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Technology's Impact on Learning Outcomes: Can It Be Measured?...

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Saved by 5 people (0 private), first by anonymouse user on 2009-05-17


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The main benefits of technology use are to support each individual student in his/her own learning process, provide direct access to all learning supports he/she might need (as well as creating his/her own when needed), and collaborating within various learning communities and project teams.

Highlighted by mguhlin

The main benefits of technology use are to support each individual student in his/her own learning process, provide direct access to all learning supports he/she might need (as well as creating his/her own when needed), and collaborating within various learning communities and project teams.

Highlighted by sandberglo

on 2009-05-19 by sandberglo

Meaning that research will be more qualitative than quantitative. Controlling the variables to measure these things is difficult at best.

Highlighted by shareski

on 2009-05-19 by shareski

Until we resolve this question, we'll be floundering with this forever.

The more we remain fixated with standardized assessments, the less likely we will be to truly measure the kind of learning that is currently taking place in technology-supported learning environments.

Highlighted by ontoligent

This begs the question, then: "What are the standards of success we should be measuring?"

A short answer: The more we remain fixated with standardized assessments, the less likely we will be to truly measure the kind of learning that is currently taking place in technology-supported learning environments

Highlighted by shareski

teachers who continue to use older standards for measurement because they do not use new technology are still working with students who do use technology elsewhere or who have been affected by new technology in their thinking and perceptions.

Highlighted by ontoligent

As a result, those students may seem to be failing entire courses of study while they really may be demonstrating many skills that are not being valued by a grade percentage. One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test

Highlighted by sandberglo

One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test

Highlighted by ontoligent

As a result, those students may seem to be failing entire courses of study while they really may be demonstrating many skills that are not being valued by a grade percentage. One example would be a student who has been developing great research skills and team-building skills but cannot select the correct answer in a multiple choice test. Clearly, it is important for that student to know the content of a course; however, if the teacher presents an opportunity to demonstrate the content knowledge in a context that uses highly developed research and team-building skills, it will be more likely that the student will be able to demonstrate what he or she knows. In these kinds of cases, then, what we are measuring is the student's ability to complete a specific type of test rather than what has been learned.

Highlighted by nsalibrary

however, if the teacher presents an opportunity to demonstrate the content knowledge in a context that uses highly developed research and team-building skills, it will be more likely that the student will be able to demonstrate what he or she knows

Highlighted by sandberglo

on 2009-05-19 by sandberglo

The best argument for varied assessment strategies.

In these kinds of cases, then, what we are measuring is the student's ability to complete a specific type of test rather than what has been learned

Highlighted by ontoligent

While content remains important, we know that it is always expanding, and, therefore, we must work with students to know how to think within certain disciplines rather than simply produce rote information.

Highlighted by ontoligent

we must work with students to know how to think within certain disciplines rather than simply produce rote information

Highlighted by sandberglo

from a generalist mindset into a mindset of expertise

Highlighted by sandberglo

As a result, students often do poorly until they begin to understand how to think differently

Highlighted by sandberglo

new technology does not halt the thinking process and can actually go a long way toward facilitating contexts of use that require critical thinking and direct application of thought and ideas within real-life or simulated environments.

Highlighted by sandberglo