Leping Liu

First steps toward a statistically generated information technology integration model

SUMMARY One hundred and two case studies relating to integrating information technology into the classroom were analyzed using logistic regression. The purpose of this procedure was to generate a statistical model that would reflect the significant components present in successful case studies. In order to accomplish this, we identified instructional components that were common to all case studies. Through this process, we identified six instructional components that we labeled: Use of Software, Use of Web-Based Instruction, Use of Web Information Resources, Use of Problem-Based learning, Instructional Design Choice, and Tailoring Multimedia Courseware. These six instructional components were considered variables in the statistical analysis. Three of the six variables were statistically significant and were incorporated in the model (i.e., Use of Software, Use of Problem-Based Learning, and Instructional Design Choice). We recommend this model in teacher training in order for teachers to be prepared to successfully integrate information technology into the classroom. Suggestions are offered for further investigation and refinement of this model.

Web-Based Resources and Applications: Quality and Influence.

Abstract This paper evaluates the quality of two major types of Web resources for K-12 education–information for research, and interactive applications for teaching and learning. It discusses an evaluation on the quality of 1,025 pieces of Web information (articles, research reports, news, and statistics) and 900 Web applications (tutorials, drills, games, and tests) used by K-12 teachers and students over a six-year period from 1998 to 2004. Findings suggest that (a) quality differs among information from different Web domains (.com, .org, .edu, and .gov); (b) quality differs among applications by different designers (professional designers, college students, K-12 teachers, and university professors); and (c) the quality of a Web-based learning application influences a students using and learning with it. Challenges and potentials of using the two types of Web resources to improve learning are discussed. A design-quality model is developed and tested.

Web 2.0: On the Cusp of a Revolution in Information Technology in Education?

The modern field of information technology in education is approaching its 30th birthday. The first 30 years have been turbulent and marked by uncertainty and controversy at every turn. For a while, it was by no means certain that the field would survive into the new millennium. Today, it is a bit difficult to believe that at one time or another, most of us entertained serious doubts about whether the classrooms of the future would include a place for computers. Today, it is hard to imagine a school without computers, and students across the globe have embraced information technology. Recently, we have argued that higher education instruction is at the beginning of an important new trend (Sprague, Maddux, Ferdig, & Albion, 2007). Today, we are more convinced of this than ever before, and we

Web 2.0 Articles: Content Analysis and a Statistical Model to Predict Recognition of the Need for New Instructional Design Strategies

ABSTRACT This article presents a study of Web 2.0 articles intended to (a) analyze the content of what is written and (b) develop a statistical model to predict whether authors’ write about the need for new instructional design strategies and models. Eighty-eight technology articles were subjected to lexical analysis and a logistic regression model was developed. Lexical analysis was used to determine the specific content of the articles, and logistic regression was used for prediction. The findings consist of a concept map and suggest that (a) Web 2.0 applications are most commonly used in reading, writing, and literacy instruction; and (b) two variables (design of information use and design of integration) can be used to predict whether an author writes about the need for new instructional design strategies to make effective use of Web 2.0 applications.

A Learning Model That Stimulates Geometric Thinking Through Use of PCLogo and Geometer's Sketchpad

Summary PCLogo and Geometers Sketchpad are powerful tools that may be used by mathematics teachers who want to integrate technology with geometry instruction in the elementary classroom. The purpose of this study was to examine the usefulness of PCLogo and Geometers Sketchpad to stimulate thinking about geometric concepts in elementary age children. We used a collective case study design that included four cases, two girls (ages 8 and 10) and two boys (ages 10 and 11). All participants were trained to use PCLogo and Geometers Sketchpad to construct geometric shapes and measure the attributes of the shapes. After the training, participants used these technologies as tools to stimulate thinking about geometric concepts. As a result of our observations of childrens performances as they reasoned about geometric concepts, we developed a learning model for teaching children about geometry.

An Investigation on Experienced Teachers’ Knowledge and Perceptions of Instructional Theories and Practices

Instructional practices in schools have been constantly changing over the years, and educators’ knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers’ knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the field of technology-based teaching and learning. Data from 162 experienced teachers who had enrolled in teacher education courses in two universities were collected from 2005 to 2007. Consistent with the literature, findings suggest that teachers with higher degrees and more teaching experience are aware of and understand more about educational practices. A predictive model was developed from this study.

Examining the Predictive Validity of an Instrument: Technology Attitudes and Learning

ABSTRACT This article reports the results of a study examining the predictive validity of a computer attitude instrument. The researchers attempted to determine the extent to which this instrument predicts student learning. Data from two universities were collected using this instrument over a nine-year period and were sorted into three sets with a random n of 400 in each. Three procedures were performed. First, one set of data was used to develop a base model of prediction. Second, this model was used to calculate the predicted learning achievement scores for the other two sets of data. Finally, in those two sets of data, the means of the predicted and observed learning achievement scores were compared using inferential statistics. The predictive validity of the instrument was confirmed, as no significant differences were found between the mean predicted and observed learning outcome scores.

Evaluating Online Learning Applications: Development of Quality-Related Models.

The purpose of this study was to explore the influence of the design-quality of current online K-12 learning applications on student learning via three learning-related variables (student enjoyment, motivation, and anxiety level when using those online applications). Nine hundred online K-12 applications (WebQuests, online drills, games, tests, and other applications) were evaluated in terms of four design factors (quality of information, design of information, quality of technology use, and design of technology use) in relation to the three learning-related variables. Three prediction models were generated and tested in this study. An intermediate effect was found between the design of online application and student learning, which may provide some insights for teachers when they integrate online applications into teaching and learning. The target audience of this paper may be school teachers, designers, or professionals who use online applications for education purposes.

Assessment of Integration of Technology in Education: Countering the “No Significant Differences” Argument

ABSTRACT Literature in the field of information technology in educations in full of references to “no significant differences” findings from studies on the efficacy of technology integration. These findings may be due factors such as flawed assessment procedures, widely varying definitions of technology integration, and research design problems. The current special issue focuses on the development and use of reliable and valid instruments and procedures to access technology integration. This editorial reviews the concepts of reliability and validity, and summarizes assessment methods presented in the articles in this special issue.

Assessing student learning in instructional technology: dimensions of a learning model

Summary A study of methods to assess student learning in instructional technology courses was conducted using an IT learning model that consists of four dimensions. Static assessment and dynamic assessment methods were employed to assess student (a) attitudes toward technology, (b) learning and use of technology, (c) technology integration, and (d) self-mastering and teaching technology.