirm Gagne’s principal of the importance of gaining the attention of the learner. Using technology in the classroom appears to be a viable manner of obtaining students’

You believe that technology is useful only if used wisely. In a quote from your staff, “It is how people choose to apply technology-and whether they make wise decisions and address real needs-that make the difference in the long run.” (Morino Institute). You also address this argument directly to students and internet users. Your team is advising us that we

COMMENTS argument is that because the average effect size for published research was equivalent to that of a medium effect, the reviewer 's decision to reject the bogus manuscript under the nonsignificant condition was "reasonable." Further examination of the Haase et al. (1982) article and our own analysis of published research, however, demonstrates that the power of the bogus study was great enough to detect effect sizes that are typical of research published in JCP, which was our intention when we designed the bogus study. First, although the median effect size (if) for all univariate statistical tests, significant and nonsignificant, reported by Haase et al. (1982) was .083, this index was steadily increasing at a rate of approximately .5% per year, so that the projected median if- in 1981 (the year our study was completed) would be .13. Importantly, an r)2 of .13 corresponds to an effect size (/) of .39, which Cohen (1977) designates as a large effect. A further examination of the Haase et al. (1982) data also lends support to our argument. Their analysis examined the strength of association for 11,044 univariate statistical tests derived from only 701 manuscripts; thus, each manuscript reported an average of more than 15 statistical tests. Since statistically significant and

The topic of using technology to engage dental hygiene students to promote active learning was a topic that can be used to complete the Capstone Project. After researching the topic, there were no articles that discussed using technology to engage dental hygiene students and promote active learning in dental hygiene courses. The articles that were found discussed other fields of education such as Lewis and Harrison’s (2012) study that used social science courses, Pittman and Edmond’s (2016) study that used accounting courses, and Russell et al.’s (2016) study that used environmental science courses. Another aspect of using technology in the classroom that was stated by Selwyn (2016) was that technology was more disruptive and distracting in the courses. I would like to study the topic and see if technology would

Seeing what these students struggled with has inspired me to teach and try to incorporate into my future classroom the educational skills students will need. These skills include learning to think critically, efficiently reading and writing, and developing arguments with backed up evidence. When students are exposed to these skills, they will enter the university level, and their future career paths prepared. Also, in my classroom, I want to challenge students and watch them grow to their full potential. I want to take students at different levels and see them develop together for the betterment of each individual. Therefore, group work is essential to having a thriving class. The impact of group work, when students help fellow students, changes each person and transforms the atmosphere of the class as a whole. Thus, I believe it is crucial to help students develop their social and interaction skills through group work and

Chapter 13 of “They Say/I Say” addresses different points of views on how technology affects how people learn in society. The author gives us arguments and counterarguments that allow us to determine how technology affects our own thought processes.

I found that working collaboratively on this assessment was incredibly valuable. This assessment allowed us to engage in co-planning and co-instructing, both critical parts of the co-teaching practice (Conderman, 2011). During the presentation of our activity, I felt more confident because I knew that if I forgot anything, another member of my group would be able to assist me, and vice versa. Much of our planning was done through collaborative discussions as we all felt we could share our ideas openly. Through these discussions, we built up a more trusting relationship, crucial to co-teaching effectively (Conderman, 2011). I believe being given the opportunity to share our different ideas and get feedback on these ideas from other group members was incredibly valuable.

In this article there is a division between the commenters who are pro technology in the classroom and against technology within the classroom. Pro comments consist of some student and general persons, while comments against technology in the classroom consist of some teachers and other general persons. It is noticeable that many of the comments are being brought about by personal experience, rather looking for the bigger picture. Commenter, Constance Schreur explains her view by explaining, “Was an educator for 36 years and I can’t even believe you are asking such a ridiculous question… So if a computer is used the students aren’t ‘thinking’? The students are way ahead of us…we need to catch up with them.” It is observable by Constance and

As university professors are being presented with new types of students, there is a call to integrate advanced technology into their course design, and ultimately, educators must lead the way and use the technology in a fashion that positively aids their students: “technology should be used with the needs of the learners in mind and with the goal of improving student learning as the focus” (Russo et al. 2014). If this idea is implemented and acknowledged correctly, then many advantages can arise that enhance student learning in university classrooms. The first benefit of instructors introducing advanced technology into their teaching is that technology connects with students, which ultimately arouses their interest because technology as a whole is a relevant and important part of student’s lives. When students are interested and engaged in the class material they become motivated to pay attention and focus on what they are being taught, which leads to an improved retention rate of information. This relates to the DVD that West, Pudsey and Dunk-West created for teacher to give to their students to work within their learning, and they found that it “easily assimilates into their everyday life world” (2010). Another advantage is that the use of technology supports collaboration skills within students. Erin Murphy (2010) conducted an experiment centering around educators use of Audience Response Systems, commonly