Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 250-279
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School

2015 ◽  
pp. 1516-1544
Author(s):  
Gayle Y. Thieman
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
First Year ◽  
High Poverty ◽  
School Students ◽  
Challenges And Opportunities ◽  
Teachers Attitudes ◽  
Ipad Applications

The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.

scholarly journals The effect of project-based blended learning (PJB2L) learning model on students learning outcomes

2021 ◽  
Vol 3 (4) ◽  
pp. 268
Author(s):  
Mira Juwita Eva Distyasa ◽  
Elizabeth Titiek Winanti ◽  
I G P Asto Buditjahjanto ◽  
Tri Rijanto
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Vocational High School ◽  
School Students ◽  
Variable Model

The main problem in education today is the lack of effectiveness in the learning process. This can be seen from the average student learning outcomes which are always still low. Especially for vocational high school students who emphasize learning skills in order to produce work-ready graduates, but it is inversely proportional to the facts in the field. Low learning outcomes are indicated because the learning conditions are still conventional (lectures, practicum, and discussions) where teachers are still a source of learning (teacher centered). This study aims to determine the effect of the project based blended learning model on learning outcomes of vocational high school students. This research was conducted through a literature review and relevant research results and was continued through a Focus Group Discussion (FGD). From the research it was found that there was a significant positive influence between the variable model of project based blended learning and student learning outcomes, which means that student learning outcomes can be improved through the application of a project based blended learning model.

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

2020 ◽  
Author(s):  
Nélia Lúcia Fonseca
Keyword(s):  
High School ◽  
High School Students ◽  
Video Art ◽  
Theory And Practice ◽  
First Year ◽  
School Students ◽  
Forest School ◽  
Moving Images ◽  
History Of ◽  
Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

scholarly journals The problems of junior high school students

2019 ◽  
Vol 4 (3) ◽  
pp. 129
Author(s):  
Nurhasanah Nurhasanah ◽  
Muh Farozin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Survey Methods ◽  
Junior High School Students ◽  
First Year ◽  
Guidance And Counseling ◽  
School Students ◽  
First Year Students

Problem is a state that is not in line with expectations and must be solved immediately. The junior high school student is in the early adolescent phase, which finds many major changes in him that can cause problems. Guidance and conseling services should be provided in accordance with the problems experienced by students and their needs. However, guidance and conseling teachers have difficulty identifying the problems that affect the giving of guidance and counseling services. This study observes the problems experienced by students in junior high school with the number of respondents as many as 193 students. They are first year students of junior high school in Yogyakarta. We analyzed student problems using survey methods with problem-based guidance and counseling instrument, namely Alat Ungkap Masalah (AUM) Umum. The results showed that the 3 highest problem experienced by junior high school students in Yogyakarta covered 45% of he Social Relationship, 44% Personality, and Physical Health got 40%.

Integrating Blended Learning into Situational Writing for Vocational High School Students

2013 ◽  
Vol 3 (3) ◽  
pp. 85-100 ◽  
Author(s):  
Hsiu-Ling Yen ◽  
Shi-Jer Lou ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Blended Learning ◽  
Writing Instruction ◽  
Control Group ◽  
Vocational High School ◽  
School Students ◽  
Students Attitudes ◽  
And Behavior ◽  
Experimental Group

This study aims to explore vocational high school students’ attitudes toward integrating blended learning into situational writing, and the learning effectiveness of that integration. A total of 84 vocational high students were divided into an experimental group and a control group. The experimental group received writing instruction through an online platform, whereas the control group received writing instruction in traditional classrooms. Attitude toward writing and writing performance were assessed before and after the experiment. Also, learning satisfaction survey was conducted afterwards. The findings of this study reveal that results of the post-test total scores and behavior are significantly higher than the pre-test total scores and behavior results for both the experimental and control groups. Particularly, organization, language usage, and the overall performance in the students’ writings are significantly improved. Scores for affection and behavior and total scores for attitude toward writing are significantly higher for the experimental group than for the control group. Both groups show significant satisfaction with the instructional method, interactivity, and total grades.

The Teacher Won’t Teach Me!

1977 ◽  
Vol 5 (5) ◽  
pp. 35-41 ◽  
Author(s):  
A-K. Eckermann
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Aboriginal People ◽  
Educational Achievement ◽  
Aboriginal Education ◽  
First Year ◽  
School Students ◽  
Rural Town ◽  
Grant Scheme

Throughout 1974 and 1975 I worked among Aboriginal people in Rural Town, S.W. Queensland. With one exception, all Aboriginal people in this country town have attained at least a primary education. Further, almost 30 per cent of men and women in the 16–30 age group have attended some secondary school; although only two completed grade 10 in 1974, a further three attended tenth arade in 1975.These figures reflect the pattern of Queensland Aboriginal education as presented in Roper (1970:55). On the basis of these trends it should be possible to hypothesize that younger Aboriginals are attaining higher educational standards than their parents. But the figures lie – simply because more children are staying at school for longer periods this does not mean that they either learn more at school or are experiencing more satisfaction in the school situation.Obviously the proportion of individuals who attend at least some secondary school is increasing; Aboriginal parents generally support the principle that education is essential if the child is to acquire reasonable employment. Such schemes as the Aboriginal Secondary Grant Scheme are recognised by the Aboriginal community as worthwhile endeavours, not only because they enable parents to support their children for longer periods at school, but because they make the whole educational issue topical. Discussions about the grant lead to discussions about children’s problems at school. Ambitions for “good jobs” are intrinsically linked with educational achievement. Education officers associated with the Aboriginal Secondary Grant are sought out, asked for help to “have the kids sent to boarding school”, as the Rural Town high school does not teach classes beyond Grade 10, and their expertise enlisted to find employment. This concern is not restricted to high school students either. Mothers generally recognise that: “Kids need the first year at school or they get buggered up for the rest. If they miss too much in that first year, they never catch up….”

scholarly journals Study protocol for a cluster randomised controlled trial testing the effectiveness of the ‘High schools High on life’ intervention on reducing excessive drinking in Danish high schools

BMJ Open ◽  
2020 ◽  
Vol 10 (8) ◽  
pp. e038857 ◽  
Author(s):  
Veronica Sofie Clara Pisinger ◽  
Sofie Hoffmann ◽  
Johanne Aviaja Rosing ◽  
Morten Grønbæk ◽  
Janne Schurmann Tolstrup ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Alcohol Intake ◽  
Secondary Outcome ◽  
First Year ◽  
Excessive Drinking ◽  
School Students ◽  
Cluster Randomised ◽  
Randomised Controlled

IntroductionThis paper describes the evaluation design of the ‘High schools High on life’ intervention; a school-based intervention to reduce excessive drinking among high school students in Denmark. The intervention includes a school environmental component to limit access to alcohol at school, a school-educational component to change social norms around alcohol among first year students and a parental component addressing parents’ knowledge and attitudes towards alcohol.Methods and designThe study will employ a cluster randomised controlled study design and will include a random sample of 16 high schools randomly allocated 1:1 to either intervention or control group. Target group: first year high school students. Timeline: baseline survey: January to March 2019, collected as part of the Danish National Youth Study 2019. Delivery of intervention: April 2019 to March 2020. Follow-up survey: April to May 2020. Primary outcome measure: 30% reduction in mean number of binge-drinking episodes (five or more alcoholic drinks on one occasion) within the last 30 days. Secondary outcome measures: proportion of students who drink alcohol, mean weekly alcohol consumption, alcohol intake at last school party, alcohol intake at the school during last school party, proportion of students who agree to be able to have fun at a party without drinking and the proportion of students who think alcohol plays a too dominant part at the school. Implementation will be monitored through process evaluation.Ethics and disseminationThe Scientific Ethics Committees for the Capital Region of Denmark has declared that the trial is not subject to notification (jnr. 19021957). The study is registered at the Research an Innovation Office at University of Southern Denmark (ref: 10.314) allowing collection of personal data. Results will be published in peer-reviewed journals.Trial registration numberNCT03906500.

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