About the Classroom Connectivity in Mathematics and Science Project
Project Description
This is a $3 million dollar research project funded on June 1, 2005 by the Institute of Education Sciences (IES), US Dept. of Education (Project # R305K050045). It is an interdisciplinary, national, four year, large-scale experimental trial focused on teaching and learning of mathematics and science at the 7th-10th grade, a critical juncture in young people’s lives. The central hypothesis of this work is that classroom network technology used with appropriate pedagogy increases student achievement and provides other desirable outcomes. Findings of this research promise to aid in mathematics and science conceptual development by improving classroom formative assessment, classroom discourse, and self-regulated learning, especially in the quality of questions asked, class discussion, and exposing and correcting student alternative understandings.
The background to this study resides in an overwhelming volume of research which shows that certain pedagogical techniques (e.g. formative assessment, discourse processes, inquiry, active engagement, self-regulated learning, and teaching through problem solving), are likely to lead to improved learning. However, there is a serious disconnect between this knowledge and the practical difficulties in applying it. For most teachers in typical situations in today’s schools, it is extremely challenging (some would say virtually impossible) to apply these techniques effectively for most students most of the time. A significant and consistent base of prior research shows that in connected classrooms it is possible to use these techniques to benefit all students most of the time.
Project Participants
The project includes 150 middle and high school teachers (120 Algebra I, 30 Physical Science) from a national sample (28+ states), half in experimental groups and the other half in control groups. The project is based at The Ohio State University (OSU) and includes as partners the Better Education Foundation (bEF), the Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California Los Angeles (UCLA), and the University of Florida (UF). Principal Investigator on the project is Prof. Douglas T. Owens (OSU); Co-PIs are Dr. Louis Abrahamson (bEF), Dr. Frank Demana (OSU), Prof. Karen Irving (OSU), and Prof. Stephen Pape (UF); subcontract partner is Dr. Christy Kim Boscardin (UCLA); Post-Doctoral Researcher Dr. Vehbi Aytekin Sanalan (OSU), Doctoral Students Sukru Kaya (OSU), Sedat Ucar (OSU); Consultants Dr. Joan Herman (UCLA), & Dr. Jeremy Roschelle (SRI International); Administrator, Mike Kositzke (OSU).
Research method(s)
The research design for this study is a randomized cross-over trial where the control group is exposed to the intervention sequentially. This research design combines the advantage of both a true experimental design with the complete randomized trial during the first year followed by control group teachers receiving treatment during the second year of the study and serving as their own control. This mixed method approach uses quantitative data for statistical analysis as well as qualitative data for in-depth analysis of classroom conditions in connected classrooms. The main focus of the study is to examine the impact of connected classroom technology with interactive pedagogy and professional development on mathematics and science achievement. Measures include pre and post assessment of algebra and physical science achievement, teacher practice, student dispositions toward mathematics or science, student motivation to learn mathematics or science as well as classroom observations, telephone interviews, and weekly technology use logs.
Intervention
The intervention in this research project consists of six parts:
- provision of connected classroom technology (Texas Instruments Navigator II, classroom computer -PC platform - and graphing calculators);
- professional development consisting of a weeklong Summer Institute held at The Ohio State University;
- teacher experiential learning in their own classrooms and growth in expertise with agile adaptive teaching;
- online web-based training available as needed;
- online discussion forum for the teacher community to exchange experiences, problems, and curricular materials;
- follow-up professional development for two years at the annual Teachers Teaching with Technology International Conference.
Research Questions
Research Questions for this study include:
- How do teachers’ professional development with appropriate pedagogy and the use of the connected classroom TI-Navigator system affect student achievement in algebra 1 and physical science?
- How do teachers’ formative assessment and discourse practices change in the TI-Navigator connected algebra or physical science classroom?
- How do these changing formative assessment and discourse practices support the development of self-regulated learning behaviors (e.g., strategic behaviors, metacognitively active stances toward learning, and problem-solving skills) and productive dispositions toward mathematics or science among participants' students?
- What is the relationship between the pedagogy and technology in TI-Navigator connected classrooms? How does the technology supplement or facilitate changing classroom practice?
- How does use of the connected classroom TI-Navigator system support proactive and reactive teacher instructional strategy choices in mathematics and science classroom instruction?
- How do the effects on instructional practices compare/differ in mathematics and science classrooms?
- What teacher knowledge, skills, and dispositions interact with effective use of the TI-Navigator system implementation? How does pedagogical content knowledge, content knowledge, and beliefs about mathematics and science influence teachers' implementation of the Navigator system?
Excerpt from project proposal with some edits. Author: Project Team, Date: 10/28/2004 You can find this project's abstract here
This project is funded by:
