Dissertation Proposal (draft - 9 Dec 2010)
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These are the slides which I utilized for my "practice" dissertation proposal defense at UNT on 9 December 2010. I am sharing this primarily for the benefit of my faculty committee at Texas Tech.
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Dissertation Proposal (draft - 9 Dec 2010)
- 1. Impact Analysis Of Phonecasted Lecture Summaries a (practice) dissertation proposal defense in curriculum & instruction 8 Dec 2010 by Wesley Fryer College of Information Univ of North Texas www.speedofcreativity.org wiki.wesfryer.com 1
- 3. a proposed study to address 2 issues www.flickr.com/photos/chrismar/3175643042 3
- 4. www.flickr.com/photos/airgap/1896663780/ mobile computing revolution 1 01 a lth H e C O U e s: r ad d g u te strib d i el y w id www.flickr.com/photos/billhd/3048457153/ 4
- 5. <1> Mobile Computing 5
- 9. by Quang Minh (YILKA) 9
- 10. effective uses of mobile digital devices for learning? by kfisto 10
- 11. Phonecasting ipadio.com 11
- 12. <2> bad grades (Health 101 @ UCO) 12
- 13. widely distributed grades: UCO Health101 www.uco.edu 13
- 14. Fall 2010 - UCO 14
- 15. Purpose of the Study This study is an attempt to elaborate on and clarify the link between an instructor’s use of summary lecture phonecasting as a required course assignment and students’ academic achievement in the course. Specifically, this study seeks to test the theory of constructivism which relates the use summary lecture phonecasting to student achievement, controlling for pre-existing academic differences for students enrolled in HEALTH101 taught by Amanda Smith at USM in spring 2008, fall 2008, and spring 2009. 15
- 16. Variables IV = summary phonecasting (the nominal variable of summary lecture phonecasting, utilized in course sections of HEALTH101 taught by Amanda Smith in spring 2009, but not in fall 2008 or spring 2008. DV = student achievement (final grades earned by students in HEALTH101) Intervening Variable = students’ pre-existing academic differences (students’ entering ACT score) 16
- 17. Importance of the Study UCO faculty and students (Health 101) educators everywhere 17
- 18. Research Question Does the use of student summary lecture phonecasting relate to student academic achievement, controlling for the effects of prior academic differences? Research Hypothesis There is no significant difference in final grade, as a numeric score, between students taught in a classroom utilizing student summary lecture phonecasting and students taught in a traditional classroom setting. 18
- 19. ANCOVA 19
- 21. Terms 21
- 22. Literature Review revised Bloom’s Dewey / Cuban / Friere Christensen 22
- 23. ! ! old new en.wikipedia.org/wiki/File:Blooms_rose.svg 23
- 25. technology alone will not change learning outcomes 25
- 26. "As for enhanced efficiency in learning and teaching, there have been no advances (measured by higher academic achievement of urban, suburban, or rural students) over the last decade that can be confidently attributed to broader access to computers. No surprise here, as the debate over whether new technologies have increased overall American economic productivity also has had no clear answers. The link between test score improvements and computer availability and use is even more contested." Dr Larry Cuban. Oversold and Underused: Computers in the Classroom. Harvard University Press. 2003. ISBN: 0674011090. pages 178-179. 26
- 27. 27
- 28. "...the billions schools have spent on computers have had little effect on how teachers and students learn... The reason for this disappointing result is that the way schools have employed computers has been perfectly predictable, perfectly logical-- and perfectly wrong. As we show in this chapter, schools have crammed them into classrooms to sustain and marginally improve the way they already teach and run their schools, just as most organizations do when they attempt to implement innovations, including computers. Using computers this way will never allow schools to migrate to a student- centric classroom." Christensen, Horn & Johnson. Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. McGraw Hill. 2008. Pages 72-73. 28
- 29. bobsprankle.com/bitbybit_wordpress/?p=466 www.flickr.com/photos/torres21/863323961 29
- 30. Design This post-hoc quantitative study will utilize a method resembling the nonequivalent control group design (Trochim, 2006). IRB is approved by UCO. IRB not required by TTU. 30
- 31. by One Laptop per Child questions? comments? 31