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research-based

a man rides a black horse across dusty terrain

Ed Tech News Roundup: A Summer of Research, Outreach, and a Special Session

by Andrew Roush July 16, 2021

written by Andrew Roush

Howdy, folks! Welcome to another in a series of periodic ed tech news roundups. We hope you enjoy this one, and if you have a story you’d like to see included, let us know in the comments.

Developments in education, policy, and technology don’t stop just because it’s summer. Here are some top stories you may have missed.

Policy Updates

In our home state of Texas, Gov. Greg Abbott has called for a special session of the Texas Legislature. Some education topics are on the docket for legislators to consider.

Education policy made it onto the governor’s call in the form of issues relating to teaching critical race theory and the participation of transgender athletes in sanctioned competition. [Texas Tribune]
Meanwhile, most educators, parents, and students are planning for the return to in-person instruction, especially in areas that remained online during most of the previous waves of the COVID-19 pandemic. New information shows that, in Texas, students of color have returned to school at below-average rates. [The 74]

Research Findings

With TCEA’s Research-Based Teaching and Learning Conference coming up on August 3, now is a great time to catch up on the latest in education research.

Research can inform educational practices, and some teachers aren’t simply learning from the research, they’re helping design it. [EdSurge]
As researchers continue to develop machine learning and artificial intelligence systems, some are looking at ways these technologies, if properly implemented, can help reduce inequality and underrepresentation in STEM education. [Harvard]

High-Tech Summer

Keeping students engaged over the summer is always a challenge, but tech can help.

Some educators are meeting students wherever they can, metaphorically or literally. That means short sessions virtually or even meetups in the park. [EdWeek]
One way to keep students involved with learning during their break? Let them hold onto their devices. [K–12 Dive]

… And finally

While ed tech is certainly a major topic of discussion and an important tool today, the history of “teaching machines” goes much deeper. [EdSurge]

Photo by RODNAE Productions from Pexels

July 16, 2021 0 comment

Libraries

What Is the World Digital Library?

by Andrew Roush April 6, 2021

written by Andrew Roush

This post is part of a series celebrating National Library Week. Learn more about NLW events, activities, and resources here.

In the Information Age, conducting research has its benefits and drawbacks. For example, the sheer amount of digital and digitized information, primary sources, and texts gives students conducting guided or independent research plenty of options for sources of good information. At the same time, this massive amount of sources and data can be overwhelming or even out-of-date or inaccurate.

Do you wish your students had a central place to explore historic documents, objects, and more for their research? Well, wish no more; The World Digital Library can help.

In this post, we’ll define this archival project and look into ways it can be used to pump up research and build critical thinking, reading, and writing skills.

About the World Digital Library

The object of the WDL project is simple: to gather and share information digitally across cultures. As the Librarianship Studies & Information Technology blog describes it:

The WDL makes it possible to discover, study, and enjoy cultural treasures and significant historical documents on one site, in a variety of ways. Content on the WDL includes books, manuscripts, maps, newspapers, journals, prints and photographs, sound recordings, and films.
“World Digital Library.” Librarianship Studies & Information Technology. April 19, 2020

The project came together in 2009 with the help of the Library of Congress, which runs it, and UNESCO, the UN Educational Scientific and Cultural Organization with contributions from libraries, archives, museums, and other cultural institutions from around the globe.

You can probably imagine how useful such a resource could be for educators and librarians of all types. What kind of resources could you find to make your teaching more engaging, effective, or simply more interesting? Let’s take a look at what’s available and how you can use it.

Supporting Student Research

Because of its rich repository of primary sources documents, art, and more, the WDL is a powerful resource for students learning how to conduct research projects. And it supports many types of media that represent “cultural treasures and significant historical documents.” These include:

Books
Manuscripts
Maps
Newspapers
Journals
Prints and photographs
Sound recordings
Films

That means you have a number of ways students can find engaging primary and secondary sources for their research projects, whether they are papers, videos, podcasts, presentations, or other ways of demonstrating research.

Check out detailed suggestions for student research and tips for using the WDL in the video below featuring members of the WDL team. Can’t see the video? Click here.

In Class

In addition to providing a 24-hour, portable library for students’ independent research, it can also be a tool in the classroom for enhancing activities or instruction. Teachers can comb the archive for images, videos, and more to fill slides, create reading selections and worksheets, discover images and text for document-based questions/learning, and just about anything else you can think to do to add detail, meaning, and a little pizazz to classroom presentations and work.

You can check out WDL tips for teachers here. How would you use such a vast collection of art, history, and culture in your classroom? Share your ideas in the comments.

April 6, 2021 0 comment

Educational Research

Research-Based Strategies: Part 5

by Lori Gracey November 9, 2018

written by Lori Gracey

The use of technology to accelerate learning is definitely something that TCEA supports. But we are also big believers in the use of the best instructional strategy for student learning. That’s why we’ve offered this five-part blog series on research-proven ways to help students learn more, learn faster, and retain a greater depth of knowledge. So far, we’ve discussed:

Today, we’ll conclude the series with the top three strategies to implement: Cognitive Task Analysis, Self-Reported Grades/Student Expectations, and Collective Teacher Efficacy.

Did You Know

TCEA will begin offering a new program that provides professional development on the eight components that must be in place for effective educational change to happen and on the implementation of Hattie’s research-proven strategies, along with free TCEA membership for those attending the campus/district training. If you are interested, please contact Lori Gracey. You will be amazed at the very low cost of this innovative, year-long program and the ongoing support it will provide your educators in making the leap to the very best teaching and learning.

Strategy Number 3: Cognitive Task Analysis

With an effect size of 1.29, this strategy really packs bang for your buck. The cognitive task analysis method analyzes and represents the cognitive activities that users utilize to perform tasks that require decision-making, problem-solving, memory, attention, and judgement. In other words, it’s teaching students how to think and problem solve. Some of the steps of a cognitive task analysis are: the mapping of the task; identifying the critical decision points; clustering, linking, and prioritizing them; and characterizing the strategies used.

This life-long skill is something that is not inherent; it must be taught and practiced until it almost becomes second nature. Unfortunately, because of the lack of time in the classroom today due to so many curriculum areas to be covered, much of the focus on these steps has fallen by the wayside. It is critical that every teacher, regardless of subject matter, help students learn how they learn and how they can improve that process. We all know that the future requires the ability to constantly learn new things. But this cannot be accomplished without strong cognitive skills.

Any technology that helps students in the planning of a task or solving a problem can assist with cognitive task analysis. This includes things like OneNote, G Suite for EDU, mind-mapping apps, graphic organizers, journaling, and even calendars. Breaking down a particular problem into steps and then creating a schedule of how each step will be tackled is key.

Strategy Number 2: Self-Reported Grades/Student Expectations

This may be one of the most difficult strategies to successfully implement, due in part to the fact that many students today have learned how to “play the game” and do the least amount of work that they can to get by. But with an effect size of 1.33, more than four times the average growth of a year’s learning in school, it is a critical one for schools to implement. In this strategy, students really must own their learning. They set their own goals, monitor their own achievement, and reflect upon their individual process of learning. The strategy then “involves the teacher finding out what are the student’s expectations and pushing the learner to exceed these expectations.”

The other part that makes this strategy difficult, particularly at the secondary level, is having so many students to work with. It’s hard to find time to discuss with each student his/her expectations, much less put in the work to help them exceed those expectations. There are a couple of technology tools that can help, however. Having students blog about their expectations and progress is one powerful resource. You can also help them see their own growth (or lack thereof) by having them keep a portfolio of work in something like Google Keep. Reflections on their achievements can be shared with the teacher in Flipgrid or VoiceThread or a similar tool.

Strategy Number 1: Collective Teacher Efficacy

What Hattie identified as having the biggest effect size out of all 250+ strategies that he examined is collective teacher efficacy. This one strategy, with an effect size of 1.57, has such a powerful impact that it can outweigh the negative effects of low socioeconomic status (source). Collective teacher efficacy is the collective belief of the school staff in their ability to positively affect students. But it’s not about just believing you can make a different. It includes:

The degree to which teacher participate in decisions
How much teachers know about what their peers are doing
How responsive school leadership is

When school leaders take a strong and thought-out approach to increasing the efficacy of all of their teachers, amazing things can happen for students. This requires, however, that dedicated time is spent by staff on:

Building instructional knowledge and skills
Creating opportunities for teachers to collaboratively share skills and experience
Interpreting results and providing actionable feedback on teachers’ performance
Involving teachers in school decision making

Shared discussions of what is working and what is not are important, along with shared decision making on matters that impact learning time. In addition, the leadership must open up classroom doors and facilitate the opportunity for every teacher to learn from his/her peers in an on-going reflective process.

There are some amazing tools that can help with this, once the leadership has chosen to make the journey. Pineapple charts to let others know when you will be teaching a particularly “good” lesson are easy to implement. You can also use technology to provide Flipgrid teacher reflections, short video segments of other teachers teaching (everyone has a cell phone for recording!), online discussion forums for teacher sharing, and polls that ask for teacher input into campus decisions.

Next Steps

The value of implementing at least one of these nine strategies that are proven to improve student learning cannot be underestimated. Whether you choose to make this journey on your own or have TCEA help your staff grow in ways that they never dreamed of is not the biggest question. The biggest question is when will you begin this journey of improvement that will positively affect all of y our students?

November 9, 2018 0 comment

Leadership STEM/STEAM

Three Evidence-Based Tips to Reduce the Shortage of Women in STEM

by Guest Blogger October 30, 2018

written by Guest Blogger

The number of women in STEM is of continuing concern for educators and governments internationally. Despite a huge amount of research and high exposure campaigns, a disparity still exists between men and women in STEM fields.

The Stats on STEM

In the US, it is estimated that the percentage of women working in computing, engineering, and advanced manufacturing has seen no growth from 2001 to 2014. In fact, two of these sectors actually saw the number of female workers fall by 1 percent over this period. Considering women make up 47 percent of the overall workforce, these figures are alarmingly low.

Even when taking into account all STEM occupations, including physical and life sciences where representation is higher, women still only made up 24 percent of the core workforce in 2015. But why does all this matter? What’s so great about STEM jobs anyway?

Firstly, women in STEM enjoy a 35 percent premium on earnings compared with their non-STEM counterparts, so increasing representation in these fields is key to improving wage equality in the labor market. Additionally, STEM jobs are projected to grow at nearly double the rate of non-STEM and enjoy half the unemployment rate. Therefore, they provide much better future employment prospects in a time where many jobs face the threat of automation.

So, if STEM occupations pay so well and offer greater job security, why aren’t more women entering them? The answer to this question is a complex one and the topic of much debate and ongoing research.

The Aptitude Argument

Probably the most extensive evidence that refutes this theory comes from a research program carried out by the OECD called the Program for International Students Assessment (PISA). This extensive survey has been assessing the science, math, and reading ability of 15-year-olds in a total of 72 countries around the world since 2000.

The most recent PISA survey in 2015 found little difference in science performance between boys and girls. On average, boys outperformed girls by just 1 percent and scored higher in 24 of the countries assessed. However, in 22 countries, girls actually outperformed boys!

When it comes to math, the PISA survey found, on average, boys outperformed girls in all countries tested. However, this was only by 2 percent and certainly does not explain the huge shortage of women in STEM careers. Furthermore, a meta-analysis summarizing data from 242 studies on math performance in the US found no significant difference between genders. Many other studies have shown similar results.

If research shows there is little difference in science and math ability levels between boys and girls, there must be other factors at play here.

The Role of Gender Stereotypes

Despite huge progress in recent years, gender stereotypes in society are still alive and strong. We’ve all experienced it at some point. Dolls for girls and building blocks for boys. Pink is a girl’s color ,and blue is a boy’s color. While this may seem harmless, it would appear we are only just beginning to understand the true impact, especially when it comes to child development and education.

Gender stereotypes are often set in early, with girls thinking math and science are ‘boy’s subjects’ as early as second grade. These ideas continue to grow, influencing everything from test scores to career choices. So, rather than a lack of ability, it is the belief that these subjects are not for girls that results in fewer women pursuing STEM subjects.

This belief is so powerful that even in Sweden, one of the most gender-neutral countries in the world, a shortage of women in STEM still exists. Researchers found this was mostly due to girls’ low self-efficacy rating for STEM subjects which deters them from studying them.

What Can Educators Do?

The lack of women in STEM is clearly a complex issue, and we have barely even scratched the surface. That said, there are several simple solutions that educators can implement to improve the learning environment for girls and ensure equal opportunities for all.

Reassurance – Fascinatingly, research has found that when girls were told they were just as capable of achieving good math grades as boys, differences in scores practically disappeared. This is linked to a phenomenon known as “stereotype threat” whereby anxieties about conforming to stereotypes result in students performing poorly in tests. Simply reassuring girls that they are just as capable can help to alleviate this, but educating students about stereotype threat has also proven to be useful in overcoming it.
Role Models – When it comes to encouraging girls to pursue STEM careers, female role models have been shown to be highly influential. There are many ways to introduce girls to inspiring role models, such as bringing in local speakers working in STEM fields or promoting female innovators and tech leaders in class. Role models can also include student mentors, so you could use coding and robotics kits to start a workshop where older girls tutor the younger ones.
Reduce Stereotype Bias – Even if you might not think it, there is a good chance you hold some kind of implicit bias about gender, sexuality, age, or race. This doesn’t make you a bad person! Our brains are hardwired to make quick decisions, i.e. form stereotypes. What matters are the steps you take to reduce biases that can form as a result. Take the implicit bias test designed by researchers at Harvard to see where your stereotypes lie. Ask yourself how these biases affect how you view, evaluate, or teach students, and then look for ways to make improvements.

The above pointers are just a few simple ways that educators can help foster an environment that stimulates girls to pursue STEM subjects and careers. For more research-backed recommendations, check out this groundbreaking report by the American Association of University Women.

This is a guest blog by William Asbury. William is the founder of STEMToyExpert, an educational resource designed to improve Science, Technology, Engineering and Math learning for all age groups and genders. He is passionate about the positive applications of technology in education and is an advocate for an evidence-based approach to learning. William has devoted much of his work toward researching and promoting equal representation for women and ethnic minorities in STEM.

October 30, 2018 0 comment

Educational Research

Research-Based Strategies: Part 3

by Lori Gracey October 16, 2018

written by Lori Gracey

Determining what instructional strategies work best for long-term learning can be time-consuming. Luckily, researcher John Hattie has made that chore much simpler. As we learned in part 1 of this blog series, Hattie took all of the research studies on what works in learning and compiled them into a ranked list of more than 250 instructional strategies. We examined two of those top strategies, Classroom Discussion and Micro-Teaching/Video Review of Lessons, in part 2 of the series. Today, we’ll look at two more strategies that you will want to use in your classroom to accelerate learning.

Effect Size Review

It’s important to remember that, according to best practices, we are looking for those research-based instructional strategies that have an effect size greater than 0.4. That means that they will have more impact than a typical year in school for students. So keep that in mind as we look at two more must-use practices.

Strategy Number 7: Teacher Credibility

Learning is a choice. Whether a student chooses to learn from a teacher is based on specific traits. Trust, competence, energy, enthusiasm, and consistency are among the top characteristics students consider when determining if their teacher is credible and if they are going to choose to learn from them. While most teachers believe they are credible, it’s not what they believe that matters but instead is the perception of the students.

Teacher credibility has an effect size of 0.90, or more than double what is needed. That makes it a powerful strategy to implement. But what actions can a teacher take to be more credible to his/her students? Hattie defines credibility as the teacher being highly organized when teaching, having a powerful speaking style, and removing barriers between himself and the student. Let’s take a look at teach of these traits.

Being Highly Organized

As educators, we’ve all had those Mondays when we’ve had a busy or terrible weekend and are running late getting to school. Once there in front of the class, we realize that we forgot to run off a vital component of the lesson or didn’t request the laptop cart or didn’t obtain another piece needed to teach. So we run around for a little as we try to come up with a backup plan for the day. When students see this type of behavior, even though they may be thrilled that no real teaching/learning is happening, they also believe that their teacher didn’t care enough to organize materials and thoughts for the day’s lessons. To the students, that means that the lesson isn’t important, resulting in them being less motivated to learn. Taking steps to ensure that we are very organized is critical to students choosing to learn with us that day. Whether you use a Google Calendar to remind yourself about important needs or set alarms and reminders on your smartphone, the point is that you as the adult in the room must be organized.

Speaking Style Matters

Hattie also found that having a powerful speaking style while teaching made a difference in whether students chose to learn or not. This doesn’t mean that you have to be a professional. It does mean that you need to vary your speaking tone and speed, show emotion as you are speaking, use a storytelling approach as appropriate, and be passionate about your content. You can find some good videos from Toastmasters International here that will help you ramp up your speaking style. You can also invite a peer to come in and provide feedback specifically about the tone of your voice, your inflection, whether you say “um” too many times, and other speech habits.

Removing Barriers

The final piece of teacher credibility is removing barriers between the teacher and the student. This can be a physical barrier, such as sitting behind a desk or lectern while teaching, or a virtual barrier, such as acting like you don’t want to be in the classroom or with the students. Students want to believe in you, and in order to do that, they have to be somewhat near you. Take a look at your classroom arrangement and see if students can easily reach you.

This article provides some excellent additional information about creating teacher credibility.

Strategy Number 6: Conceptual Change Programs

With an effect size of 0.99, conceptual change programs can have a significant impact on learning. Such a program has to do with the misinformation that students may have. Prior to the introduction of new concepts, students may have already formed their own understanding of the world around them, often including many misconceptions. These misconceptions can hinder deeper levels of learning. Conceptual change introduces concepts and, at the same time, discusses relevant and common misconceptions.

It may not seem fair that, as the teacher, you have to not only have strong content knowledge, but also have to know what the common misinformation about that content is and how to help your students correct it. But the research is clear that this is required. It is especially powerful for learning if the students can identify their own misconceptions and correct them. Some of the ways this can be achieved is through some oldies, but goodies:

KWL charts (what do they already Know, what do they Want to learn, what have they Learned)
Blogging about what they know before the unit begins
Flipgrid for student reflection on their knowledge prior to learning

It could also be something as simple as a quick class discussion at the beginning of a unit asking students to list everything they already “know” about the topic. As the teacher, you can then see what misconceptions there are and construct a learning activity to help students correct those.

Next Time

We’ll continue our deep dive into the top nine research-based strategies to implement in the classroom for improved learning in part 4 of this series, which will be published on Oct. 23. The next two strategies we’ll examine will be Response to Intervention and the Jigsaw Method.

October 16, 2018 0 comment