The American Educational Research Association (AERA) Conference is held in Vancouver, BC this April 2012. I am delighed to be involved in presenting an invited talk and three papers from my collaborative research projects at this conference.
Invited Talk - Technology as an Agent of Change in Teaching and Learning (TACTL-SIG).
Daniels, J., Varnhagen, S., Friesen, S., and Jacobsen, M. (2012). Barriers to Systemic, Effective, and Sustainable Technology Use in the Classroom. A paper to be presented at the American Educational Research Association (AERA), 2012 annual meeting, April 13-17, Vancouver, BC. Nominated for Best Paper by the Technology as an Agent of Change in Teaching and Learning (TACTL-SIG).
Jacobsen, M., Friesen, S., Daniels, J., and Varnhagen, S. (2012). A Two-Year Case Study of High School Student Engagement and Learning with Technology. A paper to be presented at the American Educational Research Association (AERA), 2012 annual meeting, April 13-17, Vancouver, BC.
Jacobsen, M. and Davis, B. (2012). Investigating Usability and User Experience with Clickers in Large Lecture Learning with Student Teachers. A paper to be presented at the American Educational Research Association (AERA), 2012 annual meeting, April 13-17, Vancouver, BC.
Tuesday, January 31, 2012
Technology and High School Success Research - AECT in Jacksonville, FL
Sharon and I had a great time presenting our collaborative research at the Association for Educational Communications and Technology (AECT) Conference in November 2011 -- we traveled to Jacksonville, Florida (took us a whole day, both directions) and we got to hang out with cool folks like Rick Schwier from USask.
A Mixed Method Case Study of Student Engagement, Technology Use and High School Success
Michele Jacobsen and Sharon Friesen, University of Calgary
Jason Daniels and Stanley Varnhagen, University of Alberta
Abstract: The relationship between technology use, student engagement and high school success was examined over two years. Surveys, interviews and classroom observations with students, teachers and school leaders informed study findings. Teachers are enthusiastic about technology, but design low level, low challenge recall assignments and tests. Student interest in learning with technology is high, but engagement tends to be low. Instruction is dominated by information delivery using display technology. Teachers must create meaningful, challenging and authentic student work that integrates technology. Leaders must create a shared vision for learning with technology in high schools; Research data on learning with technology must influence decision-making and systemic change in the education system.
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