Browsing by Subject "educational technology"
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Item 2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography(2021-01-31) Arendale, David RThis annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.Item Course Integration Exploratory Subgroup: Final Report and Recommendations to the Web Services Steering Committee(2009-06-05) University Libraries, Web Services Steering Committee Course Integration Exploratory Subgroup; Carrillo, Elena; Crowe, Stephanie; Fine, Elizabeth; Jeffryes, Jon; Lilyard, Caroline; Peterson, KateThe Course Integration Exploratory Subgroup of the Web Services Steering Committee (WSSC) was charged with examining the educational technology used in courses at the University of Minnesota, Twin Cities campus (UMN-TC) and exploring possibilities and making recommendations for the integration of library tools, resources, learning objects and e-learning modules into these course technologies.Item David Arendale’s 2017 Guide to iPad Apps(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN., 2017) Arendale, David R.This document provides an overview of the iPads apps I have found useful as an educator and in my personal life. Most of the apps were free, some cost a dollar or two. Only a few cost $9.99. Many thanks to my colleagues in my home academic department of Curriculum & Instruction as well as the College of Education and Human Development staff within the Office of Information Technology at the University of Minnesota. I received good recommendations from them reflected in this document.Item David Arendale’s guide to Apple TV apps(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2017) Arendale, David R.This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. There is enough free content available through Apple TV that I could cancel my cable TV subscription. I will be interested to see the bundle of cable channels that will be eventually available for a monthly charge from Apple. At the University of Minnesota where I am a history professor, the Apple TV device has been integrated into a growing number of classrooms so that students can share video content through the room projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.Item Gaining more listeners for your podcast episode [Video, 16:27](2020-03) Arendale, DavidJust as people consume their social media through a variety of sources (Facebook, YouTube, Twitter, and more), people also listen to their podcasts through a variety of apps. Podcasters that only focus on the iTunes app are missing out of many potential listeners. The good thing is that after registering a podcast with a variety of podcast listening sources, it can be automatically distributed through them when a single podcast is uploaded. This is my story of how I share episodes of my three podcasts.Item Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators(2020) Arendale, David R.This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.Item Lessons learned in 2020 from taking postsecondary peer assisted learning programs online: Raw survey data(2020) Arendale, David R.With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring programs online due to Covid-19 pandemic. This document contains the results of that survey. (Methods) In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. (Results) Their comments were candid and honest about the things that went well and those that did not. The survey statements were grouped into six categories that included: needed equipment and meeting software, approaches and activities, program evaluation, expectations for participants and students leaders, and more. (Implications) Best education practices for providing online academic support were shared that can be studied by others as they make plans for fall 2020 academic term which may be offered online.Item Parental and Teacher Perspectives on Assistive Technology(2017-06) Peterson, DarrellThe Individuals with Disabilities in Education Act (IDEA) of 1997 demands that assistive technology be considered for all students with disabilities, yet it is vastly underutilized amongst people with mental retardation (Arc, 1993; Wehmeyer, 1995), learning disabilities (Jeffs, Behrmann, & Bannan-Ritland, 2006; Lewis, 1998; Raskind, Higgins, Slaff, & Shaw, 1998), and infants and toddlers (Dugan, Campbell, & Wilcox, 2006; Wilcox, Guimond, Camhpbell, & Moore, 2006). This underutilization may be depriving these students of important tools that can help them achieve their potential. Why is this happening? To answer that question, I undertook a Grounded Theory study (Strauss and Corbin, 1990) to obtain a detailed description of the perception parents and special education teachers have of assistive technology for students with cognitive disabilities such as, but not limited to, Autism, ADD/ADHD, or FASD. That perception can have a very real impact on the utilization of assistive technology utilization. The results of this study have implications for creating a new emphasis on assistive technology in teacher preparation programs and teacher professional development. Beyond teacher preparation and development, the results of this study also suggest a new framework for how schools fund and support assistive technology in their special education programs.Item Preliminary results of pilot study concerning use of emerging technologies by students within an introductory history course(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2007) Arendale, David R.The preliminary data gathered through self-reported data from the students provide a more diverse image than the one often described in the popular press. The most popular Internet activity was visiting Facebook and Myspace social networking Web sites. Nearly two-thirds of the students had done so before the fall semester. About half the students had composed material on collaborative wiki Web pages. Listening to podcasts was the least frequently accessed service. While more than half of the students have been downloading music from the Internet, less than a third had listened to podcasted shows. Students expressed that they were very confident of their computer skills and ability to create material for the Internet. However, about a third were very concerned about privacy issues on the Internet. Preliminary data analysis suggests that this may adversely limit some students from accessing selected Internet learning tools. During the Fall 2006 semester, the most popular Internet resource was the wiki Web page that contained the students’ self-generated exam study guide. Nearly three-quarters of the students used it and rated it highly effective from their point of view for helping them academically. The podcasts were used by about half the students in the class. This was about double the rate of listening to podcasting when compared with earlier semesters. Their ratings of the podcast were more mixed with nearly an equal number rating it low, medium, and high. An interesting result was that most students just went to the podcast Web site and downloaded the individual episodes for listening. A much smaller number took the additional step of subscribing to the podcast. This replicates reports from other podcasters who noticed that some listeners preferred to download from the Web rather than subscribe. While the average student probably has lots of experience with visiting Web pages, the additional steps for subscribing to podcasts seem to discourage the additional effort.Item Technology Predispositions of Art Teacher Candidates: Influences on Technology Integration Practices(2016-05) St Louis Buchanan, EllynAs computer and mobile technologies have become more prevalent in recent decades, the need for thoughtful consideration and implementation of these tools into classroom curriculum has increased significantly. Within the field of art education, technology implementation presents a unique set of challenges as these tools can be used for both presentation and art creation purposes. K-12 art teachers are tasked with the responsibility of providing their students the necessary technology experience through their curriculum to foster creativity and the development of technical skills. But how are art teachers being trained to use technology in their classrooms? Within the framework of arts based research, with elements of narrative inquiry, autoethnography, and case study, this study examines the baseline inclination and orientation towards technology, or “technology predispositions,” art teacher candidates possess at the beginning of their licensure program. These predispositions, the Technology Averse, the Technology Willing, and the Technology Savvy, are presented as narrative constructions created from compiled course data and interview transcripts, that illustrate the numerous factors that influence art teacher candidates’ ability and willingness to integrate technology into their teaching practice. Based on the stories of former art education licensure students, barriers to technology integration are identified such as computer anxiety, a rejection of the idea of computer technologies as a medium for art-creation, and a lack of technology-specific student teacher mentoring. Findings of this research indicate the benefits of increased knowledge sharing and effective integration modeling practices, as well as the need for greater technology mentorship within the pre-service year and student teacher placements.Item Using social media for academic support and engagement(National Association for Developmental Education, 2017) Arendale, David R.For over a decade at the University of Minnesota, I use social media tools in my introductory global history course to improve engagement and final grades. Students and I work as partners in using the tools to engage them more in the class, prepare for exams, and develop these skills for other courses. Our approach is guided by the principles of Universal Design for Learning. We remove barriers so all students can access exam preparation resources and they have options to validate their knowledge gained in addition to traditional exams. Students report satisfaction with the usefulness of the resources and evaluation studies document effectiveness in raising final course grades. This article shares practical steps to use no-cost and low-cost social media applications to accomplish these purposes.Item Video-based Supplemental Instruction: Interactive video courses(1998) Martin, Deanna C; Arendale, David R.The magical ingredient in the process appears to be the technology that manifests in the form of the videocassette and the remote control device. This technology enables the student to alternate between the professor's lecture and the silence in which to consider the meaning. The moments of silence are precious. Silence offers the student a rare commodity in the context of a classroom: time to think. And the reflective time allows the student to form questions, observations, and opinions. Those, then, are shared with fellow students. Confusion is resolved; conflicting views are weighed; differences are explored. Students leave the session with clearly defined questions and a sense of what to do next.