Browsing by Subject "technology in the classroom"

Now showing 1 - 5 of 5
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    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.
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    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.
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    Postsecondary peer cooperative learning programs: Annotated bibliography 2018
    (Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2018) Arendale, David R.
    This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with a review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer-Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, and ED574832]
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    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.
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    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.