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How to Effectively Use SRS in the Elementary Classroom
|Liu_LiteratureReview.pdf||Literature Review||115.47 kB||Adobe PDF||View/Open|
|Liu_Proposal.pdf||Master's Project Proposal||293.25 kB||Adobe PDF||View/Open|
|NatalieTCCpresenttion.pdf||Technology, Colleges, and Community Worldwide Online Conference Presentation||32.58 MB||Adobe PDF||View/Open|
|Liu_MastersPaper.pdf||Master's Cullminating Paper||208.05 kB||Adobe PDF||View/Open|
|Title:||How to Effectively Use SRS in the Elementary Classroom|
|Advisor:||Nguyen, Thanh Truc|
|Keywords:||student response systems|
|Issue Date:||15 Apr 2010|
|Publisher:||14th Annual Technology, Colleges, and Community Worldwide Online Conference|
|Citation:||Liu, N. (2009, April 15). How to Effectively Use SRS in the Elementary Classroom. PowerPoint presented at the 14th Annual Technology, Colleges, and Community Worldwide Online Conference.|
|Abstract:||Digital natives, born after 1980 and raised in a digital world, are avid digital multitaskers and are accustomed to technological devices as an integral part of their daily lives. Yet digital natives are in schools that struggle with technology to keep them engaged, motivated, and actively
learning. A potential engaging technology called Student Response Systems (SRS) was investigated throughout this project. The purpose of this study was to explore whether teachers can create a lesson using the
Interactive SRS Lesson Plan Template. Specifically, the intent of the module was to demonstrate the benefits of using SRS and encourage teachers to implement SRS into their daily routines. Subjects included 10 elementary teachers with little or no experience using SRS. Quantitative data collected through a pre, embedded, and post test revealed that participants met majority of the objectives in the module and scores
increased by 33% in the post test. Qualitative data was collected using a
demographic and attitudinal survey. The data revealed that participants generally felt more comfortable with SRS and agreed that it is a valuable tool to use in the elementary classroom as it improves feedback to students, improves the learning environment, and enhances learning and engagement.
|Description:||Instructional Module Development: The ADDIE model was used as a framework to design the module and Gagne’s Nine Events of Instruction was utilized to address the conditions of learning. The module was delivered through instructional videos. Video was determined to be the best delivery method as it provided the learner with both visuals and audio elements. Keynote presentation software was used to create the video, which was then exported to QuickTime movie files. The movie files were then organized on a website using iWeb, which was then published to a CD-ROM. The instructional module was organized into the following four chapters: Chapter 1: The Basics of Lesson Planning, Chapter 2: The Basics of SRS, Chapter 3, Part 1: Questioning Design Part 1, Chapter 3, Part 2: Questioning Design Part 2, and Chapter 4: Terminal Objective. Each chapter was sequenced in an order that builds upon previous skills.|
|Appears in Collections:||ETEC 690, Spring 2010|
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