Journal Review: Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

Gambari, I. A., Gbodi, B. E., Olakanmi, E. U., & Abalaka, E. N. (2016). Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction. Contemporary Educational Technology, 7(1), 25-46.

PURPOSE
The purpose of this study was to determine which method of teaching increased student achievement and motivation among high school students learning chemistry;

1. Computer Simulation Instructional Package (CSIP) - Students learn one concept at a time in a prescribed order, but at their own pace. Once they have been taught a concept, they are asked questions, if they answer enough correct, they move on to the next concept. If not, they try again.
2. Computer Tutorial Instructional Package (CTIP) - Similar to the simulation package, except once students are quizzed, if they don't receive at least a 70%, the computer will provide support specific to the questions the student missed.
3. Traditional Teaching Method (TTM)

The researchers also wanted to see if there was any difference between male and female students.

PARTICIPANTS

The study included 90 high school students. Half were male and half were female. 

METHODOLOGY

The students took the Chemistry Achievement Test twice (pre-test and post-test) to test for content knowledge. Then students filled out a survey twice (pre and post-test) and were interviewed to understand motivation.

FINDINGS

It was found that students who were exposed to the CSIP achieved significantly higher on the Chemistry Achievement Test than those exposed to the CTIP and TTM instructional methods. Subsequently, it was found that students exposed to the CTIP achieved significantly higher on the test than those exposed to the TTM. Similar trends were also found when looking at intrinsic and extrinsic motivation while learning chemistry. The researchers found no difference between the male and female students in terms of motivation or achievement.

REFLECTION/APPLICATION

It doesn't surprise me that students achieved more when using technology because it is hard to visualize a lot of chemistry concepts. Also, the programs allowed the students to move at their own pace, which should allow for higher achievement since students learn at different paces and TTM isn't conducive to that. 

In the past I have tried creating my own CSIP within schoology and had varying success. Many students resisted the drastic change thinking that I was trying to be lazy even though I created every video, every quiz, and every practice worksheet that students did. This perception caused some students to not try. I would like to go back to that, but provide different ways for students to practice and demonstrate understanding, hoping that will increase motivation and willingness. 

Journal Review: Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. M. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal Of Research On Technology In Education, 43(1), 53-74

PURPOSE

A study was conducted in the state of Missouri to see how various professional development techniques (all focusing on the use of technology) impact student achievement in the classroom. The techniques looked at were modeling, classroom visits, community building, technology utilization, connection to practice, and inquiry-based learning. Other PD focused primarily on the technology tool itself.

PARTICIPANTS

The study included about 270 teachers and about 3000 students. The study focused on grades 3-5. 

METHODOLOGY

The researchers looked at the lesson plans the teachers had to submit, classroom observations, and results of a standardized assessments.

FINDINGS

It was found that modeling was the best form of PD for teachers based on lesson plan quality. However, this did not extend to quality of classroom visits. Modeling was not the best form of PD for teachers, instead time spend planning with the instructional specialist and reflection proved to be the best indication of a quality classroom visit. Technology Utilization proved the best form of PD across the grades when looking at the impact on student achievement. It was finally concluded that the best PD focuses on lesson planning and reflection instead of technical assistance and modeling. 

REFLECTION

During the study, all participating teachers were exposed to all forms of professional development. Therefore, it is hard to say whether the increased success was due to one specific form of PD or if it was due to the whole experience. Having said that, it makes sense that better PD focuses on the task, not the tool. When teachers focus on what they want students to do with the content and not on a new app or website, students learn more. 

OPINION: Open Education Resources

Audio recording >>

Journal Review: Professional Development and the Master Technology Teacher: the Evolution of One Partnership

Wright, V. H. (2010). Professional Development and the Master Technology Teacher: The Evolution of One Partnership. Education, 131(1), 139-146.

In this journal article, Dr. Wright chronicles the development and the implementation of the professional development of in-service and pre-service teachers in the use of technology. The program described is the Master Technology Teacher (MTT) through the University of Alabama.

The program consists of the following components;

1. A small group of teachers meet periodically to learn new tools and pedagogical methods.
2. This group of teachers then implements the new tools and methods in their classrooms. This can include observations by those who are facilitating the MTT program.
3. The teachers then reflect and present their implementation/reflection to the others in the MTT program. 
4. The teachers involved in the MTT program become technology leaders and innovators in their departments/buildings/districts and mentor other teachers in the use of technology to enhance their craft.  

Dr. Wright also details five additional characteristics of technology professional development:

1. For teachers, learning basic skills and developing confidence in using technology is the first step.
2. Once one teacher becomes comfortable in using technology, they become technology leaders and the "go to" person for questions and ideas regarding technology integration.
3. New technology in teaching and learning is only integrated when professional development (such as the MTT program) and ongoing collaboration with others is continuous.
4. Teachers need time to learn new technologies, but also to "make and take" or time to work the new technologies into their lessons
5. Professional development should also include the ethical issues related to using technology in the classroom. 

The MTT program included teachers of all content areas as well as initial comfort level with technology. 

Google Cast for Education

Google Cast for Education

Google Cast for Education allows students to cast their desktop/tap to their teacher's computer. This will allow for students to present from their chromebooks/computers/tablets without using cables. Below is a quick video tutorial on how to set-up and provide access for your first student.