The Practicality of Implementing Connected Classroom Technology in Secondary Mathematics and Science Classrooms

Abstract

Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts. However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform. Practicality consists of three constructs: congruence with teacher's values and practice; instrumentality-compatibility with the existing school structures; and cost/benefits-whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important considerations for the implementation of educational technology.

Sustainable and Flipped STEM Education: Formative Assessment Online Interface for Observing Pre-Service Teachers’ Performance and Motivation

“…Therefore, further research is required on adaptive assignment and feedback efficiency in entire education groups to support this new online-based formative assessment interface [48,49]. Thus, the online-based formative assessment interface could have greater effects on various levels of students' performance and motivation, as previously reported [22,48,[50][51][52].…”

“…Performance and motivation can verify the effectiveness of these interfaces since instructors and learners can obtain feedback and determine the impact on the teaching and learning progress [29,38,40]. Therefore, further research is required on adaptive assignment and feedback efficiency in entire education groups to support this new online-based formative assessment interface [48,49]. Thus, the online-based formative assessment interface could have greater effects on various levels of students' performance and motivation, as previously reported [22,48,[50][51][52].…”

Examining the Effect of an Online Formative Assessment Tool (Ofat) of Students’ Motivation and Achievement for a University Science Education

“…So, lecturers through this situation can have a better overview on lesson progress and students' assignment understanding and then are easily able to answer and respond their learning necessities and queries. Therefore, it is important to stipulate further research on adaptive assignments' effect together with all education teams who are supporting this new OFAT implemented Shirley et al, 2011).…”

“…Particularly, students' feedback efficacy in OFAT has been under research for several decades and its affirmative effects of educational and instructive outcomes have been ISSN 1648-3898 /Print/ ISSN 2538-7138 /Online/ found in most studies (Bangert-Drowns et al, 1991;Koedinger et al, 2010;Pape et al, 2012). However, these tools in the regular curriculum frequently are not combined (Cornelisz et al, 2015;Shirley et al, 2011), which caused not drawing strong deductions for the tools' contribution to teaching and learning in real settings of classrooms. Besides, these studies are related with small samples together with a short duration study as a further research required (Muis et al, 2015;Narciss et al, 2014;Wang, 2014).…”

Empowering Communication through Advanced Student Response Systems: Perspectives of Pre-service Mathematics Teachers

“…A review by Fies and Marshall (2006) also concluded that there was a greater agreement among researchers that the SRS can promote student learning when supported by appropriate pedagogical methods. Many existing studies about SRS have focused on implementation issues and in-service teachers' perspectives (Clark-Wilson, 2009;Shirley, Irving, Sanalan, Pape, & Owens, 2009, as well as illustrating student achievements and reactions to SRS. Because this technology has positive influence on students' learning and availability is on the rise, this study will expand the investigation into pre-service teachers' perspectives on the use of SRS while students are learning mathematics.…”