Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial

Penuel, William R.; Bates, Lauren; Gallagher, Lawrence P.; Pasnik, Shelley; Llorente, Carlin; Townsend, Eve; Hupert, Naomi; Domínguez, Ximena; VanderBorght, Mieke

doi:10.1016/j.ecresq.2011.07.002

Cited by 36 publications

(30 citation statements)

References 55 publications

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“…Despite limitations in drawing in-disputable conclusions between teacher preparation and student outcomes, the present study lends additional support to previously reported connections between effective professional development and student knowledge gains (Browder et al, 2012;Harris et al, 2015;Parette et al, 2013;Penuel et al, 2012;Ritzhaupt et al, 2012;Walker et al, 2012). In the current study, students significantly improved pretest to posttest scores on an authentic performance task requiring the use of online research skills.…”

Section: Discussionsupporting

confidence: 69%

“…The finding adds to the literature indicating that quality professional development is especially vital to improving learning outcomes for SWLDs (Browder et al, 2012;Harris et al, 2015). One key component of the face-to-face professional development in this study is instruction on technology integration, which is particularly beneficial for SWLDs' learning (Berry et al, 2011;Parette et al, 2013;Penuel et al, 2012).…”

Section: Discussionsupporting

confidence: 55%

“…For example, in a study of preschool teachers, professional development training in assistive technology improved outcomes when teachers integrated this technology in the classroom with their students, including SWLDs (Parette et al, 2013). At-risk pre-schoolers also have been shown to benefit in media-integrated literacy instruction when taught by teachers who received effective professional development (Penuel et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Terrazas-Arellanes¹,

Knox²,

Strycker³

et al. 2016

JITE:Research

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To help students navigate the digital environment, teachers not only need access to the right technology tools but they must also engage in pedagogically sound, high-quality professional development. For teachers, quality professional development can mean the difference between merely using technology tools and creating transformative change in the classroom. For students -especially those with learning disabilities (SWLDs) -having well-prepared teachers can mean the difference between passive listening and active learning. This report discusses implementation and impact of a face-to-face professional development model designed to enhance teachers' implementation of a web-based curriculum (the SOAR Student Toolkit) for teaching online research strategies to all students (both general education students and SWLDs) in the middle school classroom. Fifteen teachers and 446 students participated in this study. Data were gathered from three school-based implementations across two academic years. Results indicate that teachers found that the face-to-face professional development was of high quality (100%), the pace and format was appropriate (93%), and sufficient practice and feedback were provided (100%). All teachers said the professional development supported their professional growth in providing differentiated instruction for all students and integrating technology into their instruction. About half of the students agreed or strongly agreed that they were very happy with the use of the SOAR Student Toolkit, found it easy to use, believed it helped them learn online research strategies, and thought it was a good way to teach. Most students said they would use the SOAR Student Toolkit for future research projects at least sometimes. Students who learned the SOAR Student Toolkit from trained teachers improved scores an average of 29.2 percentage points on performance-based assessments, from 31.3% (SD = 22.1) at pretest to 60.5% (SD = 23.0) at posttest-a statistically significant increase (F(df = 1,857) = 468.4, p < .001). Gains for SWLDs were similar to improvements for general education students.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionsupporting

confidence: 55%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Terrazas-Arellanes¹,

Knox²,

Strycker³

et al. 2016

JITE:Research

View full text Add to dashboard Cite

show abstract

“…In the past, researchers have provided evidence of the possible benefits of utilizing technology in early year education (McKenney & Voogt, 2012;Penuel et al, 2012). As the Internet is broadly used in the educational area, preschool educators may have more opportunities to utilize web-based technology to enhance their learning effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Web-Searching To Learn: The Role of Internet Self-Efficacy in Pre-School Educators’ Conceptions and Approaches

Kao

Chien

2017

EURASIA J MATH SCI T

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This study was conducted to explore the relationships between pre-school educators' conceptions of and approaches to learning by web-searching through Internet Selfefficacy. Based on data from 242 pre-school educators who had prior experience of participating in web-searching in Taiwan for path analyses, it was found in this study that conceptions of learning by web-searching play a major role in approaches to learning without Internet Self-efficacy (ISE). The results indicated that preschool educators' Internet self-efficacy was the significant moderator of their conceptions of and approaches to learning by web searching. Thus, this result suggests that improving preschool educators' ability to use the Internet as well as their use of relevant web-based tools may increase their approaches to learning by web-searching, which may in turn strengthen their learning performances in Internet-based environments.

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“…If a child views a television show that focuses on content similar to what is being taught in school, the child will be more likely to learn and retain the information. While the idea of educational technology as a supplement to classroom learning is certainly not new, previous school-based media interventions have seen varying levels of success (Jennings, Hooker, & Linebarger, 2009;Linebarger, Kosanic, Greenwood, & Doku, 2004;Linebarger & Piotrowski, 2009;Penuel et al, 2012). In a study by Linebarger and Piotrowski (2009), classroom teachers were told not to discuss any of the information being presented in the stimuli because the researchers were investigating the impact of the educational television programs alone.…”

Section: Discussionmentioning

confidence: 98%

What Preschoolers Bring to the Show: The Relation Between Viewer Characteristics and Children’s Learning from Educational Television

Aladé

Nathanson

2016

Media Psychology

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Supplementing literacy instruction with a media-rich intervention: Results of a randomized controlled trial

Cited by 36 publications

References 55 publications

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

A Face-to-Face Professional Development Model to Enhance Teaching of Online Research Strategies

Web-Searching To Learn: The Role of Internet Self-Efficacy in Pre-School Educators’ Conceptions and Approaches

What Preschoolers Bring to the Show: The Relation Between Viewer Characteristics and Children’s Learning from Educational Television

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