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Classroom resources and impact on learning

Margaret Dickey-Kurdziolek

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Resources

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Model of Learning Resources


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Resources Are Enacted By Being...

Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

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Project Motivation & Central Research Question

How do different approaches to resource use interact with student access to learning in the case of SimCalc? And what does this mean about prospects for classroom change through/with technology?

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Take Home Points


Resources are entities that can be arranged, allocated, modied, moved, attended to, interpreted and assigned value. A potential resource becomes part of the classroom learning environment by enactment in one or more of these ways. Important variation in enactment is captured by two proposed constructs: socio-physical resource richness resource-use withitness (by students and teachers) Differences in enactment of resources can all be associated with learning as measured on a (mathematics) test BUT we should also consider how different enactments affect: preparation for being a knowledge worker motivation and personal relationship with learning experience with technological resources experience interacting with peers
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Overview of the Study Context: Scaling-Up SimCalc

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Scaling-Up SimCalc is a large, randomized, controlled study investigating the hypothesis that a wide variety of classrooms can benet from the use of SimCalc.
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SimCalc Example
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Managing the Soccer Team


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SimCalc Example
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Managing the Soccer Team


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SimCalc Example
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Managing the Soccer Team


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Condition Immediate Treatment Delayed Treatment (Control) Pre

Year 1 X Post Pre

Year 2 X Post

Pre

Post Pre

Post

X = Used SimCalc

Scaling-Up SimCalc Study Timeline


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Year One Mathematics Gains


95 teachers and 1621 students in 7th grade math classes throughout Texas Treatment had a higher gain score compared to control p < .0001, e.s. 0.63 Treatment had a higher gain score on function based portion of test compared to control p < .0001, e.s. 0.89
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Year One Mathematics Gains


95 teachers and 1621 students in 7th grade math classes throughout Texas Treatment had a higher gain score compared to control p < .0001, e.s. 0.63 Treatment had a higher gain score on function based portion of test compared to control p < .0001, e.s. 0.89
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SimCalc Implementation Variations:


From Post-Unit Teacher Phone Interviews
Degree of Administrative Support and Stability Type of Students/Class Assignment Number of Colleagues and Degree of Collegial Support Degree to which they felt comfortable using technology Degree to which they found the software (SimCalc MathWorlds) essential to SimCalc instruction Number and type of barriers to using technology in the classroom and school

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Variation in Resources: Technology Set-Up


Computer Set-Up Computer Lab with projected computer Computers on Wheels (COWs) with projected computer One Laptop with a Projector 5 10 4 # of Teachers 31 6

Combination of Computer Lab & Classroom Computer 1

Dickey-Kurdziolek, M. A. (2007). Educational Technology and Teacher Perceptions: How does the technology fare in the wild? , Masters Thesis, Virginia Tech, Blacksburg, VA.
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Project Goals and Methodology

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Resource Use in More Depth: Methods Used


Goal: Capture and describe the specic details of how SimCalc resources are actually used Methodology: Case Study In-depth analysis of multiple cases chosen for their reported technology-resource set-up Rich thick description of contextual use of learning resources Goal: Uncover and describe the patterns and social norms surrounding learning resource enactments Methodology: Grounded Theory Uncovered regularities in the banal or normal occurrences of everyday classroom activities Theory of student resource use and access grounded in data from the eld.
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Case-Study Data Video of small student group, video of wide classroom focus, and eld notes

Teacher interviews: daily post-class and end-of-unit

Artifacts: student workbooks, teacher logs, class diagrams, and pictures


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Grounded Theory Analysis Process

time
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Participant Selection & Case Descriptions

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Observed Teachers Average Y1 Gain Scores

Pseudonym Teacher C Teacher B Teacher G Teacher M Study-wide Treatment

Computer Set-Up Laptop Carts Laptop Carts Computer Lab 1 laptop + projector

Y1 Avg. Gain 5.63 7.5 7.15 4.5 5.8 4.0

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Observed Teachers Average Y1 Gain Scores

Pseudonym Teacher C Teacher B Teacher G Teacher M Study-wide Treatment

Computer Set-Up Laptop Carts Laptop Carts Computer Lab 1 laptop + projector

Y1 Avg. Gain 5.63 7.5 7.15 4.5 5.8 4.0

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Observed Teachers Average Y1 Gain Scores

Pseudonym Teacher C Teacher B Teacher G Teacher M Study-wide Treatment

Computer Set-Up Laptop Carts Laptop Carts Computer Lab 1 laptop + projector

Y1 Avg. Gain 5.63 7.5 7.15 4.5 5.8 4.0

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One laptop + projector Teacher M Kermit, TX

Computer Lab Teacher G Milano, TX

Laptop Carts Teachers C & B Round Rock, TX (Austin, TX) Case Study Data Four Teacher Participants
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Teacher M One Laptop + Projector


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Teacher M One Laptop + Projector


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Teacher G - Milano, TX Computer lab (left) and Classroom (right)


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Teacher G - Milano, TX Computer lab (left) and Classroom (right)


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Teachers C and B - Laptop Carts Teacher Cs classroom (left) and Teacher Bs classroom (right)
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Teachers C and B - Laptop Carts Teacher Cs classroom (left) and Teacher Bs classroom (right)
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Results From Initial Coding

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Initial Coding Scheme


30 codes total with 10 Categories of codes Class, Technology, Discussion, Math, Instruction, Individual/Small Group Work, Workbook, Materials, Camera, Note

Code

Denition

Any action taken by a student towards classroom technology, specically Technology computers and overhead projectors. Such actions may include using the technology or pointing at a screen. Also, any comment made by a student to Student direct attention towards classroom technology, such as, Look at how fast Ive Initiated made him run! This does not necessarily include commentary about the technology or something seen on a screen, such as, Wow! Hes fast.

Technology Any action taken by a teacher towards classroom technology or comment made Teacher to draw attention towards classroom technology. Frequently, this involves the Initiated teacher directing students to log on or off, or to open up and run a le.
The moment class instruction or activity is halted due to a technology related Technology issue, such as computers lacking the SimCalc program, or an error or glitch in the Delay Start technology that renders it inoperable. Technology delays can also be concurrently coded as Instruction Interrupted if they, indeed, interrupt ongoing instruction.
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Average Actual Class Instruction


Scheduled Time 50 70/4 days 45/3 days 70/3 days 45/4 days 45

Teacher M C B G

# Days Obsv. 4 7 7 11

Avg. Actual 44.5 56 40.9 62.8 43.2 38.2

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Average Class Start-Up and Wind-Down Times


Avg. WindDown 0.10 0.68 1.04 1

Teacher M C B G

# Days Obsv. 4 7 7 11

Avg. Start-Up 4.33 1.57 0.96 1.63

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Number of Days Technology Was Used


# Students Used Tech 0 6 6 7 # Teachers Used Tech 4 4 6 6

Teacher M C B G

# Days Obsv. 4 7 7 11

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Average Duration of Tech-Use: Students vs. Teacher


Avg. Tech Use: Avg. Tech Use: Students Teacher 0.0 38.1 45.3 23.6 40.1 19.5 37.5 17.6

Teacher M C B G

# Days Obsv. 4 7 7 11

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Number of Days Student Workbooks Were Used


# Students Used Tech 4 7 6 11

Teacher M C B G

# Days Obsv. 4 7 7 11

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Constructs For Understanding Classrooms And Learning Resources

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From The Literature: Two Constructs For Understanding Resource Use & Management

classroom technology richness - the ratio of

students to technological resources or the number of student use instances.

withitness - teacher strategies and skills required to


effectively manage classroom behavior.

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How does this example t in resource richness?


[00:04:07.06] Teacher: "where should your hands be right now?" [00:04:11.18] Multiple Students: "off the computers" [00:04:13.15] Teacher: "off the computers, okay. A rate compares quantities through division. See that in the workbook?"

Teacher G - video 103006_Cam 1


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Proposed Theoretical Construct For Understanding Classroom Resource Richness

socio-physical resource richness the degree of student physical and social access to resources

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Can a resource be an it to be with ?


[00:36:45.21] Teacher: What else did you see on this one? [00:36:47.21] Teacher: Because lots of you were using the step button. [00:36:52.04] Male Student: Oh [00:36:53.27] Teacher: What do you think? What are some things that we could add? [00:36:57.22] Male Student: Oh um Kim, he went 5 meters per second. Like at meter 5 it would be 1 second. [00:37:09.20] Teacher: Okay, wait, say that again. [00:37:12.16] Male Student: When you hit the step button, he goes 5 every....like he's on the line by ves every time.

Teacher C - video 112706_Cam 2


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Proposed Theoretical Construct For Understanding Individuals Strategies for Resource Management

resource use withitness - effective strategies for managing student access to, attention to, and use of learning resources.

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The Enactment of Learning Resources

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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Learning Resources Are Arranged/Allocated


[00:13:56.00] Teacher: "We have him move the line, don't we? Very good. How are we going to move the line? Travis?" [00:14:00.26] Teacher: "Oh look what he's doing! Look what he's doing! Oh yes, now, see do you think it is possible to run an 100 meter race in six seconds?" [00:14:19.21] Multiple students say: "No" [00:14:24.21] Clara (female student): "Maybe in ten seconds?" ---(Travis moves the line on the SimCalc simulation to have Nola win the race in 10 seconds.)--[00:14:33.25] Teacher: "See he's showing off now, thats good. He's learning all those little clicks. That's excellent."
Teacher M - video 091906_Cam 2
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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Learning Resources Are Modied/Moved Example 1

Teacher B - video 120406_Cam 2


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Learning Resources Are Modied/Moved Example 1


[00:16:40.22] B: "can I borrow your green one more time?" [00:16:43.15] A: "no" ... [00:16:49.27] (A puts the green colored pencil down on the desk and reaches for the brown pencil in B's hand. B picks up the green colored pencil.) [00:16:52.12] B: "thank you" ...
Teacher B - video 120406_Cam 2
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Learning Resources Are Modied/Moved Example 1


[00:17:15.10] B: "here is your stupid green back." (B hands the green colored pencil to A.) [00:17:20.14] A: "you are calling my green stupid." [00:17:21.25] B: "no I wasn't, I was saying cupid." [00:17:25.25] A: "I'm not stupid." [00:17:28.17] (B lunges toward the colored pencils in A's hand. A moves the colored pencils out of reach.) [00:17:42.20] (B lunges toward the colored pencils again. She takes the brown colored pencil.) [00:17:45.24] B: "Ha Ha Ha. I got it."
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Teacher B - video 120406_Cam 2

Learning Resources Are Modied/Moved Example 2


[00:50:16.05] (D puts a red colored pencil on Cs desk. When C has nished writing he looks up. D takes a blue colored pencil out of Cs hand. C picks up the red colored pencil on his desk. Both write in their workbooks.) [00:50:27.21] (C nishes writing, and looks up towards the front of the class. D puts the blue colored pencil on Cs desk, and takes the red colored pencil from Cs hand. D goes back to writing in his workbook. C continues to look towards the front of the class.)

Teacher C - video 120106_Cam 2

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Learning Resources Are Modied/Moved Example 2


[00:50:34.12] D: "isn't this one farther up?" (D motions to the laptop screen, and back to a line draw on Cs graph.) [00:50:37.16] (C shakes his head [no].) C: "its going 60." [00:50:41.25] D: "and then he goes 62." (D motions again to the SimCalc MathWorlds simulation.) [00:50:42.10] C: "yup" (C points to a the graph he has drawn in his workbook.) [00:50:46.11] (D looks at where C is pointing, nods, and writes in his workbook.)

Teacher C - video 120106_Cam 2


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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Learning Resources Are Attended To


[00:15:33.12] E: "At four they are both at the same point." [00:15:35.23] (F turns back to her workbook and puts her pencil (in her right hand) on a point on the graph in her workbook.) [00:15:39.07] F: "Let me see." (She puts her nger (left hand) on a point the graph in E's workbook. She then turns and draws a point on the graph in her workbook where her pencil was placed.) [00:15:40.06] E: "Yea look." (E motions to the computer.) [00:15:42.20] (F looks at E's computer screen, looks at where her pencil is being held on her workbook, then looks at where her nger is on E's workbook.) 51
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Learning Resources Are Attended To


[00:15:33.12] E: "At four they are both at the same point." [00:15:35.23] (F turns back to her workbook and puts her pencil (in her right hand) on a point on the graph in her workbook.) [00:15:39.07] F: "Let me see." (She puts her nger (left hand) on a point the graph in E's workbook. She then turns and draws a point on the graph in her workbook where her pencil was placed.) [00:15:40.06] E: "Yea look." (E motions to the computer.) [00:15:42.20] (F looks at E's computer screen, looks at where her pencil is being held on her workbook, then looks at where her nger is on E's workbook.) 51
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Learning Resources Are Attended To


[00:15:33.12] E: "At four they are both at the same point." [00:15:35.23] (F turns back to her workbook and puts her pencil (in her right hand) on a point on the graph in her workbook.) [00:15:39.07] F: "Let me see." (She puts her nger (left hand) on a point the graph in E's workbook. She then turns and draws a point on the graph in her workbook where her pencil was placed.) [00:15:40.06] E: "Yea look." (E motions to the computer.) [00:15:42.20] (F looks at E's computer screen, looks at where her pencil is being held on her workbook, then looks at where her nger is on E's workbook.) 51
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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Learning Resources Are Interpreted


[00:50:34.12] D: "isn't this one farther up?" (D motions to the laptop screen, and back to a line draw on Cs graph.) [00:50:37.16] (C shakes his head [no].) C: "its going 60." [00:50:41.25] D: "and then he goes 62." (D motions again to the SimCalc MathWorlds simulation.) [00:50:42.10] C: "yup" (C points to a the graph he has drawn in his workbook.) [00:50:46.11] (D looks at where C is pointing, nods, and writes in his workbook.)

Teacher C - video 120106_Cam 2


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Classroom SocioPhysical Resource Richness Arranged/Allocated Modied/Moved Attended to Interpreted Assigned Value

Actors Resource Use Withitness

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Learning Resources Are Assigned Value To


"So sharing their attention was something that I had to adjust to because I am like okay, everybody look at me, listen because I realize that you can listen and kind of talk at the same time but as a teacher I want their attention. So sharing that attention with the computer was I guess an adjustment for me." Teacher G

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Learning Resources Are Assigned Value To

[00:04:07.06] Teacher: "where should your hands be right now? [00:04:11.18] Multiple Students: "off the computers" [00:04:13.15] Teacher: "off the computers, okay."

Teacher G - video 103006_Cam1

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Learning Resources Are Assigned Value To

[00:03:46.28] Female Student: "Can we run the simulation?" [00:03:48.28] Teacher: "Yes, you can go ahead and run the simulation for roadtrip1 and be looking at it."

Teacher G - video 110106_Cam2

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Learning Resources Are Assigned Value To


[00:24:19.08] Boy says to the girl on his right: "youre cheating" [00:24:21.19] Girl to the left: "what? Its fun. ::mumble:: the simulation. Look." [00:24:25.21] The boy looks to the girl on his left, then back to the girl on the right, then down to his workbook in front of him. He puts his head on the table.
Teacher G - video 103006_Cam2

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Conclusions

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Project Motivation & Central Research Question

How do different approaches to resource use interact with student access to learning in the case of SimCalc? And what does this mean about prospects for classroom change through/with technology?

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Conclusions
Resources are entities that can be arranged, allocated, modied, moved, attended to, interpreted and assigned value. A potential resource becomes part of the classroom learning environment by enactment in one or more of these ways. Important variation in enactment is captured by two proposed constructs: socio-physical resource richness resource-use withitness (by students and teachers) Differences in enactment of resources can all be associated with learning as measured on a (mathematics) test BUT we should also consider how different enactments affect: preparation for being a knowledge worker motivation and personal relationship with learning experience with technological resources experience interacting with peers
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Design Implications
Design and implement options for classroom arrangement limitations Physical arrangement exposes resource use withitness design for research : design spaces to expose this for study Some specic resource design ideas: support physical aspects of arranging, modifying, and attending to resources Some specic teacher professional development ideas: variated strategies for teachers dealing with different resource arrangements using phenomenal aspects of the technology to provoke student thought

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Acknowledgements: Committee: Deborah Tatar (chair), Roger Ehrich, Steve Harrison, Manuel Prez Quiones, Jeremy Roschelle

Thank you!
Meg Dickey-Kurdziolek mdickey@vt.edu

SimCalc Interview and Video Data and Analysis Team: Michelle McLeese, Dan Dunlap, Ian Renga, Jessica Watahovich POET and h.lab Members Work funded by: NSF Graduate Research Fellowship NSF Grant Rec # 0437861 (SimCalc)

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Other venues where this work has been presented


ATLAS Institute Speaker Series Dickey-Kurdziolek, M. (2011) Technology for Learning. ATLAS Institute Speaker Series, Spring 2011, Boulder, CO Grace Hopper 2010 PhD Forum Dickey-Kurdziolek, M. (2009) Classroom resources and impact on learning, Grace Hopper Celebration of Women in Computing, Ph.D Forum, Tucson, AZ GROUP 2007 Doctoral Consortium Dickey-Kurdziolek, M. (2007) Teacher Choice and Effects of Classroom Resource Utilization in a Technological Intervention on Rate and Change, GROUP Doctoral Colloquium, November 3-8, Sanibel, FL. ICLS 2008 Doctoral Consortium Dickey-Kurdziolek, M. (2008) Teacher Decisions and Student Access to Resources, ICLS Doctoral Consortium, June 23-24, Utrecht, Netherlands.
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Observed Teachers Average Y2 Gain Scores


Pseudonym Teacher C Teacher B Teacher G Teacher M Study-wide Computer Set-Up Laptop Carts Laptop Carts Computer Lab 1 laptop + projector Y2 Avg. Gain 6.55 5.76 8 7.05 5.23 3.87

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Teacher decisions about technology set-up


Our computer lab is setup where all the computers are around the walls so they're not facing a teacher. So, we ended up moving it to my classroom and I just projected it onto the wall so that I could actually see them all. Otherwise, they were doing whatever they wanted to whenever they wanted to and we didn't have much control over it. We have the projector on the ceiling that projects our laptop onto the whiteboard. So, I had a little bit more control in [the classroom]." - Immediate Treatment Teacher

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Condition Immediate Treatment Delayed Treatment (Control) Pre

Year 1 X Post Pre

Year 2 X Post

Pre

Post Pre

Post

Post-Unit Phone Interviews

Scaling Up SimCalc Study Timeline


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Case Study Observations


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Data Observation Procedures


Introduction to the class Hi everyone, my name is Meg and I am here to visit for a few weeks... Two cameras one focused on a small group of students one focused, at a wide angle, on the whole classroom Field notes date, time, period, lay out, # students, where students were sitting, student groups, and any outstanding points student to student dialog, teacher student dialog, references to workbook, references to technology, and other events After class, teacher interviews How did this class go? Did it go as you expected it to?...

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The Educational Technology Design Problem

Student Experience

Teacher Experience

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The Educational Technology Design Problem


Design for Student Learning
Student Experience

Design for TeacherComputer Interaction


Teacher Experience

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Friday, August 5, 2011

The Educational Technology Design Problem


Design for Student Learning
Student Experience Student & Teacher Practice

Design for TeacherComputer Interaction


Teacher Experience

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Resources Can Be Interpreted With Respect To Classroom Goals


"They were in control of the laptop - of the program. I would read what the section was about and kind of like guide them and they were the ones that told me what to do, where to look, how to get it. And I said, 'how do I do this?' and they would elaborate on it. And so, they're the ones that were practically teaching themselves. Once they got into it, they were teaching themselves and teaching each other and telling me what to do, which was totally awesome because that's what I wanted. But they had to have guidance - little bit of guidance." -- Teacher M post-unit interview,
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Resources Can Be Interpreted With Respect To Classroom Goals


You know I did do the lessons like I did last year as a whole group class and the kids did it all. They wrote on the overhead. I made transparency of each page and the kids wrote down the answers that they collected. And they wrote down their answers and then I had a child on the computer because I projected on the projector and they did it all, every bit of it. I just guided them to where they needed to be. So it was almost like self taught sort of. Teacher M, post-unit interview, Year Two
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Secondary Coding Scheme


Focused on identifying resources and change in access to resources that came to light after rst round of coding 13 codes nested within 3 categories: Physical resource properties, arrangement, and rearrangement; Teacher Action and Arrangement; Student Action and Arrangement

Code

Denition

Rearrangement of Whenever resources, such as the student desks or laptops (and sometimes students themselves) are rearranged in the classroom resources.Student space by a student.
This code was used to capture instances in which teachers Teacher discussing discussed the appropriateness or inappropriateness of using certain resources. For instance, a teacher saying, You dont need resource use to use the computer for this.

Student Resource When a student shows another students resources (such as their student workbook) or gives a resource to another student, this show/give code is used.
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