Demonstrates ability to describe common research methods in Educational Technology

Artifact: “Supporting Long Term English Learners with Technology,” Final paper for EDCI 513, Foundations of LD&T.

In this paper, I examined technology that can be used with long term English learners, which describes students who do not progress one level per year on the California English Language Development Test. Many of my students fall into this category, and I am striving to identify best practices that will lead to their success.

One of the difficulties I addressed in the artifact is the lack of quantifiable data in education research. Case studies are far less expensive and complicated than research projects with control groups and limited variables, leaving a research gap that may allow less-effective teaching methods to continue. This issue is frustrating because my students need the best instruction possible and they cannot wait for us to get around to doing the difficult research.

Demonstrates ability to read and evaluate Educational Technology research

Artifact: “Research Article Review,” EDCI 660B, Seminar.

I selected an article that compared constructivist (project based learning) and traditional teaching methods in 8th grade U.S. history classrooms. This topic is interesting to me because of the difficulties I have faced in implementing project based learning in a standards-driven school system.

Even though my bias toward PBL is clear, I approached this issue with an open mind. Traditional teaching methods are more practical in my school district, and although I personally prefer PBL, I have found success in traditional methods.

My open-minded approach did not change my preference, and it highlighted additional variables that are on my Teacher’s Wish List. In my paper, I pointed out that the additional support provided to PBL teachers would have brought about increased student success in any classroom.

Applies research findings to the solution of common problems in Educational Technology

Artifact: “Constructivist Principles in Educational Video Games,” final paper for EDCI 531, Learning Theory and ID.

This paper was my introduction to the work of James Paul Gee, a strong advocate for the use of educational games. This is one of my favorite research topics, and the greatest difficulty I faced was narrowing my topic to an appropriate scope. I have kept links to the resources I discovered and used them in discussions with my teaching colleagues.

It seems clear to me that educational games are a useful and logical solution to the problems we face in the US public school system.  Our wide variety of special needs, languages, and educational priorities shows that asking all students to do the same thing at the same time is a poor teaching practice, but the typical Language Arts curriculum expects just that. In addition, it is clear that students need more practice in thinking critically and applying their skills. Educational games can fill that need, but the lack of technology and infrastructure, the broad spectrum of teachers’ skill in integrating technology, and negative perceptions of gaming have been significant obstacles to the widespread use of educational games in public school classrooms.

After evaluating several case studies that describe the use of serious games, I proposed solutions that would overcome common obstacles and allow more widespread use of educational video games in public school classrooms.