Can current computer technology, including appropriate software and access to the World Wide Web, be utilized effectively to motivate middle-school students (grades 6, 7, and 8) in the subject area of mathematics and to boost student achievement?

1. "Math-Alive! Using Original Sources to Teach Mathematics in Social Context." Shulman, Bonnie. Primus 1998, Mar v8 n1 p 1-14.

ERIC #EJ565649

Discusses the importance of an historical context in motivating students to learn math content.

2. "Math and Literature: A Perfect Match." Thraikill, Colleen. Teaching Pre K-8. 1994, Jan v24 n4 p64-65.

ERIC # EJ476424

Stresses the importance of integrating math skills with literature relevant to the students’ world.

3. "Math and Science: Vitality through Technology." Kapisovky, Peggy M. Media and Methods. 1990. Sept-Oct v27 n1 p59-61.

ERIC # EJ415306

Instruction of math highlights the use of microcomputer-based laboratories. Data collection, storage and display are covered as well as the exchange of ideas with other students through telecommunications.

4. "Assessing the Changing Impact of Technology on Teaching and Learning at Virginia Tech: A Case Study. Taylor, C. David. New Directions for Institutional Research 1999. Sum n102 v26 n2 p55-70.

ERIC # EJ588127

This case study examines the growth of a computer/technology-rich environment. Relationships between technology and teaching and learning is explored.

5. "Seven Principles for Designing Developmentally Appropriate Web Sites for Young Children." Harbeck, Julia D. Educational Technology 1999. July-Aug v39 n4 p39-44.

ERIC #EJ589929

A "must read" when designing websites for/by students. Includes information about developmentally appropriate practice, including design; teacher guidance; relevance to students; integrated activities including math; and exploratory options.

6. "Software Systems in Distance Teaching and Learning." Saba, Farhad. Distance Education Report 1999, Jul v3 n7 p1-2.

ERIC #EJ591585

To be used as a resource for educators setting up distance education classes. Includes types of software, communication tools, course development tools and digital imaging and video production software. Presents three scenarios on how to approach online course development/presentation.

7. "What Does ‘Using the Internet for Education’ Mean?" Trentin, Guglielmo. Educational Technology 1999, Jul-Aug v39 n4 p15-23.

ERIC# EJ589926

Covers how educational activities can be carried out on the Internet as well as skills and knowledge that teachers need to acquire in order to take advantage of network learning. Educational goals that can be accomplished with the assistance of the Internet are also discussed.

8. "The Presence of Computers in American Schools, Teaching, Learning, and Computing: 1998 National Survey." Anderson, Ronald E. Center for Research on Information Technology and Organizations, Irvine, CA

ERIC# ED430548

This national survey reflects the current presence of computing technology in American schools. It also contains evidence that disparities in public schools still exist--across social, economic, and geographic boundaries.

9. "They Love It, But Do They Learn From It? Evaluating the Educational Impact of Innovcations." Gunn, Cathy. Higher Education Research and Development 1999, Jun v18 n2 p185-199.

ERIC # EJ591530

Includes a case-specific method for assessing the impact of innovations in computer-assisted instruction; uses objective and subjective data to assess instructional techniques and outcomes on learning. Contains case studies as well.

10. "An Introduction to Internet Resources for K-12 Educators, Part I:

 

 

Information Resources, Update 1999." ERIC Digest.

ERIC # ED429593

This resource for educators lists numerous no-cost Internet resources of special interest to K-12 teachers/administrators. Includes guides to Internet resources; lesson plans and teaching materials; keypals and penpals; acceptable use policies; technology plans for K-12 schools; Internet projects for the classroom; grant information; standards-based education; reference resources; library catalogs; etc.

11. "Can Computer-Aided Instruction Accommodate All Learners Equally?" British Journal of Educational Technology 1999. Jan v30 n1 p5-24.

 

 

ERIC #EJ584162

An exploratory study, which investigates the impact of learning styles on human-computer interaction, uses measures including the Gergorc Style Delineator.

12. "An Integrated Learning System and Its Effect on Examination Performance in Mathematics." Computers & Education 1999. Feb v32 n2 p95-107.

 

 

ERIC # EJ588179

Evaluates an integrated learning system based on computer-assisted learning, called the "Learning Experience," on the performance of mathematics by students, ages 11 to 13. Results of multiple-regression methods, used to estimate the statistical relationship between test scores and time spent using "Learning Expedition" show an improvement in performance.

13. "Toward a Computer Based Instructional System." Gariglio, Lawrence. Saginaw Township Community Schools, Mich.

 

 

ERIC # ED016405

This article deals with computer-based instruction that is individualized instruction with the computer as central control, with three subsystems: instructional, research and managerial. Focuses on instructional subsystem which features breakdown of grade-by-grade curricula; breakdown of static classroom size; and use of computer and other devices to present instructional information.

14. "Making Decisions about Software for Classroom Use." Reading, Research and Instruction 1999. Spr v38 n3 p187-96.

 

 

ERIC # EJ585410

Recognizing the challenge that teachers face in choosing appropriate software packages for classroom instruction, this article presents a list of criteria for evaluation of software.

15. "Enhancing Math Learning Through Computer-Assisted Instruction." Macnab, Donald. Education Canada 1999, Spr v39 n1 p38-39.

 

 

ERIC # EJ588516

Contains key findings of an evaluation of "The Learning Equation," a newly-developed program implemented in Alberta and British Columbia. TLE uses computer-based math resources designed to improve retention of expected math outcomes in secondary school students. Positive effects of TLE are shown through teacher evaluation and math achievement scores of 1.184 students in 14 schools in Canada.

16. "Connected Learning Communities: Findings from the Road Ahead Program, 1995-1997." Bielefeldt, Talbot. International Society for Technology in Education, Eugene, OR.

 

 

ERIC # ED429585

This report contains findings and recommendations for "The Road Ahead Program" of the National Foundation for the Improvement of Education, a nonprofit foundation of the National Education Association, funded by Bill Gates of Microsoft Corp. The essential elements of this program include: school-community partnerships; an online network; teacher mentors; and grants from Microsoft. Findings center on to what extent sites were able to implement programs and achieve explicit objectives as well as what effects the model had on student learning, professional development, technology use, and systemic change.

17. "Computer-Aided Instruction on the World Wide Web: The Third Generation." Daniel, Joseph. Journal of Economic Education 1999. Spr v30 n2 p163-174.

 

 

ERIC # EJ588682

This article reviews the development of computer-aided instruction (CAI) and provides criteria for effective CAI on the WWW.

18. "Culturally Responsive Technology Use: Developing and On-line Community of Learners." McLoughlin, Catherine. British Journal of Educational Technology 1999, Jul v30 n3 p231-243.

 

 

ERIC # EJ591571

Includes discussion of culturally responsive design of online instruction, especially in the context of indigenous Australian learners. Provides accounts for cultural issues in general that impact on the design of learning tools.

19. "How to Create a Virtual Learning Community." Smith, Maureen. Training and Development 1999, Jul v53 p44-45, 47-48.

 

 

ERIC # EJ587170

Showcases virtual learning as the answer for a positive learning community, and highlights case studies.

20. "Flash Cards and Animation Software for Education." Byers, John. Educational Media International 1999. Jun v36 n2 p164-167.

Describes software programs that contain educational tools such as flash cards and animated series of images.
 
 

1. Identify at least one school district that would be willing to participate in this research study for one school year. (Many school systems in proximity to state universities already have a long-standing effort in cooperation to improve programs.)
2. In the middle school(s) of this identified district, evaluate whether the students are already divided into teams within grade level. If so, identify one (or more) team/s as the "treatment group" with the other one (or more) as the "control group." If not, simply divide the individual classes into two equal groups.
3. Prior to teaching students, inservice education will be provided to cooperating teachers and administrators, where the components of the program will be discussed.
4. The control group will continue with the mathematics curriculum as per grade level according to the district’s curriculum guide. The treatment group will use the established mathematics curriculum as a guide, but will also be offered a plethora of other learning activities involving technology, and will be able to progress at their own pace, with individuals moving ahead to new concepts as they are ready or spending more time on mastering concepts as necessary.




Elements of the enriched technology program for treatment group include:

Student access to computers with Internet capability;

Computer-based individual instructional program of mathematics activities

for each student;

Opportunities for students to complete work associated with teacher-approved math websites;

Opportunities for students to correspond with "keypals"

regarding math activities and concepts;

Problem-solving approaches where students use current technology to find solutions.

5. Evaluation of this research study is based on entrance and exit evaluations, which are NOT limited to written standard tests. Standard grade-level performance tests in math and computer literacy will be given and evaluated, but students and teachers will also participate in a cooperative portfolio type of review. In the portfolio, all students, both in the control group and in the treatment group, will highlight concepts that they have mastered during the school year.