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ERIC Number: EJ1020183
Record Type: Journal
Publication Date: 2013
The Evolving Classroom: A Study of Traditional and Technology-Based Instruction in a STEM Classroom
Devlin, Timothy J.; Feldhaus, Charles R.; Bentrem, Kristin M.
Journal of Technology Education, v25 n1 p34-54 Fall 2013
During the last ten years, the No Child Left Behind Act of 2001 (NCLB) has ensured that educators at every level focus on accountability, use scientifically-based research, be data driven, and use standardized tests in an effort to improve student learning. Love it or hate it, NCLB has been the catalyst for huge changes in the world of education from kindergarten through 12th grade (K-12). Based on new reform models, some researchers have found that too many students enrolled in K-12 classrooms do not achieve at levels necessary to be globally competitive. New policies, expectations, and accountability measures have changed the way teachers teach and students learn. Any discussion of technology and engineering literacy must start with a clear idea of exactly what technology and engineering literacy means. That, in turn, requires clear definitions of technology. The use of technology has become more prevalent in schools and has been shown to facilitate student learning objectives. There is substantial evidence that incorporating technology, of any kind, in the classroom as an instructional tool enhances student learning and educational outcomes. The researchers' identified one problem, a lack of focus and inability of middle school students to follow instructions at the beginning of class during courses taught at a high-needs urban middle school of over 1,100 students. A concurrent triangulation mixed method action research design was then developed based on questions for mixed methods study. The key elements of this study included a hands-on, problem-solving, STEM activity, written instructions either read by a classroom teacher or delivered through video, an observation checklist, a two-question survey, and seven interview questions asked of a focus group. Although this research indicates that video instruction better engaged students, given that technology and its accessibility continue to advance and change, educators will be challenged not only to keep pace but also to ensure that they stay abreast of the latest technological developments and use them as learning tools.
Descriptors: STEM Education, Technology Uses in Education, Middle School Students, Outcomes of Education, Academic Achievement, Urban Schools, Mixed Methods Research, Hands on Science, Problem Solving, Class Activities, Observation, Check Lists, Student Surveys, Interviews, Focus Groups, Video Technology, Learner Engagement, Student Attitudes, Computer Literacy, Comparative Analysis, Action Research
Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A