Conditions for Effective Use of Interactive On-line Learning Objects: The case of a fractions computer-based learning sequence

Students are challenged when learning fractions and problems often persist into adulthood. Teachers may find it difficult to remediate student misconceptions in the busy classroom, particularly when the concept is as challenging as fractions has proven to be. We theorized that a technology-based learning resource could provide the sequencing and scaffolding teachers might have difficulty providing. A development team of teachers, researchers and educational software programmers designed five sets of fractions activities in the form of learning objects, called CLIPS. As part of a larger mixed-methods study, 36 observations as well as interviews were conducted in four classrooms, grades 7-10. Four students were selected by their teachers for CLIPS use from each of these four classrooms because the students were experiencing difficulty with fractions concepts. CLIPS use contributed to student achievement, provided the conditions enabled an effective learning environment and students experienced the full sequence of tasks in the CLIPS. In this article we describe the conditions that enabled student success. Three interacting contexts affected successful use of CLIPS: technological contexts (such as access to computers with audio), teaching contexts (such as introductory activities that prepared students for the CLIPS activities) and student contexts (such as the level of student confidence and opportunities to communicate to a peer). The study illustrates how a research-based set of learning objects can be effective and provides guidelines to consider when using learning objects to enhance mathematics programs.

Student Achievement Effects of Technology-Supported Remediation of Understanding of Fractions

Students have difficulty learning fractions and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers’ knowledge of the discipline and pedagogical content knowledge. We theorized that a technology resource could provide the sequencing and scaffolding that teachers might have difficulty providing. Five sets of learning objects, called CLIPS, were developed to provide remediation on fraction concepts.
In this article we describe one stage in a research program to develop, implement and evaluate CLIPS. Two studies were conducted. In the first, 14 grade 7-10 classrooms were randomly assigned, within schools, to early and late treatment conditions. A pre-post, delayed treatment design found that that CLIPS had no effect on achievement for the Early Treatment group due to unforeseen implementation problems. These hardware and software issues were mitigated in the late treatment in which CLIPS contributed to student achievement (Cohen’s d=.30).
Study 2 was a pre-post, single group replication involving 18 grade 7 classrooms. The independent variable was the number of CLIPS completed. Completion of all five CLIPS contributed to higher student achievement: Cohen’s d=.53, compared to students who completed none (d=.00)or 1-4 CLIPS (d=.02).

The two studies indicate that a research-based set of learning objects is effective when the full program is implemented. Incomplete sequences deprive students of instruction in one or more constructs linked to other key ideas in the conceptual map and reduce the amount of practice required to remediate student misconceptions.

Using a technology-based learning tool to differentiate instruction Factors influencing student assignment to multi-media learning objects in mathematics

Previous research has examined factors influencing teacher decisions to integrate technology using between-teacher designs. This study used a within-teacher design to compare students who were assigned multi-media learning objects for learning fractions with students taught by the same teachers who were not assigned to the technology. There were two conditions: (1) teachers were asked to limit the number of assigned students to 25% of their class (N=375 grade 7-10 students) and (2) teachers could assign as many students as they wanted (N=149 grade 7 students). In the constrained decision setting, students assigned to the technology were more likely than students not assigned to score lower on a fractions achievement test, have dysfunctional attitudes toward mathematics learning, have low self-efficacy, exert low effort, and be male. In the unconstrained decision setting 70% of students were assigned the technology and the only statistically significant predictor was prior achievement. Teachers’ criteria were intuitively sensible and congruent with research identifying correlates of mathematics achievement and comfort with technology. The results indicate that the technology contributed to teachers’ ability to differentiate instruction, with the important proviso that teachers appeared to be unaware of the opportunity cost of their decisions.

A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grade 3 and 6 Mathematics
This study examined the effects of peer coaching on mathematics teaching practices and teacher beliefs about their capacity to impact student learning. Twelve teachers in grades 3 and 6 participated in a brief but intensive professional development program over six months. The program focused on effective math teaching strategies and peer coaching opportunities. Data sources included classroom observations, teacher self-assessments, interviews, and field notes. Data were analysed using a two level qualitative coding strategy with multiple interpreters. Findings showed that teachers implemented key strategies for effective math teaching, especially for facilitating student interaction and improving the quality of tasks assigned.

Teacher self-assessment: A mechanism for facilitating professional growth

Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the self-assessment tool, in combination with other elements, contributed to change in the instructional practice of a grade 8 mathematics teacher. Provision of a self-assessment tool contributed to teacher growth by: (1) influencing the teacher’s definition of excellence in teaching and increasing his ability to recognize mastery experiences; (2) helping the teacher select improvement goals by providing him with clear standards of teaching, opportunities to find gaps between desired and actual practices, and a menu of options for action; (3) facilitating communication with the teacher’s peer; and (4) increasing the influence of external change agents on teacher practice. The study argues that providing a self-assessment tool is a constructive strategy for improving the effectiveness of in-service provided it is bundled with other professional growth strategies: peer coaching, observation by external change agents, and focused input on teaching strategies.