Chapter 2 outline

Theory – something about what makes homework meaningfulTheme 1 Why goodTheme 2 Why badTheme 3 Why mml multi media learning is good

Conclusion my purpose

21st Century skills.org

AACTE.org

Table 1Literature Review Table Example

Theme/Domain Author Title and Year

Key ideasOr notes or definitions

What makes hw meaningfulCooper?

Theme 1: Differing Opinions NecessityMakes it bad Optional

Theme 2: Value of HomeworkWhat makes it good

Student understandingBenefits to classroomEfficacyCultural context

Theme 3: Student Engagement and Student Perception

Regular

21st century learner

Rich MayerTheoretical Rationale or

Seminal AuthorKralovecBuell

How can I use this theory to connect to mml and homework

Summary

Literature Table

Chapter 7: Building Tables to Summarize Literature pg 63

No lines in tableNote horizontal linesNote where it is italicized and not italicizedNote on page 64 where they used half or partial lines

What makes hw meaningfulIn his exhaustive research it seemed that no matter what type of study was conducted the results indicated a positive relationship between homework and achievement

Cooper? 10.

Improved students learning when meaningful homework assignments are completed and returned to students with constructive comments. Students also benefit from completing work and learning to work independently.

Mendicino, Razzaq, and Heffernan

Students in middle school are not provided with sufficient opportunities to develop and exercise their autonomy within the classroomMiddle school teachers expect greater student independence and

Quoted in 17 from Feldlaufer, Midgley and Eccles, 1988

self sufficiency outside the classroomHow can middle school students be empowered to exert greater control over their learning so they become more proactive, self-motivated learners.

Zimmerman 2002

Adolescents are looking for teachers to hop on the digital bandwagon. They condiser the Internet to be their most important source

12.

Theme 1: Differing Opinions NecessityMakes it bad OptionalTeachers students to overvalue work and increases a sense of competition. Takes time away from family and personal well-beingMost homework not designed well – should be designed to involve activities appropriate for the homeInappropriate homework may even decrease student achievementMiddle schoolers should have between 1 to 2 hours of homework a night.

15.

Homework punishes students in poverty

Students need to complete long-term independent projects as part of a rigorous academic program but do they need to do this at home? They need to learn skills through drill and practice. Place for these things is in school.

6

Theme 2: Value of HomeworkWhat makes it goodSharing answers with peers before submitting an assignment to the teacher can enlarge students’ perspectiveAllows students the opportunity to determine what material they understand and identify areas where more study or explanation is needed

Student understanding12.

8.Computer animations and multimedia presentations Benefits to

classroom8.

All forms of computer based instruction were effective at the college level but somewhat less effective at precollege level

Students learned significantly more with web-based homework than with paper and pencil homework

Large Cooper study somewhat inconclusive on certain points

Little impact on learning in geography.

Efficacy8.

9.

10.

11.Cultural context 13. and 16

Students consider internet homework helpful because such assignments increase their understanding of curriculum topics,

12.

facilitate independent learning and allow practice with research skillsTheme 3: Student Engagement and Student Perception RegularPerhaps teachers need to join the digital revolution just to keep themselves relevant in the eyes of their students

21st century learner

While no differences in performance were detected between web and paper assignments, students generally are preferring to do homework on the web.

5 and jie-liang paper

Rich MayerTheoretical Rationale or Seminal Author

KralovecBuell

How can I use this theory to connect to mml and homework

How can I come up with appropriate HW that will provide some feedback at little or no cost? Have access to textbook interactive web sites – so-so but may suffice and can use WISE programming but they are used to WISE and most wise programs offer no immediate feedback.

Should I be focusing on designing hw that incorporates lab simulations and more visual explanations of concepts? How can I guarantee that students have access to a computer with the necessary software – even things like quick time might not work on some computers or parents may be unwilling to download necessary plug-ins. My dilemmas:

1. I think homework is of great value to keep school in the forefront of a students thinking. They go home to 4 to 6 hours of computer gaming and learn very little from these gaming sessions.

2. I am willing to admit that much homework may be construed as busywork3. I feel that reading in the textbook is a good entry to expanding students reading

of non-english class literature. Unfortunately, even though we have picked a textbook with a lowwish reading level, it still may be too difficult for many of our students. However, is it only difficult because they don’t want to go to the effort of finding out what unknown words mean – or making their lists so we can clarify the next day?

4. I am not good at taking class time for textbooik reading – many teachers take whole days to read passages and chapter and work on outlining for review and study. While I do a bit of that, once I have tutored them in how to do it at the beginning of the year I generally don’t do it again. Would rather spend my time with interactive demonstrations or labs or lecturing (even though I know I am not a good lecturer).

5. It is becoming more and more apparent that administrators and parents don’t want homework given – yet, what are students doing after school? They leave us at 2:30. While there are a few who have rich active sports or music, or babysitting activities and

chores, most of our students spend their out of school time on their cell phones or computers.

6. How do we make the homework the teacher feels is essential more relevant and deemed important to those administrators and parents? Will creating lessons and hw on the web and internet give validation to the assignment and encourage a higher completion rate?

7. Once we improve the completion rate for hw will that translate into higher test scores? Will these higher test scores become because we can devote more in class time to experiments and work at a lab station? Even though other studies have shown that the same learning can be effected with computer simulations I am seeking a way to get students more interested and involved in the classroom during the day. Lack of interest in all educational topics is dragging us down. A higher percentage of students attach little importance to what is happening in the classroom. Will providing more computer time and/or more lab time rather than “seat” time make their science education more relevant to them?

1. Roth, Ivanchenko, Record, ScienceDirect Computers and Education, 2008: Evaluating students response to WeBWorK, a web-based homework delivery and grading system

2. Pritchard, Morote, World Conference on E-learning in Corporate, Government, HealthCare, and Higher Education, E-Learn 2002: Reliable Assessment with Cybertutor, a Web-Based Homework Tutor

3. Melis, Andrews, Budenbender, etc. 2001, ActiveMath: A Generic and Adaptive Web-Based Learning Environment

4. Salend, Duhaney, Anderson, Gottschalk, Teaching Exceptional Children, 2004: Using the Internet to Improve Homework Communication and Completion

5. Bonham, Beichner, Deardorff, The Physics Teacher 2001: Online Homework: Does it Make a Difference?

6. Kralovec, Buell, 2001? Association for Supervision and Curriculum Development: End Homework Now

7. Bonham, Deardorff, Beichner: North Carolina State University? 2002-3??: A comparison of student performance using web and paper-based homework in college-level physics

8. Cole, Todd, Journal of Chemical Educationa, November 2003: Effects of Web-Based Multimedia Homework with Immediate Rich Feedback on Student Learning in General Chemistry

9.Mendicino, Razzaq, Heffernan, Journal of Research on Technology in Education, 2009 41(3): A Comparison of Traditional Homework to Computer-Supported Homework

10. Cooper, Robinson, Patall, Review of Educational Research, 2006, Does Homework Improve Academic Achievemenet? A Synthesis of Research, 1987-2003

11. Schuster, University of Wisconsin-LaCrosse, 2009: The Impact of Homework and Homework Preferences in Ninth Grade Geography

12. Strom, Strom, Wing, Beckert, National Assoc. Of sSecondary School Principals, NASSP Bulletijn, June 2009: Adolescent Learning nad the Internet

13. Xu, The School Community Journal, 2009: School Location, Student Achievement and Homework Management Reported By Middle School Students

14. Patvarczki, Politz, Heffernan, Worcester Polytechnic Institute, 2009?

15. Marzano, Pickering, Educational Leadership, March 2007: The Case for and Against Homework

16. Brock, Lapp, Flood, Fisher, Tao Han, Urban Education, 2007: Does Homework Matter? An Investigation of Teacher Perceptions about Homework Practices for Children From non-dominant Backgrounds.

17. Cleary, Zimmerman, Psychology in the Schools, 2004: Self-Regulation Empowerment Program: A School Based Program to Enhance Self-Regulated and Self Motivated Cycles of Student Learning.

18. Mayer, Educational Psychologist, 1997: Multimedia Learning: Are we asking the right questions?

19. Whipp, Journal of Teacher Education, 2003: Scaffolding Critical Reflection in Online Discussions