GRADUATE RESEARCH IN EDUCATIONAL TECHNOLOGY
DIGITAL IMAGING
Concepts in Mathematics Related to Real Life Through Digital Imaging -
Karen D. Russell
Abstract: Technology exists in abundance in schools today. This research was designed to determine if a website that incorporated digital imaging and higher order thinking skills could increase student interest and understanding of slope and linear functions.
The research indicates that appropriate use of technology is linked to student understanding and higher standardized test scores and can be used in many ways, to create a link between abstract mathematical concepts and the real world. The use of digital imaging is an important but rarely used resource that truly allows students to see the applications of the abstract concept of linear functions. The results show that students’ scores increased and students felt they better understood how linear functions relate to real life.
EDUCATIONAL ROBOTICS
Integration of Robotics in the Classroom to Improve Problem-Solving Skills - Christine Blaszczynski
Abstract: Technology is becoming a larger part of our world and therefore is becoming part of the classroom as well. The question is whether technology in the classroom benefits students and enhances their educational experience or if it is just more fun. This researcher introduced a robotics lesson using a Lego Mindstorms Kit in an attempt to answer that question. The research was conducted with fourth grade students at an urban Elementary school. The results indicate that technology improves a student problem- solving ability while increasing their confidence levels. Data also support the theory that the integration of robotics into the curriculum increases student enthusiasm for technology and learning across the curriculum.
Robotics in the Classroom - Jennifer Costello
Abstract: This study investigated whether or not the use of robotics in the classroom would enhance student learning in math. The study focused on increasing Kindergarten students’ interest in the area of estimation and measurement by engaging them with the use of Lego materials and Robolab, a computer programming software. In this study, the students used programming commands to navigate the robot and then estimated and measured the length of the robot’s trip. The aim of this investigation was to determine if the implementation of robotics technologies would accommodate and meet the needs of a diverse student population by addressing multiple intelligences. This researcher found that robotics lends itself naturally to the National Educational Technology Standards (NETS). An examination of the data enabled this researcher to determine that robotics in the classroom not only met a variety of learning styles, but it also increased student achievement in estimation and measurement.
Robotics Technology as a Tool to Increase Student Motivation -
Courtney Eisenhaure
Abstract: This usability study examined the integration of robotics into the 4th and 5th grade Science curriculum, while comparing students’ level of motivation prior to and after participating in the beta-test. The participants used the Lego MindStorms Robotic Invention System to construct and program a robot as an alternative hands-on project component to the study of the Solar System. Although further research is suggested, the findings of this study show that the current standards support the integration of robotics technology within the curriculum. Research findings revealed that students’ lack of robotics and computer programming experience had no impact on their ability to build and program a workable robot. The participants were unable to establish communication between the computer and the RCX brick, causing an inability to run the robot as intended. The findings of this research show that individual student motivation increased as a result of working with robotics technology.
Rover in the Classroom - Mike Makowski
Abstract: Given the recent publicity regarding the Mars Rovers, educators have become eager to explore these technologies within their classrooms. This researcher will investigate what techniques educators have used in their classrooms and pilot a new instructional approach for teaching about the Mars Rover. Students will learn by interactive software that will introduce them to electronics, as well as provide them with a real-world “mission” by having them pilot a Mars Rover from a command station that is out of sight from the rover.
Really Robotic Math with Friends - Lisa Beth Nosevich / Alessa Podolak
Abstract: Connecticut Mastery Test (CMT) content standards require students to be able to apply certain math skills such as finding equivalent fractions, decimals and percents to problem solving. The utilization of robots and technology in a classroom can enhance student understanding in these areas. Lego® Mindstorms™ vehicles can help foster a learning environment that encourages students to be more successful in mastering the necessary skills to succeed both on standardized tests and in life. Students need to be engaged in their learning and these robots increase interest while students grasp new material without even knowing they are learning.
TEACHER-CREATED WEBSITES / WEBQUESTS
Fitness Achieved Thru Computers - Erik Marko
Abstract: Although the use of technology in education has become more prevalent, it appears that physical education teachers have fallen behind the times. A review of the literature reveals that little research has focused on the relationship between technology and physical education. This researcher investigated the possibility that a teacher generated physical education website could improve student fitness scores on the Connecticut Physical Fitness Assessment. In addition, data related to student opinions on the value of a physical education website were collected. The results indicated that students were interested in, and found value in a physical education website even though their physical education performances did not improve.
Independent Learning with a Course Website - Stacia Nicholson
Abstract: This study investigated the extent that high school accounting students can independently learn accounting from a teacher-created website. Participants included six volunteer students from a suburban high school in the North Eastern part of the United States. Students were given time during the school day and the availability of computers to use the website, learn the material, and complete assignments and assessments. Participants completed surveys to express their opinions on the method of learning and the effectiveness of the website. The study revealed that students could successfully learn independently with resources provided for them. All six students worked independently and used the website material. The students mastered the subject matter to the researcher’s satisfaction with an average assessment score of 90.8 with the lowest score being a 75.
Using a WebQuest to Enhance Student Learning and Facilitate Higher-Order Thinking - Kathryn Pratt
Abstract: The purpose of this study was to examine if a WebQuest coupled with traditional instruction enhanced student learning and facilitated higher-order thinking. The study compared end-of-unit test scores of a second grade class where one group of students completed both the WebQuest and whole class instruction while the other group received whole class instruction alone. Results showed that children who completed the WebQuest scored higher than the children who did not. Furthermore, students who completed the WebQuest performed better on the exam’s higher-order thinking question than those who did not complete the WebQuest. A discussion of the possible reasons for these results is included in this paper.
Improving Student Performance in Mathematics through Classroom Websites - Nicole Strauss
Abstract: Students today use the Internet for a wide range of activities, ranging from music to research to communicating with friends. Teachers can take advantage of the Internet to gain interest of students and to increase students’ academic achievement through the use of a classroom website. This paper explores the idea of incorporating a teacher-created classroom website into a sixth grade mathematics classroom to determine if the website can improve students’ fraction skills. By giving students the opportunity to review operations with fractions through class notes, visuals, written explanations, practice problems and games, the classroom website allows students with varied learning styles to connect to their mathematics class while at home.