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Research and Reading

Page history last edited by Bill 12 years, 3 months ago

Research and Reading

In today's data driven world, one barrier to incorporating technology into your instruction is proving that it works!  While most teachers probably understand the argument that digital tools are important for future success---and while we have all probably experienced the higher levels of motivation that go with electronic instruction---at some point, we need something more to justify the time and attention that we pay to teaching with technology. 

 

This page will contain any research that Bill Ferriter completes---or that he finds---that offer evidence that digital tools have a positive impact on teaching and learning. 

 


 

 

Statistically Speaking 2008

TechSurvey_Statistics_Overview_2008_FINAL.doc

 

During the 2007-2008 school year, Bill Ferriter and Mike Hutchinson conducted a survey of their students to assess the impact that digital opportunities for learning were having in their classrooms.  This document summarizes the results of that survey. 

 

 

Digital Dialogue in the Classroom

Digital Dialogue, One Pager.doc

 

During the 2004-2005 school year, Bill Ferriter conducted an action research project on the impact that digital discussion boards had on the students of his middle grades science classroom.  This document summarizes his findings in a brief and approachable format.

 

 

Podcasting and Blogging in the Classroom

Podcasting, One Pager.doc

 

During the 2006-2007 school year, Bill Ferriter and Mike Hutchinson---his Salem Middle School colleague---conducted an action research project on the impact that blogging and podcasting had on the students of their middle grades Language Arts and Social Studies classrooms.  This document summarizes their findings in a brief and approachable format.  Many of these findings have been shared on the blogging page of this wiki.

 

 

Wikis in the Classroom

Wikis, One Pager.doc

 

During the 2006-2007 school year, Bill Ferriter and Mike Hutchinson---his Salem Middle School colleague---conducted an action research project on the impact that wikis have had on the students of their middle grades Language Arts and Social Studies classrooms.  This document summarizes their findings in a brief and approachable format.  Many of these findings have been shared on the wikis page of this wiki.

 

 

Digital Current Events

Current Events, One Pager.doc

 

For the past several years, Bill Ferriter and Mike Hutchinson have been conducting daily current events lessons using an LCD projector and online current events articles.  They also post regular reading-based questions for their students about each current event and use a feed reader to provide students with access to a wide range of current event sites to explore.  This document summarizes their findings about the impact that daily current events lessons have had on the students of their language arts and social studies classrooms. 

 

 

Digitally Speaking Overview

Digitally_Speaking_Overview.doc

 

This handout includes an overview of the Digitally Speaking sit that can be used as an introduction to the resources found here. 

 

Is it Okay?

http://thefischbowl.blogspot.com/2007/09/is-it-okay-to-be-technologically.html

 

This Karl Fisch post---titled "Is it Okay to be a Technologically Illiterate Teacher?"---won the 2007 Edublog Award for Most Influential Post of the Year because of its ability to challenge teachers to think about the consequences of being technologically illiterate as an educator.  While the thinking in this post may make some teachers uncomfortable, it is only through discomfort that we actually grow, right?

 

 

The Value of Social Networking

http://www.zephoria.org/thoughts/archives/2008/01/15/the_economist_d.html

 

Danah Boyd---a widely recognized expert on the impact that opportunities for social networking have had on students---wrote this piece in response to an online debate held by The Economist magazine in early 2008.  In it, Boyd makes a strong argument that technology is primarily used by students as a medium for making connections.  Understanding this is essential for designing instructional practices with technology that are appropriate and motivating. 

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