Literature Review Research Experience

As of right now, it is about 9:00 in the evening here if in the metropolis of Atlanta in Georgia. The temperature this November evening is 46 degrees. For the month of November, it is not out of ordinary to have temperatures to fluctuate between 32 to 70 degrees. Therefore, I can say that the weather here can be unpredictable. This year it has been a cool and soggy month down here, but the last few days proved to be drier. Meterologists predict the “forecast” for Thanksgiving to be sunny and Dry. My fingers are crossed. Being the southern I am I can say that I take the gravy; especially, the homemade giblet gravy my grandmother use to make. Unfortunately, she passed away about 5 years ago and I cannot make it the way she could. Nevertheless, with or without gravy, everyone have a Happy and Safe Thanksgiving.
Now, as I focus on research, I do recall using computerized card files that lead me to journals, articles, abstracts, and books for my undergraduate senior research project. These resources were located in the West Georgia College and Georgia Tech’s libraries during 1994. Since then, I experienced a limited amount of research for article reviews during my teacher’s certification course. I found the majority of the various types of article in GALILEO Scholar, a world wide web –based library. GALILEO stands for GeorgiA LIbraries LEarning Online. To access it, the try the following link http://www.galileo.usg.edu/welcome/.
For the literature review, I look forward to exploring the additional resources presented in this week’s resources such as ERIC, ERIC’s Thesaurus, and Google Scholar. Today, I briefly explored ERIC’s Thesaurus for additional key word for my research problem. Once I get the chance to spend a significant amount of time with these resources am sure I will find many more options that leads to more questions or specific information pertaining to some of my questions.
Date Modified: 24 Nov 09 7:34 PM MST

Research Questions

This week’s task includes developing research questions around by problem statement. I intend to deepen my of my problem by seek answers to the questions. Furthermore, the foundation of my exploration derives sfrom these questions. I believe these questions are descriptive, and show relationships. Overall, these questions are quantitative in nature.

The problem statement: I plan to determine whether or not the use of computerized concept mapping tools verses non-use of this tools increase standardized test scores for 8th grade students.

Who: 8th grade student

What: Computerized concept mapping tools

Why: To appraise the increase of standardized test scores

Here are my research questions:

1. Does the use of technological concept mapping tool increase standardized test scores for 8th grade students?

2. Is there a relationship between increased standardized test scores and student use of technological concept mapping tools?
3. Is there a measurable difference in the standardized test scores of students who use computerized concept mapping tools for concept mastery and the standardized test scores of students who do not?
4. To what degree does student content mastery as measured by standardized scores depend on computerized concept mapping tools are used?

These are some of the questions that I intent to explore in more depth. I appreciate your suggestions. Please feel free to scrutinize as necessary.

EDUC 6653: Research Problem

For the next several weeks, I plan to research a problem that related to my concentration of integrating technology in the classroom and student’s achievement on standardized test. I teach Physical Science to middle school students. Therefore, my research interest must include a problem that relates to my Master's in Education with the concentration in Integrating Technology into the Classroom. Therefore, I plan investigation using concept mapping software technological tools makes a significant improvement in scores on standardized tests.
Therefore,here’s my problem:

I plan to appraise whether or not student’s use of concept mapping technological tools verses non use of technological tools by students significantly increase standardized test scores for 8th grade students?

Who: 8th grade student

What: Technological concept mapping tools

Why: To appraise the increase of standardized test scores

I am open for any suggestions that you may have. Please feel free to provide advice on how I may further develop my research problem.

Bridging Learning Theory, Instruction, and Technology Reflection

Over the pasts several weeks, this course has made me consider my personal learning theory of how learning takes place as well as on how I teach. Not much have change when considering how I believe students learning best. To me, the social learning theory matches my beliefs closely in that it involves cooperative learning. For my science class, collaborative group activities prove to work better for my students. With this said, my personal theory of learning stays the basically the same. Nevertheless, I my personal theory of learning now includes a constructionist approach as well. When I consider project based assignments I give my students once each nine weeks, the constructivism seems more prominent. This theory of learning also shapes my teaching as well as my student's learning. Needless to say, other theories such as the behaviorist theory play a small role in teaching and learning in my classroom especially when considering classroom procedures and routines.

With regards to instructional practice that involves technology, I use technology to do the same things in different ways. This course has introduced me to other ways of using technology. I discovered ways to integrate technology as learning tools rather than as teaching tools. For example, although I was intimidated at first by using it, Voice Threads may become hit with my easily disengaged student. Voice Threads enhance cooperative learning. Other uses of technology as learning tool include student created power point presentations from the curriculum they learn. Furthermore, classroom blogs on key concepts and use the teaching strategy of reciprocal teaching to help students with skills such as summarizing, and predicting are great. These are a few ways to use technology in my instructional practices; but, I plan to explore the other technological integrations as I grow as a teacher.

Considering the swiftness of the technological revolution, it is imperative for me to make a conscious effort to use the resources that are available for me and my students. Therefore, I pledge to continue to explore the endless possibilities of these technological resources and instructional strategies as learning and teaching tools.