ETEC 690, Spring 2014

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    Fostering ELA Common Core through Web 2.0 at the Secondary Level
    ( 2014-05-11) Mounts, Carly
    Teachers are pressured more than ever to incorporate technology into learning environments due to societal expectations and the implementation of Common Core State Standards (CCSS) as the leading guide for standards-based curriculum design. Thus, it is crucial for teachers to receive timely training and helpful resources for the successful integration of technology into one’s teaching practices. This online instructional module was developed to share information about four Web 2.0 tools and their application towards fulfilling technology-driven English language arts CCSS. Therefore, the purpose of this instructional design project was to evaluate the effectiveness of the website’s design and content and to compare attitudes of teachers towards using these online tools before and after they viewed the module. Of the twelve original participants, eight were able to complete the module within the time allotted. Basic descriptive statistics were used to analyze pre and post survey results from varying Likert-scales and patterns were identified in open-ended responses in the post-survey. Findings illustrated that most participants’ familiarity, confidence, and likelihood of using the tools as part of their teaching improved after completing the learning module. The findings also resulted in recommendations for how the module could be improved for future use by teachers.
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    Realizing Rental Energy Efficiency
    ( 2014-04-24) Walsh, Sean ; Leong, Peter
    Hawaii is one of the few states in the United States that utilizes crude oil to produce electricity. This practice has shown harmful emissions that damage the environment and contribute significantly to climate change. The first step toward reducing our demand for imported oil is to be conscious of it and to reduce our oil consumption by increasing our energy efficiency. Previous research has shown that low-income, multi-family, rental households utilized significantly more electricity per square foot than other types of households. Furthermore, energy efficient upgrades are most likely to be done when individuals recognize the financial benefits and environmental impacts of these upgrades. This project developed an asynchronous web-based instructional module to best inform the rental household target population about their options for greater energy efficiency and their benefits. The pre- and post-survey results revealed greater potential for behavioral change when financial incentives are realized and energy users are directly accountable for their electric bill.
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    eStudying for Electronic Education: an Instructional Design Project
    ( 2014-05-09) Pakele, Hoʻomano ; Irvine, Christine
    Traditional studying systems based on print media historically involved bookmarking, highlighting, and underlining passages for future reference. As technology changes the way we read information from print to electronic media, traditional studying practices will need to change as well. This study asked college students to use an electronic studying system with a variety of applications including GoodNotes, Web to PDF+, To PDF, Zotero, PaperShip, and Google Drive on a personal computer and an iPad. Six College of Education graduate students learned how to use the electronic studying system through an online instructional module. They then applied what they learned to their graduate coursework over a span of at least a week. Results from the pre and post-survey's showed that participants were not initially familiar with note-taking apps and after participating in the study, were considering changing their current note-taking strategies to better accommodate electronic materials. Survey results revealed a positive correlation between participant's previous note-taking strategies and most useful features in the note-taking app GoodNotes. Even though the electronic studying system was used over a limited time, participants found it very useful and some even purchased GoodNotes to use in the future.
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    eStudying for Electronic Education: an Instructional Design Project
    ( 2014-05-08) Pakele, Hoʻomano ; Irvine, Christine
    Traditional studying systems based on print media historically involved bookmarking, highlighting, and underlining passages for future reference. As technology changes the way we read information from print to electronic media, traditional studying practices will need to change as well. This study asked college students to use an electronic studying system with a variety of applications including GoodNotes, Web to PDF+, To PDF, Zotero, PaperShip, and Google Drive on a personal computer and an iPad. Six College of Education graduate students learned how to use the electronic studying system through an online instructional module. They then applied what they learned to their graduate coursework over a span of at least a week. Results from the pre and post-survey's showed that participants were not initially familiar with note-taking apps and after participating in the study, were considering changing their current note-taking strategies to better accommodate electronic materials. Survey results revealed a positive correlation between participant's previous note-taking strategies and most useful features in the note-taking app GoodNotes. Even though the electronic studying system was used over a limited time, participants found it very useful and some even purchased GoodNotes to use in the future.
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    eBook Creation: Enhancing Literacy
    (2014 TCC Online Conference, 2014-04) Monkoski-Takamure, Antonina ; Sorensen-Irvine, Christine
    Teachers are being pushed to integrate technology across all subject areas, including reading, writing, speaking, and listening. Using eBook creation is one way to both use technology and address literacy skills. A web-based instructional module was developed to improve teacher knowledge on how to create eBooks and increase motivation to use eBooks. The purpose of this study was to evaluate the effectiveness of the module and its influence on motivation to incorporate eBooks in teaching. Fifteen current or former elementary (K-6) teachers were asked to participate in the study. Ten completed the study. Participants completed the module as well as online demographic, pre-attitudinal, and post-attitudinal surveys. These were analyzed using descriptive statistics and summarizing open-ended questions. Pre-survey findings indicated that one teacher had previously used eBooks and half had moderate to considerable interest, whereas the other half reported little to some interest. Two-thirds felt students would be moderately to extremely motivated by using eBooks. Post-survey findings showed that half of the participants were likely to use eBook creation in their classrooms. Eight participants felt students would be very-to-extremely motivated.