m. dickey-kurdziolek - final defense presentation (aug. 5, 2011)
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Classroom resources and impact on learning
Margaret Dickey-Kurdziolek
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Resources
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Model of Learning
Resources 3
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Resources Are Enacted By Being...
• Arranged/Allocated
• Modied/Moved
• Attended to
• Interpreted
• Assigned Value
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Project Motivation & Central Research Question
How do different approaches to resource use interactwith student access to learning in the case of SimCalc?
And what does this mean about prospects forclassroom change through/with technology?
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• Resources are entities that can be arranged, allocated, modied, moved, attendedto, interpreted and assigned value.
• A potential resource becomes part of the classroom learning environment byenactment in one or more of these ways.
• Important variation in enactment is captured by two proposed constructs:
• socio-physical resource richness
• resource-use withitness (by students and teachers)
• Differences in enactment of resources can all be associated with learning as
measured on a (mathematics) test BUT we should also consider how differentenactments affect:
• preparation for being a “knowledge worker”
• motivation and personal relationship with learning
• experience with technological resources
• experience interacting with peers 6
Take Home Points
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Overview of the Study Context: Scaling-Up SimCalc
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Scaling-Up SimCalc is a large, randomized, controlled study investigating thehypothesis that a wide variety of classrooms can benet from the use ofSimCalc.
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“Managing the Soccer Team”SimCalc Example9
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“Managing the Soccer Team”SimCalc Example9
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“Managing the Soccer Team”SimCalc Example9
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Scaling-Up SimCalc
Study Timeline 10
Condition ear 1 ear
Immediate Treatment
Pre X Post Pre X Post
Delayed Treatment(Control)
Pre Post Pre X Post
X = Used SimCalc
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Year One Mathematics Gains
• 95 teachers and 1621students in 7th grade mathclasses throughout Texas
• Treatment had a higher
gain score compared tocontrol
• p < .0001, e.s. 0.63
• Treatment had a higher
gain score on functionbased portion of testcompared to control
• p < .0001, e.s. 0.89
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Year One Mathematics Gains
• 95 teachers and 1621students in 7th grade mathclasses throughout Texas
• Treatment had a higher
gain score compared tocontrol
• p < .0001, e.s. 0.63
• Treatment had a higher
gain score on functionbased portion of testcompared to control
• p < .0001, e.s. 0.89
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SimCalc Implementation Variations:From Post-Unit Teacher Phone Interviews
• Degree of Administrative Support and Stability
• Type of Students/Class Assignment
• Number of Colleagues and Degree of Collegial Support
• Degree to which they felt comfortable using technology
• Degree to which they found the software (SimCalc MathWorlds) essential toSimCalc instruction
• Number and type of barriers to using technology in the classroom and school
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Variation in Resources: Technology Set-Up
Computer Set-Up # of Teachers
Computer Lab 31
…with projected computer …6
Computers on Wheels (COWs) 10
…with projected computer …4
One Laptop with a Projector 5
Combination of Computer Lab & Classroom Computer 1
13Dickey-Kurdziolek, M. A. (2007). Educational Technology and Teacher Perceptions: How does the technology fare in the wild? , Masters Thesis, Virginia Tech, Blacksburg, VA.
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Project Goals and Methodology
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Resource Use in More Depth: Methods Used
• Goal: Capture and describe the specic details of how SimCalcresources are actually used
• Methodology: Case Study
• In-depth analysis of multiple cases chosen for their reportedtechnology-resource set-up
• Rich “thick” description of contextual use of learning resources
• Goal: Uncover and describe the patterns and social norms surroundinglearning resource enactments
• Methodology: Grounded Theory
• Uncovered regularities in the banal or normal occurrences of everydayclassroom activities
• Theory of student resource use and access grounded in data from theeld. 15
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Case-Study Data
Video of small student group,video of wide classroom
focus, and eld notes
Teacher interviews:
daily post-class andend-of-unit
Artifacts: student
workbooks, teacherlogs, class diagrams,and pictures
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Grounded Theory Analysis Process
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time
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Participant Selection & Case Descriptions
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Observed Teachers’ Average Y1 Gain Scores
Pseudonym Computer Set-Up Y1 Avg. Gain
Teacher C Laptop Carts 5.63
Teacher B Laptop Carts 7.5
Teacher G Computer Lab 7.15
Teacher M 1 laptop + projector 4.5
Study-wideTreatment
5.8 ± 4.0
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Observed Teachers’ Average Y1 Gain Scores
Pseudonym Computer Set-Up Y1 Avg. Gain
Teacher C Laptop Carts 5.63
Teacher B Laptop Carts 7.5
Teacher G Computer Lab 7.15
Teacher M 1 laptop + projector 4.5
Study-wideTreatment
5.8 ± 4.0
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Observed Teachers’ Average Y1 Gain Scores
Pseudonym Computer Set-Up Y1 Avg. Gain
Teacher C Laptop Carts 5.63
Teacher B Laptop Carts 7.5
Teacher G Computer Lab 7.15
Teacher M 1 laptop + projector 4.5
Study-wideTreatment
5.8 ± 4.0
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C t L b
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Case Study Data
Four Teacher Participants
One laptop +projector
Teacher MKermit, TX
Computer Lab Teacher GMilano, TX
Laptop Carts Teachers C & BRound Rock, TX
(Austin, TX)
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Teacher MOne Laptop + Projector
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Teacher MOne Laptop + Projector
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Teacher G - Milano, TXComputer lab (left) and Classroom (right)
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Teacher G - Milano, TXComputer lab (left) and Classroom (right)
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Teachers C and B - Laptop CartsTeacher C’s classroom (left) and Teacher B’s classroom (right)
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Teachers C and B - Laptop CartsTeacher C’s classroom (left) and Teacher B’s classroom (right)
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Results From Initial Coding
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Initial Coding Scheme
• 30 codes total with 10 Categories of codes• Class, Technology, Discussion, Math, Instruction, Individual/Small Group
Work, Workbook, Materials, Camera, Note
Code Denition
TechnologyStudentInitiated
Any action taken by a student towards classroom technology, specicallycomputers and overhead projectors. Such actions may include using thetechnology or pointing at a screen. Also, any comment made by a student todirect attention towards classroom technology, such as, “Look at how fast I’vemade him run!” This does not necessarily include commentary about thetechnology or something seen on a screen, such as, “Wow! He’s fast.”
Technology TeacherInitiated
Any action taken by a teacher towards classroom technology or comment madeto draw attention towards classroom technology. Frequently, this involves theteacher directing students to log on or off, or to open up and run a le.
TechnologyDelay Start
The moment class instruction or activity is halted due to a technology relatedissue, such as computers lacking the SimCalc program, or an error or glitch in thetechnology that renders it inoperable. Technology delays can also be concurrentlycoded as Instruction Interrupted if they, indeed, interrupt ongoing instruction.
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Average Actual Class Instruction
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Teacher # Days Obsv. Scheduled Time
Avg. Actual
M 4 50 44.5
C 7 70/4 days45/3 days
5640.9
B 770/3 days45/4 days
62.843.2
G 11 45 38.2
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Average Class Start-Up and Wind-Down Times
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Teacher # Days Obsv. Avg. Start-Up Avg. Wind-Down
M 4 4.33 0.10
C 7 1.57 0.68
B 7 0.96 1.04
G 11 1.63 1
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Number of Days Technology Was Used
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Teacher # Days Obsv. # StudentsUsed Tech
# TeachersUsed Tech
M 4 0 4
C 7 6 4
B 7 6 6
G 11 7 6
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Average Duration of Tech-Use: Students vs. Teacher
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Teacher # Days Obsv. Avg. Tech Use:Students
Avg. Tech Use: Teacher
M 4 0.0 40.1
C 7 38.1 19.5
B 7 45.3 37.5
G 11 23.6 17.6
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Number of Days Student Workbooks Were Used
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Teacher # Days Obsv. # Students Used Tech
M 4 4
C 7 7
B 7 6
G 11 11
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Constructs For Understanding Classrooms AndLearning Resources
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• classroom technology “richness” - the ratio of students to technological resources or the number of
student use instances.
• “withitness” - teacher strategies and skills required toeffectively manage classroom behavior.
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From The Literature: Two Constructs ForUnderstanding Resource Use & Management
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How does this example t in “resource richness”?
[00:04:07.06] Teacher: "where should your hands beright now?"
[00:04:11.18] Multiple Students: "off the computers"
[00:04:13.15] Teacher: "off the computers, okay. A ratecompares quantities through division. See that in theworkbook?"
Teacher G - video 103006_Cam 1 36
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socio-physical resource richness -the degree of student physical andsocial access to resources
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Proposed Theoretical Construct For UnderstandingClassroom Resource Richness
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Can a resource be an “it” to be “with” ?
[00:36:45.21] Teacher: “What else didyou see on this one?”
[00:36:47.21] Teacher: “Because lotsof you were using the step button .”
[00:36:52.04] Male Student: “Oh”
[00:36:53.27] Teacher: “What do you
think? What are some things that wecould add?”
Teacher C - video 112706_Cam 2
[00:36:57.22] Male Student: “Oh umKim, he went 5 meters per second.Like at meter 5 it would be 1second.”
[00:37:09.20] Teacher: “Okay, wait,say that again.”
[00:37:12.16] Male Student: “Whenyou hit the step button, he goes 5every....like he's on the line by vesevery time.”
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resource use withitness - effectivestrategies for managing student accessto, attention to, and use of learningresources.
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Proposed Theoretical Construct For UnderstandingIndividuals’ Strategies for Resource Management
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The Enactment of Learning Resources
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Cl S i
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Classroom Socio-Physical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Cl S i
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Classroom Socio-Physical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Learning Resources Are Arranged/Allocated
[00:13:56.00] Teacher: "We have him move the line, don't we?Very good. How are we going to move the line? Travis?"
[00:14:00.26] Teacher: "Oh look what he's doing! Look whathe's doing! Oh yes, now, see do you think it is possible to run
an 100 meter race in six seconds?"
[00:14:19.21] Multiple students say: "No"
[00:14:24.21] Clara (female student): "Maybe in ten seconds?"
---(Travis moves the line on the SimCalc simulation to haveNola win the race in 10 seconds.)---
[00:14:33.25] Teacher: "See he's showing off now, that’s good.He's learning all those little clicks. That's excellent."
43 Teacher M - video 091906_Cam 2Friday, August 5, 2011
Cl S i
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Classroom Socio-Physical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Learning Resources Are Modied/Moved -Example 1
45 Teacher B - video 120406_Cam 2Friday, August 5, 2011
d d d
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Learning Resources Are Modied/Moved -Example 1
[00:16:40.22] B: "can I borrow yourgreen one more time?"
[00:16:43.15] A: "no"...[00:16:49.27] (A puts the greencolored pencil down on the desk andreaches for the brown pencil in B'shand. B picks up the green coloredpencil.)
[00:16:52.12] B: "thank you"...
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Teacher B - video 120406_Cam 2
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L i R A M di d/M d
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Learning Resources Are Modied/Moved -Example 1
[00:17:15.10] B: "here is your stupid greenback." (B hands the green colored pencil to A.)[00:17:20.14] A: "you are calling my greenstupid."[00:17:21.25] B: "no I wasn't, I was sayingcupid."[00:17:25.25] A: "I'm not stupid."
[00:17:28.17] (B lunges toward the coloredpencils in A's hand. A moves the colored
pencils out of reach.)[00:17:42.20] (B lunges toward the coloredpencils again. She takes the brown coloredpencil.)
[00:17:45.24] B: "Ha Ha Ha. I got it."47
Teacher B - video 120406_Cam 2
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L i R A M di d/M d
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Learning Resources Are Modied/Moved -Example 2
[00:50:16.05] (D puts a red coloredpencil on C’s desk. When C hasnished writing he looks up. D takes ablue colored pencil out of C’s hand. Cpicks up the red colored pencil on hisdesk. Both write in their workbooks.)
[00:50:27.21] (C nishes writing, andlooks up towards the front of the class.D puts the blue colored pencil on C’s
desk, and takes the red colored pencilfrom C’s hand. D goes back to writingin his workbook. C continues to looktowards the front of the class.)
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Teacher C - video 120106_Cam 2
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L i R A M di d/M d
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Learning Resources Are Modied/Moved -Example 2
[00:50:34.12] D: "isn't this one fartherup?" (D motions to the laptop screen,and back to a line draw on C’s graph.) [00:50:37.16] (C shakes his head [no].)C: "its going 60."
[00:50:41.25] D: "and then he goes62." (D motions again to the SimCalcMathWorlds simulation.)
[00:50:42.10] C: "yup" (C points to a thegraph he has drawn in his workbook.)
[00:50:46.11] (D looks at where C ispointing, nods, and writes in hisworkbook.) 49
Teacher C - video 120106_Cam 2
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Classroom Socio
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Classroom Socio-Physical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Learning Resources Are Attended To
[00:15:33.12] E: "At four they are both at the samepoint."
[00:15:35.23] (F turns back to her workbook andputs her pencil (in her right hand) on a point onthe graph in her workbook.)
[00:15:39.07] F: "Let me see." (She puts her nger(left hand) on a point the graph in E's workbook.She then turns and draws a point on the graph inher workbook where her pencil was placed.)
[00:15:40.06] E: "Yea look." (E motions to thecomputer.)
[00:15:42.20] (F looks at E's computer screen,looks at where her pencil is being held on herworkbook, then looks at where her nger is on E's
workbook.) 51
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Learning Resources Are Attended To
[00:15:33.12] E: "At four they are both at the samepoint."
[00:15:35.23] (F turns back to her workbook andputs her pencil (in her right hand) on a point onthe graph in her workbook.)
[00:15:39.07] F: "Let me see." (She puts her nger(left hand) on a point the graph in E's workbook.She then turns and draws a point on the graph inher workbook where her pencil was placed.)
[00:15:40.06] E: "Yea look." (E motions to thecomputer.)
[00:15:42.20] (F looks at E's computer screen,looks at where her pencil is being held on herworkbook, then looks at where her nger is on E's
workbook.) 51
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Learning Resources Are Attended To
[00:15:33.12] E: "At four they are both at the samepoint."
[00:15:35.23] (F turns back to her workbook andputs her pencil (in her right hand) on a point onthe graph in her workbook.)
[00:15:39.07] F: "Let me see." (She puts her nger(left hand) on a point the graph in E's workbook.She then turns and draws a point on the graph inher workbook where her pencil was placed.)
[00:15:40.06] E: "Yea look." (E motions to thecomputer.)
[00:15:42.20] (F looks at E's computer screen,looks at where her pencil is being held on herworkbook, then looks at where her nger is on E's
workbook.) 51
Friday, August 5, 2011
Classroom Socio-
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Classroom Socio-Physical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Learning Resources Are Interpreted
[00:50:34.12] D: "isn't this one fartherup?" (D motions to the laptop screen,and back to a line draw on C’s graph.) [00:50:37.16] (C shakes his head [no].)C: "its going 60."
[00:50:41.25] D: "and then he goes62." (D motions again to the SimCalcMathWorlds simulation.)
[00:50:42.10] C: "yup" (C points to a thegraph he has drawn in his workbook.)
[00:50:46.11] (D looks at where C ispointing, nods, and writes in hisworkbook.) 53 Teacher C - video 120106_Cam 2
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Classroom Socio-
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Classroom SocioPhysical Resource
Richness
Actors’ Resource UseWithitness
Arranged/Allocated
Modied/Moved
Attended to
Interpreted
Assigned Value
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Learning Resources Are Assigned Value To
"So sharing their attention wassomething that I had to adjust tobecause I am like ‘okay, everybodylook at me, listen’ because I realize
that you can listen and kind of talk atthe same time but as a teacher I wanttheir attention. So sharing thatattention with the computer was Iguess an adjustment for me."
– Teacher G
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Learning Resources Are Assigned Value To
[00:04:07.06] Teacher: "where shouldyour hands be right now?
[00:04:11.18] Multiple Students: "offthe computers"
[00:04:13.15] Teacher: "off thecomputers, okay…."
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Teacher G - video 103006_Cam1
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Learning Resources Are Assigned Value To
[00:24:19.08] Boy says to the girl onhis right: "you’re cheating"
[00:24:21.19] Girl to the left: "what?Its fun. ::mumble:: the simulation.
Look."
[00:24:25.21] The boy looks to the girlon his left, then back to the girl onthe right, then down to his workbook
in front of him. He puts his head onthe table.
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Teacher G - video 103006_Cam2
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Conclusions
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Project Motivation & Central Research Question
How do different approaches to resource use interactwith student access to learning in the case of SimCalc?
And what does this mean about prospects forclassroom change through/with technology?
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Design Implications
• Design and implement options for classroom arrangement limitations
• Physical arrangement exposes resource use withitness
• design for research : design spaces to expose this for study
• Some specic resource design ideas:
• support physical aspects of arranging, modifying, and attending toresources
• Some specic teacher professional development ideas:
• variated strategies for teachers dealing with different resourcearrangements
• using phenomenal aspects of the technology to provoke student thought
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Thank you!Meg Dickey-Kurdziolek [email protected]
Acknowledgements:Committee: Deborah Tatar(chair), Roger Ehrich, Steve
Harrison, Manuel PérezQuiñones, Jeremy Roschelle
SimCalc Interview and VideoData and Analysis Team:
Michelle McLeese, Dan Dunlap,Ian Renga, Jessica Watahovich
POET and h.lab Members
Work funded by:NSF Graduate Research
FellowshipNSF Grant Rec # 0437861
(SimCalc)
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Other venues where this work has been presented
• ATLAS Institute Speaker Series• Dickey-Kurdziolek, M. (2011) Technology for Learning. ATLAS Institute
Speaker Series, Spring 2011, Boulder, CO• Grace Hopper 2010 PhD Forum
• Dickey-Kurdziolek, M. (2009) Classroom resources and impact on learning,Grace Hopper Celebration of Women in Computing, Ph.D Forum, Tucson,
AZ• GROUP 2007 Doctoral Consortium
• Dickey-Kurdziolek, M. (2007) Teacher Choice and Effects of ClassroomResource Utilization in a Technological Intervention on Rate and Change,GROUP Doctoral Colloquium, November 3-8, Sanibel, FL.
• ICLS 2008 Doctoral Consortium• Dickey-Kurdziolek, M. (2008) Teacher Decisions and Student Access to
Resources, ICLS Doctoral Consortium, June 23-24, Utrecht, Netherlands.
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Observed Teachers’ Average Y2 Gain Scores
Pseudonym Computer Set-Up Y2 Avg. Gain
Teacher C Laptop Carts 6.55
Teacher B Laptop Carts 5.76
Teacher G Computer Lab 8
Teacher M 1 laptop + projector 7.05
Study-wide 5.23 ± 3.87
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Teacher decisions about technology set-up
“Our computer lab is setup where all the computers are aroundthe walls so they're not facing a teacher. So, we ended upmoving it to my classroom and I just projected it onto the wallso that I could actually see them all. Otherwise, they were
doing whatever they wanted to whenever they wanted to andwe didn't have much control over it. We have the projector onthe ceiling that projects our laptop onto the whiteboard. So, Ihad a little bit more control in [the classroom]."
- Immediate Treatment Teacher
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Scaling Up SimCalcStudy Timeline
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Condition ear 1 ear
Immediate Treatment
Pre X Post Pre X Post
Delayed Treatment
(Control)Pre Post Pre X Post
Post-Unit Phone Interviews
Case Study Observations
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Data
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• Introduction to the class• “Hi everyone, my name is Meg and I am here to visit for a few weeks...”
• Two cameras
• one focused on a small group of students
• one focused, at a wide angle, on the whole classroom• Field notes
• date, time, period, lay out, # students, where students were sitting, studentgroups, and any outstanding points
• student to student dialog, teacher student dialog, references to workbook,references to technology, and other events
• After class, teacher interviews
• “How did this class go? Did it go as you expected it to?...”
DataObservation Procedures
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The Educational Technology Design Problem
StudentExperience
TeacherExperience
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The Educational Technology Design Problem
StudentExperience
TeacherExperience
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Design for StudentLearning
Design for Teacher-Computer Interaction
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The Educational Technology Design Problem
StudentExperience
TeacherExperience
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Design for StudentLearning
Design for Teacher-Computer Interaction
Student & TeacherPractice
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Resources Can Be Interpreted With Respect To
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p pClassroom Goals
"They were in control of the laptop - of theprogram. I would read what the sectionwas about and kind of like guide them andthey were the ones that told me what todo, where to look, how to get it. And I
said, 'how do I do this?' and they wouldelaborate on it. And so, they're the onesthat were practically teaching themselves.Once they got into it, they were teachingthemselves and teaching each other andtelling me what to do, which was totallyawesome because that's what I wanted.But they had to have guidance - little bit ofguidance."
-- Teacher M post-unit interview,71
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Resources Can Be Interpreted With Respect To
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p pClassroom Goals
“You know I did do the lessons like Idid last year as a whole group classand the kids did it all. They wrote onthe overhead. I made transparencyof each page and the kids wrotedown the answers that theycollected. And they wrote down theiranswers and then I had a child on thecomputer because I projected on theprojector and they did it all, every bitof it. I just guided them to where they
needed to be. So it was almost likeself taught sort of.”
– Teacher M, post-unit interview, YearTwo
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Secondary Coding Scheme
• Focused on identifying resources and change in access to resources thatcame to light after rst round of coding
• 13 codes nested within 3 categories: Physical resource properties,arrangement, and rearrangement; Teacher Action and Arrangement; Student
Action and Arrangement
Code Denition
Rearrangement of resources.Student
Whenever resources, such as the student desks or laptops (andsometimes students themselves) are rearranged in the classroomspace by a student.
Teacher discussingresource use
This code was used to capture instances in which teachersdiscussed the appropriateness or inappropriateness of usingcertain resources. For instance, a teacher saying, “You don’t needto use the computer for this.”
Student Resource When a student shows another student’s resources (such as theirstudent workbook) or gives a resource to another student this