Socrative. Com: An Artifact Analysis

This technology-based assessment was given to ten 2nd grade students of average intelligence. It consisted of a Scavenger Hunt assignment in which the students were given a list of websites to explore and gather information and were later tested on recall of the information gathered. The Georgia standard that aligns to this assessment is ELAGSE2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media. At the end of the lesson, only 60 percent passed. The results showed that the students who were more accustomed to navigating the Internet easily completed the assessment. Four of the students failed the test. When making

This article was about using technology online for quizzes and homework to improve grades. It was detailed with scientific facts and content, which made it difficult to digest; however, it was informative and relevant to the area of

This study set out to prove that when using technology for note-taking and assessing information in conjunction with each other there will be an increase in student performance. The data aligns with the initial hypothesis of the study and is backed by past studies findings, like Mogey’s study in 2007 and Russell and Haney’s study in 1997. The information in the article strongly aligns with the purpose of the article and does not give any superfluous information. The researchers also note threats to internal validity and the steps they took to remedy them, like using “two experimenters…as redundant quiz graders, each separately grading every participant’s quiz” (52) and having all handwritten notes converted to typed text to combat the bias that is common in grading. They also attempt to provide alternative explanations for “the results of studies demonstrating positive (e.g., Goldberg et al., 2003) or negative (e.g., MacCann et al., 2002) effects” (55), like the possibility that the location of the student had an effect on performance instead

This summative Assessment, which relates Social Studies, Language Arts, and Music, was developed for fifth grade students. By integrating current information and communication technology, and utilizing current and emerging assistive technologies (mainly focused on muscle control impaired students), we, the authors, created this summative assessment to evaluate the interdisciplinary/thematic WebQuest’s intended objectives. It was developed to demonstrate the ways in which purposeful questioning leads to learner understanding. Besides, this summative assessment is correctly sequenced with standards. According to the theory of experiential education, learning is enhanced when students acquire knowledge through active processes that engage them

In classrooms all across America, students sit perched over their desks in the process of taking standardized tests. As the students take the tests, teachers pace nervously up and down the rows of their classroom, hoping and praying that their students can recall the information which they have presented. Some children sit relaxed at their desks, calmly filling in the bubbles and answering essay questions. These children are well prepared and equipped to handle their tests. Other children, however, sit hunched over their desks, pondering over questions, trying to guess an answer. They struggle to recall information that has been covered many times in class, but they can’t.

The research topic of this study is how integrating technology into a middle school classroom effects student engagement and performance on assessments. Students that are currently in middle school have grown up with technology surrounding them their entire lives. When these students see technology as a part of their everyday life, it seems natural to include technology in their school work whenever possible. It is true that some schools lack the resources to allow classes to integrate technology as frequently as they would like, however, this study will look at the effect that technology has on engaging students in their lessons. This study will also explore if an increase in student engagement leads to improved achievement

In order to assess students while using technology, I plan on using voki and goformative. I think these tools will benefit the learning that I hope to happen in the classroom.

Technology is often used for the wrong reasons in the classroom. Teachers find a new idea and jump on the “technology band wagon” without considering if this is the best use for the digital tool. When planning lessons using technology, consideration needs to made as to how the tool will enhance the lesson or will it just be an added feature.

This Artifact was easy to use to be able to communicate with technology to get out an activity to all parents about what event I wanted to put on. I was easily able to tell them what they need to bring and what I need help on. I could tell parents what was going on effectively and easily through email, and all I had to do was put up a template and I practically did all the work for me. As long as I got permission from all my parents of students, it's easier to inform them on what's going on in class and any event just by adding more subscribers, which is also easy. I would use this to as a digital-age communication and responsible social interactions that are easy to access through email, easy way for a teacher to be able to communicate with

To begin, I grouped the students by their learning preference, and found the students that were grouped together interesting. To begin the discussion, I clarified what each of the learning preference meant so that students would have a clear understanding. For the most part, students agreed with their learner classification; however, they admitted when taking the quiz they were mostly thinking about English Language Arts or Math. Unfortunately, Language Arts and Math is where most of our instructional time is spent. Our Social Studies curriculum is taught across the curriculum with Language Arts. In the end, we discussed that generally speaking the responses they answered held true to all subject matter.

I currently I own and run a small website design and maintenance business for 2 years and I have seen social psychology phenomena in many of the business aspects. Social influence methods and The Elaboration Likelihood Model and taught in our Introduction to Social Psychology class have been used in my business to attract clients.

The ability to show slideshows with graphics and video helped make presentations more engaging to the students. An issue with the ability to incorporate information technology into the classrooms limited this candidate’s previously utilized repertoire of learning activities and assessment tools. In 2012, the district started to issue every student with an electronic e-learning device, in the form of Chromebooks, but for the incoming freshman of the 2013-2014 school year, the district changed to a “netbook” type device utilizing a different operating system. These “netbooks” did not integrate well with e-learning as students experienced long delays accessing the internet and opening websites, making them unreliable for use in lessons. This was reported to the district, but it was decided that students issued these devices would continue to use them for the planned full two full school years. Student response systems “clickers” were available to check out on a daily basis from the library, but there were only a few sets for the whole school which limited their

The next assessment, to determine CS’s reading attitude levels, was the SARA. CS answered 18 questions that the practitioner read aloud to him. He then rated the statement on a scale from 1 (very bad) to 6 (very good). The survey looked at four different subscales including 1) recreational reading in print settings, 2) academic reading in print settings, 3) recreational reading in digital settings, and 4) academic reading in digital settings. The student averaged a majority of ones (seven) and twos (four), indicating his low level of interest in reading. He scored two threes, two fours, two fives, and one six. Technology/digital questions or statements

Learners used Kidspiration on Super Grouper to match geometric shapes with real life objects (Smith, Shapiro, & Lechter, 2004). Integrating technology enables students to learn through hands-on active learning experiences where they perform assessment task and receive immediate feedback. Technological tools and strategies allow young children to gradually take responsibility and ownership for their learning. Technology also enable me to engage students in learning experiences that meet each child’s needs, interest, readiness levels, and learning preferences. With the use of technology I am able to collect and analyze assessment data more effectively.

ADAPT TEACHING AND LEARNING APPROACHES AND RESOURCES, INCLUDING TECHNOLOGIES TO MEET THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 5.6