effects of web based learning tools on student achievement

1. Effects of Web-based Learning Tools on Student Achievement and Teacher Perceptions
Ann E. Crosby

2. Research Questions:
Will co-teaching utilizing web-based learning tools in a 6th grade English class affect the general education teachers perceptions regarding technology use at a Middle School during the 3rd marking period in 2011?
Will co-teaching utilizing web-based learning tools in a 6th grade English class affect student writing skills as compared to pre-intervention and business as usual at a middle school during the 3rd marking period in 2011?

3. Why This Project?
Weak MEAP scores in area of writing
District wide writing goals
Lack of technology usage in middle school
Budget cuts require free alternative to software

4. Subjects
Small, rural middle school in southeastern Michigan
Grades 5-8
98% Caucasian
16% free or reduced lunch
Approximately 130 students per grade level
6th grade class consisting of 19 students
Varying ability levels
10 females, 9 males
6th Language Arts teacher possessing a Master Degree in Education
8 years teaching experience
Little technology experience

5. Published Literature
Current Research

6. Co-Teaching
General education teacher & technology teacher
Challenges
Who will lead?
Who will grade?
Making instructional decisions & equal presence?
(Mason, 2010)
Benefits
Increased motivation and creativity
Professional growth & more likely to reflect on teaching
Collaboration helps overcome obstacles and create new methods to reach students.
(Ae-Hwa et al., 2006; Jang, 2006; Mason, 2010)

7. Co-teaching & Technology Integration
Novices are more likely to use technology if they have seen it in action. (Jang, 2008)
More teacher availability, improved learning outcomes, improved student achievement and the benefit of combined expertise of both teachers
(Ae-Hwa et al., 2006; Mason, 2010)

8. Teacher Perceptions
Perceived Barriers:
Lack of time to research and learn technology
Limited skill levels
Cost of software
Fear
Lack of training and knowledge about how to implement technology into teaching
(Kay, Knaack, & Petrarca, 2009)

9. Web-based Learning Tools
interactive web-based tools that support learning by enhancing, amplifying and guiding cognitive processes of learners.
Including wikis, interactive videos, game, and online word processing.
Teacher Perceived Barriers
Tools are untested teaching methods
Too time-consuming to search for appropriate activities
Teachers feel that they are not knowledgeable enough to align the tools to content standards
( Kay, Knaak, & Petrarca 2009)

Challenges:
Students with less computer comfort levels expressed frustration with some WBLT
Not all students used the tools appropriately and found little success.
It is up to the teacher to choose the appropriate tool and not all tools are created equal.
(Cameron and Bennett, 2010)

Benefits:
Students are more engaged when using WBLT than when lessons contain direct instruction alone.
(Cameron and Bennett, 2010; Jang, 2006)
Improves student knowledge and overall performance in core content classes.
(Jang, 2006; Kay, 2008; Kay et al., 2009)

12. WBLT: Wiki Page
a wiki is an online platform that allows many users to create and edit a simple webpage or several linked pages
Pros
The ability of the teacher to monitor discussion and edits allows the teacher to track student improvement.
Easy to set up and navigate.
Tracking the edits also allows students to see the editing process.
(Morgan & Smith, 2008)

13. Co-planning, Co-teaching & Co-assessing
The Intervention

14. Co-planning
Face to face and email communications
Agreed on Language Arts Topics:
Persuasive Essays and Poetry
Technology Teacher identified WBLT to share with L.A. teacher
Together, final selection of WBLT and lessons were chosen.
Lesson Plan

15. Co-Teaching
The technology teacher focused on introducing the technology aspects of the lessons
The L.A. teacher focused on delivery of content.
Both teachers offered support to students throughout the lessons.

16. Co-assessing
Work was assessed through:
rubrics
observation
grading done by the general education teacher.
Edits and revisions were tracked using wiki history.
Skill assignments were completed both through WBLT and written assignments.

17. Overcoming Obstacles
Challenges
Solutions
Technology issues
Scheduling
Student technology skills
Inappropriate comments
Teacher confidence
Set up & tested all WBLT
Communication and calendar
Pre-typed directions and demonstration
Monitored daily & removed
Demonstrate and allow practice

18. Instruments

19. Teacher Perceptions
Interview
Face to face and email
On going throughout the process
Focused on the teachers:
Past technology experiences
Thoughts on technologys impact on student achievement
Perceived barriers with implementing technology
Ongoing thoughts regarding the intervention
Interviews
Survey
13 questions rated on a Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree)
Given before and after intervention
Survey

20. Persuasive Writing Rubric
All final writing assignments are graded using a teacher created criterion-referenced rubric.
Measures students writing skills based on set criteria established by Michigan State Content Standards.
Assessed by the Language Arts teacher
Rubric

21. Poem Presentation Rubric
Control and intervention groups recited poems from memory and the teacher used the same rubric to grade all presentations.
Rubric
Examples

22. Marking Period and Assignment Grades
Majority of the intervention was completed during the third marking period.
Control group completed assignments equivalent to the intervention.
Compared identical assignments completed by the control and intervention groups

23. Planning and Implementation
Procedures

24. Planning
Teacher Perception Survey and Teacher Perception Interview were conducted.
Teachers chose appropriate WBLT and created a plan for carrying out intervention.
The team chose to use a
Wiki
online persuasive writing map
web-based poetry activity
interactive persuasion activity

25. Implementation
Introduction to wiki and adding control essay to wiki pages
Fact/Opinion Chart.
Students/teachers comments
Interactive Persuade, Argue, and Advise Activity/Authors Purpose 1
Online interactive Persuasive Essay Map/Map worksheet.

26. Implementation (cont.)
Wrote essays on wiki pages offered feedback
Authors Purpose Assessment.
Found poems on the Internet & created picture video
Videos uploaded to wiki pages, viewed others videos & left comments.
Recited poems

27. Teacher Perceptions & Student Writing Skills
Impact

28. Teacher Perceptions: Survey Results
Teacher felt:

Technology is a powerful motivator

29. More capable of finding quality on-line resources

30. More positively that technology can help students :

31. Acquirebasic skills

32. Acquire critical thinking skills

33. Solve relevant real-life problems.