Constructing Technology Integrated Activities that Engage Elementary Students in Learning

2011 ◽  
pp. 411-417
Author(s):  
Diane L. Judd
Keyword(s):  
Educational Technology ◽  
Social Studies ◽  
Elementary Students ◽  
Language Arts ◽  
The Internet ◽  
Problem Solving Skills ◽  
The World ◽  
Picture Story ◽  
Subject Areas ◽  
Integrate Technology

This article presents four technology-integrated activities that engage elementary students in learning. These educational technology activities were designed to be easily duplicated and modified by teachers for their students. The constructivist framework of the activities motivates students to be creative and to use problem-solving skills. Most of the technology-integrated activities were developed using the Internet and/or Microsoft programs that are commonly available, such as MS Word (2007), MS Excel (2007), and MS Paint (2001). The curriculum-designed activities integrate technology into a variety of subject areas; mathematics, science, art, social studies, and language arts. The technology activities included are Playing Musical Computers with Creative Writing; What’s the Connection?; Be an Artist, Paint a Picture-Story; and Where in the World is…? Each technology-integrated activity includes a description, an illustrated example of the activity, engaging activities for student to construct their learning, and ideas for presenting and sharing the projects.

scholarly journals How Effectively are University Students Tested? A Case Study

2020 ◽  
Vol 2 (1) ◽  
pp. 59-66
Author(s):  
Jane Kembo
Keyword(s):  
Higher Education ◽  
Social Studies ◽  
University Students ◽  
Descriptive Statistics ◽  
Job Market ◽  
Academic Mobility ◽  
The World ◽  
Subject Areas ◽  
The University

Testing and examining go on in higher education all the time through continuous assessments and end semester examinations. The grades scored by students determine not only academic mobility but eventually who get employed in the job market, which seems to be shrinking all over the world. Those charged with testing are often staff who have higher qualifications in their subject areas but are not necessarily teaching or examination experts. Against this background, the researcher wanted to find out what was happening at selected university across three schools: Social Studies, Education and Science. The university is fairly young having been awarded its charter twenty years ago. The paper asked two questions namely, at what levels of Bloom’s Taxonomy are lecturers asking examination questions? Secondly, do the level and balance of questions show growth in examining skills? The study evaluated over 1039 questions from randomly selected examination papers from the Examinations Office for the academic years from 2014/15 to 2017/18 (three academic years). A guide from the list of verbs used in Anderson s (revision of Bloom was used to analyze the questions. Descriptive statistics were used to describe the trends in testing for each year. ANOVA and t-tests were used to find out if there were significant differences between numbers across categories and within categories. The results of the study show that most examination questions are at the levels of remember (literal) and knowledge (understand). In 2016/17 and 2017/18 academic years, there were significant differences in the percentage of questions examined in these two categories. However, it seems from the study, that testing or examining skills do not grow through the practice of setting questions. There is need for examiners to be trained to use the knowledge in setting questions that discriminate effectively across the academic abilities of students they teach.

scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

Technology in the Technology Classroom

2011 ◽  
pp. 240-271
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Content Area ◽  
The Internet ◽  
Technology Classroom ◽  
The World ◽  
Subject Areas ◽  
Internet Connections ◽  
At Home

Technologies in the classroom are now the norm in schools equipped with multimedia, graphics and animation, access to the Internet, and handheld and remote devices. Students use these technologies as once they used pencils, books, and manipulatives to learn content in all subject areas. Learning is surpassing mere skills and facts; students are thinking and solving problems using these new skills. Literally, the world has become their classroom. Technologies help students master content aided by the fastest Internet connections at home as well as school. Technologies are the norm rather than the exception as tools for learning and content to be taught and mastered in school. Technologies are transforming how teachers teach and how their students learn, making it possible for both to attain the demands of ever-increasing standards. To meet these demands, educators have come to consider technology as a content area to be learned and as tools to be mastered.

Cyber Behavior in Social Studies Education

2012 ◽  
pp. 1124-1135
Author(s):  
Michael J. Berson ◽  
Caroline C. Sheffield
Keyword(s):  
Social Networks ◽  
Social Studies ◽  
Human Behavior ◽  
Social Studies Education ◽  
The Internet ◽  
Digital Citizenship ◽  
Political Ideas ◽  
Use Of Technology ◽  
The Social ◽  
The World

Events throughout the world have demonstrated the powerful use of technology to shape political ideas, give people a voice, and impact human behavior. The field of social studies education has long been a proponent for the use of technology; however, educators continue to be eluded by a paucity of studies to validate the effectiveness of implementation through longitudinal and outcome-based research. Key areas of focus for the social studies include digital citizenship, the evolution of the electronic republic, the Internet’s impact on political elections and movements, the rise of participatory democracy in cyberspaces, the power of the Internet to transform society through social networks, and the potential to transcend physical boundaries to promote community building and global interaction.

The Potential of E-Participation in Urban Planning

2010 ◽  
pp. 168-194 ◽  
Author(s):  
Herbert Kubicek
Keyword(s):  
Urban Planning ◽  
Citizen Participation ◽  
World Wide ◽  
Planning Process ◽  
The Internet ◽  
The World ◽  
Long Time ◽  
Planning Processes ◽  
Subject Areas ◽  
Per Se

Because urban planning affects the living conditions of its inhabitants, most countries, at least western democracies, require some kind of citizen participation by law. The rise of the World Wide Web has led to recommendations to offer participation via the Internet (eParticipation) in various forms. However, many eParticipation applications are not well accepted and fall short of the expectations associated with them. This chapter argues that the electronic mode of participation per se does not change much. Rather, electronic forms of participation have to be embedded in the context of the respective planning processes and participation procedures. If citizens are not interested in participating in an urban planning process, they will not do so just because they could do it via the Internet. Therefore, an analysis of the barriers and deficits of eParticipation has to start with a critical review of traditional offers of participation. Against this background, the forms and methods of electronic participation are described and assessed in regard to expectations and barriers associated with them. It becomes apparent that eParticipation research has still not provided solid knowledge about the reasons for low acceptance of eParticipation tools. This research is largely based on case studies dealing with quite different subject areas. There is also high agreement that electronic tools will not substitute traditional devices for a long time. Instead, they will only complement them. Therefore, online and traditional forms of participation have to be designed as a multi-channel communication system and need to be analyzed against each context together. Accordingly, this paper starts with summarizing both the institutional context of urban planning and traditional modes of citizen participation and the development and use of technical tools as two backgrounds. Recognizing a certain degree of disappointment with the low use of eParticipation, future eParticipation research should focus on fitting electronic tools better into their context and apply more comprehensive and rigorous evaluation.

scholarly journals E-learning Based Innovation in Social Science Education

2020 ◽  
Vol 3 (2) ◽  
pp. 81-87
Author(s):  
Fauzi Tazkia Al-Ghifari
Keyword(s):  
Social Studies ◽  
Educational Process ◽  
Learning Activity ◽  
The Internet ◽  
Web Based ◽  
Web Based Learning ◽  
The World ◽  
E Learning ◽  
Use Of The Internet ◽  
Internet Network

In essence, social studies online learning innovation is an effort to meet thecontinuous improvement in the quality of the educational process, to meet thegrowing demands of society for education. Therefore, the innovation does notmean an increase in refinement and renewal of invention in the learning processthat is contrary to these principles which will quickly lag and will even becomean obstacle, change or delay in the innovation process. Thus innovation in socialstudies learning will be effectively carried out when indicated by the results ofevaluation and research in the field of social studies learning. Web-based learningwhich is popularly known as web-based treading or sometimes called web-basededucation can be defined as technology applications—web in the world of learningfor an educational process. In simple terms, it can be said that all learning byutilizing internet technology, and while the learning process is felt to occur bythose who follow it, this activity can be called web-based learning. Website media-based knowledge is part of the use of the internet in the world of education. It isa learning activity that utilizes website media that can be accessed via the internetnetwork. Website media-based learning is also a learning activity that uses mediasites (websites) that can be accessed through the internet network. Websitemedia-based learning or also known as web-based learning is one type ofapplication of electronic learning (e-learning). Website media-based knowledge ispart of the use of the internet in education and is a learning activity that utilizeswebsite media. which can be accessed via the internet network.

scholarly journals Participation in Georgia’s Pre-K as a Predictor of Third-Grade Standardized Test Scores

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841984868 ◽  
Author(s):  
Diane M. Early ◽  
Weilin Li ◽  
Kelly L. Maxwell ◽  
Bentley D. Ponder
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Test Scores ◽  
English Language ◽  
Standardized Test ◽  
Home Language ◽  
Third Grade ◽  
Standardized Test Scores ◽  
Math Scores ◽  
Subject Areas

Propensity score matching was used to compare third-grade test scores in English language arts, mathematics, science, and social studies for children who had and had not participated in Georgia’s Pre-K 4 years earlier. After matching, each group included 46,262 children (mean age 8.36 years in third grade). In all subject areas, children who had participated in Georgia’s Pre-K scored significantly higher (Cohen’s D = .06 to .09), and pre-K participation was associated with an 11% to 17% increase in the odds of scoring proficient or above. Among children enrolled in free or reduced-price lunch, participation in Georgia’s Pre-K was associated with higher test scores and greater likelihood of scoring proficient or above; however, the opposite was true for children not enrolled in free or reduced-price lunch. Associations between pre-K participation and math scores were stronger for children whose home language was not English as compared to those whose home language was English.

scholarly journals INTERNET OF THINGS (IOT): HOW DID IT START, WHATS ITS PRESENT STATE –A RESEARCH NOTION

2020 ◽  
Vol 4 (5) ◽  
pp. 38-44
Author(s):  
Preeti CM ◽  
Santhi Sri T
Keyword(s):  
Internet Of Things ◽  
Present State ◽  
The Internet ◽  
Communication Mode ◽  
The World ◽  
Integrate Technology ◽  
The Internet Of Things ◽  
The Way ◽  
Basic Communication

In developing applications for the Internet of Things, lot of interest is being developed from the kids to the old ones.The main goal is to integrate technology into the world. The implementation is discussed here regarding integration. This paper describes the initiation form the basic communication mode to various applicationsin architectural presentation of how world is operating and how people are integrated with the IoT. The results of integration are the way to new ways of scenarios in IoT that support evolution to the Internet of People. This paper discusses abouthow research is carried in general.

A hitchhiker’s guide to microscopy and microanalysis using telecommunications, e-mail, and the Internet

1994 ◽  
Vol 52 ◽  
pp. 390-391 ◽  
Author(s):  
Nestor J. Zaluzec
Keyword(s):  
The Internet ◽  
Information Superhighway ◽  
The World ◽  
Exchange Information ◽  
On Line ◽  
Computer Based ◽  
Software And Hardware ◽  
Communication Software ◽  
Basic Ideas ◽  
E Mail

The Information SuperHighway, Email, The Internet, FTP, BBS, Modems, : all buzz words which are becoming more and more routine in our daily life. Confusing terminology? Hopefully it won't be in a few minutes, all you need is to have a handle on a few basic concepts and terms and you will be on-line with the rest of the "telecommunication experts". These terms all refer to some type or aspect of tools associated with a range of computer-based communication software and hardware. They are in fact far less complex than the instruments we use on a day to day basis as microscopist's and microanalyst's. The key is for each of us to know what each is and how to make use of the wealth of information which they can make available to us for the asking. Basically all of these items relate to mechanisms and protocols by which we as scientists can easily exchange information rapidly and efficiently to colleagues in the office down the hall, or half-way around the world using computers and various communications media. The purpose of this tutorial/paper is to outline and demonstrate the basic ideas of some of the major information systems available to all of us today. For the sake of simplicity we will break this presentation down into two distinct (but as we shall see later connected) areas: telecommunications over conventional phone lines, and telecommunications by computer networks. Live tutorial/demonstrations of both procedures will be presented in the Computer Workshop/Software Exchange during the course of the meeting.

Sex Differences in Mass Media Preferences Across Four Asian Countries

2011 ◽  
Vol 23 (4) ◽  
pp. 186-191 ◽  
Author(s):  
Malini Ratnasingam ◽  
Lee Ellis
Keyword(s):  
United States ◽  
Sex Differences ◽  
Mass Media ◽  
The United States ◽  
Female Students ◽  
The Internet ◽  
Evolutionary Explanation ◽  
Asian Countries ◽  
The World ◽  
Media Preferences

Background. Nearly all of the research on sex differences in mass media utilization has been based on samples from the United States and a few other Western countries. Aim. The present study examines sex differences in mass media utilization in four Asian countries (Japan, Malaysia, South Korea, and Singapore). Methods. College students self-reported the frequency with which they accessed the following five mass media outlets: television dramas, televised news and documentaries, music, newspapers and magazines, and the Internet. Results. Two significant sex differences were found when participants from the four countries were considered as a whole: Women watched television dramas more than did men; and in Japan, female students listened to music more than did their male counterparts. Limitations. A wider array of mass media outlets could have been explored. Conclusions. Findings were largely consistent with results from studies conducted elsewhere in the world, particularly regarding sex differences in television drama viewing. A neurohormonal evolutionary explanation is offered for the basic findings.

Sign in / Sign up

Export Citation Format

Share Document