Using Mini Tools Kit for Manipulating Materials and Designing at Late Primary Grades

•Descargar como DOCX, PDF•

0 recomendaciones•10 vistas

The document is an abstract of action research done at primary bridge school some years ago and meant to encourage the use of min-tools for material manipulation experiences

Educación

Using Mini Tools Kit for Manipulating Materials and Designing
at Late Primary Grades
Abstract
An intervention cum action research for systematizing the manipulative and
designing experiences for students of grades three to five was undertaken with
two tools and six workshop exercises for each grade Each exercise done twice
after feedback to make it a monthly experience. The tools for grade three
students were the rounded scissors and cutter; for grade four were the screw
driver, punch and drill; and for grade five were the mini-hacksaw and wood
saw. The manipulative materials were the card sheet, polystyrene sheet or
thermocol, and soft wood. The intervention was carried out in a bridge school
(N=25; Grades: I to V; Age: 11-14 years; all females). The reactions of the
students after one year of experience with mini-tools kit were significantly
favourable when analyzed by chi-square technique. The bridge schools were
run by an NGO for two years (2000-02) and this abstract can work as a
proposal for skill-based education for primary schools elsewhere.
Keywords: Designing, manipulative experiences, technological literacy,
workshop experience

Más contenido relacionado

Similar a Using Mini Tools Kit for Manipulating Materials and Designing at Late Primary Grades

The basic aim of this study is to determine the influence of Flipped learning on attitudes of students towards technology in the 8th grade math lesson. The workgroup of this study is consisted of the 8th grade students of Mithatpaşa Secondary School that is in the centre of Giresun. Two of the 5 eighth grade classes were included in the study. One of the classes that has 32 students is determined as the experimental group and the other class that has 30 students is determined as the control group. In the study, in the forming of the both experimental and control groups, „rendom sampling method‟ that is one of the probability based sampling methods was used. The findings were collected by using both qualitative and quantitative data collection tools. Before-after application in the quantitative size, to determine the attitudes of students towards technology „The Turkey version of students‟ attitudes scale towards technology (PATT-TR)‟ that has 24 items and that was developed by Yurdagül and Aşkar (2008) was applied to the experimental and control groups. During the application, videos that are appropriate for the lesson content were prepared for the experimental group which was determined as flipped classroom and these videos were uploded to „Education information Network‟ by the teacher. Finally, at the end of the qualitative practice, qualitative data were collected by usingsemi-structured interview form and using document analysis developed by Koç (2016)

The Influence of Flipped Learning on Attitudes of Students towards Technology...

inventionjournals

Analysis Of Learners Fieldtrip Talk During A Collaborative Inquiry Task

Lori Moore

A Content Analysis Of Virtual Reality Studies In Foreign Language Education

Jim Webb

Mark juanitez

International Center for Research & Development

Perception of Students and Teachers Towards Computer Aided Instructional Mate...

IJSRED

Pedro Encarnação: Development of an Integrated Manipulation and Communication...

Beitissie1

Responding to critics of educational technology

Tricia Sproule

[22 31]examining the influence of technology and project-supported thinking j...

Alexander Decker

Numeracy Powerpoint presentation

roofus777

Implementation of modern media and information technology in primary schools has been increasing. The use of ICT in education process brings better results: teaching is better, clearer and gives the opportunity to every student to be actively involved. After having applied Microsoft tools in many projects, we saw the benefits of them in preparation, organization and in the teaching process itself as well as in the fast but high-quality feedback – students‟ knowledge. The most important conclusions are economy of time and proper guidance of students in use of ICT and the constant training of teachers for lifelong learning. ICT in classroom helps students to use the Internet - to find teaching materials, to store them and sort them into their own documents on their computers, by themselves or with the help of their parents. Nowadays, teachers and students have changed their roles. Teachers: guide students towards the goal by choosing teaching materials and by giving the instructions during the working process, they form and develop the teaching materials of the interactive content, they can use materails from other teachers, if there is a permission from them, there is the possibilty of the individual approach to every student, they often check briefly the acquisition of the teaching content through quizzes, presentations and finally, there is the possibilty of extracurricular communication with students (via e-mail, facebook, twiter, SkyDrive, GeoGebra, Geometric Scatch Pade).

Implementation of Information and Communication Technologies in Primary Schools

irjes

Sample Action Research Report 1 Effect of Technology on Enthusiasm for Learning Science Jane L. Hollis Lake City Middle School Lake City, Florida ABSTRACT The effect of technology on students’ enthusiasm for learning science (both at school and away from school) was investigated. Pre- and post-student and parent surveys, student and parent written comments, and teacher observations were used to record changes in enthusiasm for learning science during a six-week study period. In this study, I investigated how the integration of technology into my middle school science curriculum would impact my students’ enthusiasm for learning science. Enthusiasm for learning science can be defined as the students’ eagerness to participate in science activi- ties in the classroom, as well as away from school. My motivation for focusing on technology was twofold. First, I have had an interest in integrating technology into my students’ studies of science for some time. Secondly, the funding for technological equipment and software recently became available. During the 1993–1994 school year, my school was awarded a $115,000 incentive grant to purchase equipment and software and to train teachers in the use of this software and technological equipment. One of the stipulations of the grant was that the equipment and software must be for student use. According to Calvert (1994), American education is a system searching for solutions. Our children drop out, fail to sustain interest in learning, and perform below capacity. Some have argued that television is the culprit. Others have argued that computers may be the answer. Today’s middle school students have grown up in a technological world with television, electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to receiving and processing information through multi-sensory sources. I wanted to bring technology into my classroom and incorporate it into my science curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . . students look to us [teachers] to prepare them for an increasingly technological world. Fortunately, with videodiscs, we are meeting the challenge by delivering curriculums in ways that engage, motivate, and thrill our students.” In this study my students had an opportunity to use assorted multimedia technology as they explored a segment of a middle school science curriculum. THEORETICAL FRAMEWORKS Learning is an extremely complex human process. During my twenty-four years of teaching I have used many strategies to enhance student learning and to teach new concepts. I am still not convinced that I thoroughly understand how children learn. Yet, at this point, I do believe children learn through experiences. They build on past experiences and previous knowledge to process new concepts. As children redefine old understandings of concepts and integrate new experiences into thei.

Sample Action Research Report 1 Effect of Technol.docx

agnesdcarey33086

Sample Action Research Report 1 Effect of Technol.docx

anhlodge

STEM curriculum orientation

Medhat Mohsen

Action research

Ellaine Orqueza

AN EXPLORATORY STUDY ON K-12 TEACHERS' USE OF TECHNOLOGY AND MULTIMEDIA IN THE CLASSROOM INTRODUCTION Teachers positively support their curricular goals and enhance classroom instruction (Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Lannotti, N., & Angeles, J. (2000); Gray, Thomas & Lewis, 2010). There are multiple technology tools st in the 21 century available for teachers to integrate in their classroom for these purposes; however, there are challenges. These tools change rapidly so it becomes inherent for schools to have current technology and teachers that are sufficiently prepared to use these technology tools (Hinostroza, 2011). Often teachers do not understand terminology necessary to communicate when using these tools. Two terms educators commonly use interchangeably are technology and multimedia. The term “technology” denotes the hardware that is used in the classroom and the term “multimedia”conveys software applications combining digital media types, such as text, images, sound, and video, which are the definitions used in this study. Furthermore, it is difficult to establish a skill and integrate technology in their classroom to By knowledge level necessary for educators. The International Society for Technology in Education (ISTE) developed five standards in evaluating the necessary skills and knowledge of educators. These five standards are to: 1) Facilitate and inspire student learning and creativity; 2) Design and develop digital age learning experiences and assessments; 3) Model digital age work and learning; 4) Promote and model digital citizenship and responsibility; and 5) Engage in professional growth and leadership (ISTE, 2008). For the purposes of this study, the ISTE Standard 2: Design and develop digital age learning experiences and assessments and ISTE Standard 3: Model digital age work and learning, were the primary focus. More specifically, two indicators from standard 2 were examined: a) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity and b) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in * Associate Professor, Instructional Systems Technology, University of North Carolina Charlotte, USA. ** Assistant Professor, Educational Leadership, University of North Carolina Wilmington, USA. ABSTRACT st 21 century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the ...

AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx

daniahendric

Technology-enhanced L&T: Implications for academic governance

Mike KEPPELL

Digital Portfolios Presentation

kirstyfm

The Use of Online Quizzes for Continuous Assessment and Self-Assessment of Se...

Technological Ecosystems for Enhancing Multiculturality

Development of crosswordpuzzle (tts) media by cooperative approach on passive...

Linda Rosita

compartive aand non-compartive studies examples

creativeperson

Similar a Using Mini Tools Kit for Manipulating Materials and Designing at Late Primary Grades (20)

The Influence of Flipped Learning on Attitudes of Students towards Technology...

Analysis Of Learners Fieldtrip Talk During A Collaborative Inquiry Task

A Content Analysis Of Virtual Reality Studies In Foreign Language Education

Mark juanitez

Perception of Students and Teachers Towards Computer Aided Instructional Mate...

Pedro Encarnação: Development of an Integrated Manipulation and Communication...

Responding to critics of educational technology

[22 31]examining the influence of technology and project-supported thinking j...

Numeracy Powerpoint presentation

Implementation of Information and Communication Technologies in Primary Schools

Sample Action Research Report 1 Effect of Technol.docx

STEM curriculum orientation

Action research

AN EXPLORATORY STUDY ON K-12 TEACHERS USE OF TECHNOLOGY AND.docx

Technology-enhanced L&T: Implications for academic governance

Digital Portfolios Presentation

The Use of Online Quizzes for Continuous Assessment and Self-Assessment of Se...

Development of crosswordpuzzle (tts) media by cooperative approach on passive...

compartive aand non-compartive studies examples

Más de LalitKishore18

Sing-Song Way to English Language: Action cum Intervention Study

LalitKishore18

Big Science with Small Matchsticks: Doing Science with Readily Available Mate...

LalitKishore18

Alphamatics Has the Potential to Make Children Analytical Thinkers: Study

LalitKishore18

A SHORT NOTE ON SCIENCE PRACTICAL WORK AT MIDDLE SCHOOL LEVEL

LalitKishore18

Training Students in Phonic Spelling through Six-Word Pattern Poems on Science

LalitKishore18

Elements of Reasonable Spoken English to Enhance Verbal Intelligence

LalitKishore18

Understanding ABCs of Social Environment of School Conducive to Happy Learning

LalitKishore18

Sing-Song Way to English Language: Action cum Intervention Study

LalitKishore18

MATHEMATICS CURRICULUM FRAMEWORK AT SECONDARY STAGE UNDER NATIONAL EDUCATION ...

LalitKishore18

National Education Policy 2020

LalitKishore18

Research Essentials for Sustainable Development Goals: 5As

LalitKishore18

ABCs of Spiritual Intelligence

LalitKishore18

STEAM Education: Defining and ABC Poem

LalitKishore18

ABCs of Action Research

LalitKishore18

Primary Environmental Science.

LalitKishore18

Understanding basics of STEM education

LalitKishore18

Pradhan Mantri Schools for Rising India Scheme.

LalitKishore18

National Policy on Education in India till 2020: A snippet view

LalitKishore18

Understanding Logical Framework Analysis for Educational Interventions.pptx

LalitKishore18

Essentials of Waldorf Education

LalitKishore18

Más de LalitKishore18 (20)