Key Components of Personalized Learning
Abstract: Research in the area of personalized learning indicates that there are four essential elements of personalized learning 1) personal learning paths and implementation of self-directed learning, 2) flexible learning environment focusing on time, content, delivery, and instructional approaches and resources, 3) competency-based progression and advancement determined by level of mastery, and 4) technology use and integration. This literature review provides an overview of the four essential elements of personalized learning to facilitate a better understanding of personalized learning practices, supports, and challenges. Although more research is required in the area of personalized learning, it shows promise as a vehicle for systematic change in education.
Starcher, M. & Otto, L. (2020). Key components of personalized learning. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference (pp. 93-101). Online: Association for the Advancement of Computing in Education (AACE). Retrieved September 11, 2021 from https://www.learntechlib.org/primary/p/218125/.
Web-based instruction benefits for students in K-12
Abstract: Due to the COVID-19 pandemic, many students and teachers have moved to web-based instruction. As many schools strive to reopen and get students back into the classroom, this study seeks to understand the potential benefits on web-based instruction over traditional face-to-face methods. After reviewing literature related to web-based learning, themes emerged as to the benefits of using web-based instruction in K-12 education. Research indicates that there are many benefits to using web-based instruction to replace and supplement traditional, face-to-face methods of instruction. These benefits include freedom from the confines of time and space, more personalized instruction, accessibility tools, and the adoption of innovative learning tools and strategies. An argument is made that web-based instruction can be used to meet the needs of learners and promote life-long learning. Although there is a continued need for additional research in the area of web-based instruction, it shows promise as a transformative instructional method.
Starcher, M. (2021). Web-based instruction benefits for students in K-12. In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 690-696). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 11, 2021 from https://www.learntechlib.org/primary/p/219368/.
Reflection in technology-based learning environments (TELE)
Abstract
Reflection is a metacognitive skill that improves with experience and influences life-long learning (Cowan 2014; Dunlap 2005). The practice of reflection promotes knowledge construction (Boud et al. 1985; Chen et al. 2009), critical review (Moon 2004), and professional practice (Lew & Schmidt 2011; Moon 2004). With a growing trend towards TELE and online learning, the implementation of reflection strategies can be a challenge for educators and learners. Although there are constraints impacting the development, implementation, and refinement of reflection strategies, reflection is an appropriate strategy to promote students learning in numerous disciplines and classroom settings. This paper discusses practical ideas and strategies for promoting reflection in TELE and online teaching including good question prompts, (b) feedback, (c) reflection journals, (d) blogs (e) digital storytelling, (f) e-portfolios, and (g) video reflections. The ability of a learner to engage in reflection varies (Paterson 1995), the strategies described in this paper can be used to train students to think reflectively.
Otto, L. & Starcher, M. (2021). Reflection in technology-based learning environments (TELE). In E. Langran & L. Archambault (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1288-1294). Online, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 11, 2021 from https://www.learntechlib.org/primary/p/219383/.
A Call for Change in American Education
Overview: This paper makes an argument for redesigning of education system in the United States to better meet the needs of a constantly changing society in the digital age. Despite efforts to try and solve the challenge of student achievement, the United States has fallen short due to failed interventions to try and solve isolated problems. Four reasons are given to support a system redesign including leadership in the global economy, outdated teaching methods, access to information in the digital age, and overcoming inequity and inequality.
Starcher, M. (2020). A call for change in American education. [Unpublished manuscript]. Department of Learning Technologies LTEC 6010, University of North Texas.
Can Media Influence Learning?
Overview: The debate as to whether media influences learning has been on-going, with more recent contributions coming from Clark and Kozma. When the debate first began, few people had access to the technologies and media available today. However, today’s classrooms have access to new media and technologies that have the potential to impact learners and influence learning. This paper argues that media can influence learning through instructional delivery methods, individual learning supports, and new technologies.
Starcher, M. (2020). Can media influence learning?. [Unpublished manuscript]. Department of Learning Technologies LTEC 6010, University of North Texas.
Leadership’s Influence on the Adoption and Use of Technology
Overview: Previous studies have indicated that administrative support influences teachers and their belief and readiness to integrate technology into the classroom (Inan and Lowther, 2010). The principal is a key factor that influences the infusion of technology into the school setting (Dawson and Rakes, 2003). The purpose of this study is to validate the Technology Leadership Vision and Support Assessment. This instrument has been created to measure the attitudes and supporting activities of leadership regarding the adoption and use of technology on campus and to determine if certain demographic factors could be used to predict attitudes. The demographic factors include gender, age, education level, years as a principal, and years in the classroom.
Starcher, M. (2019). Leadership’s influence on the adoption and use of technology. [Unpublished manuscript]. Department of Learning Technologies LTEC 6511, University of North Texas.