Annotated Bibliography on

“The Impact of an Online Learning Program on Teaching and Learning Strategies”

Question: Do online courses promote a high level of learning?

Livingston, K., & Condie, R. (2006). The Impact of an Online Learning Program on Teaching  and Learning Strategies. 

Theory Into Practice, 45(2), 150-158.
    

             This article explores the impact of technology on learning and teaching in the classroom. It draws on the findings of several recent studies conducted in Scotland concerning the impact of technology. In particular, it considers the findings of an evaluation of an online learning program (Scottish Common Higher Open Learning and Access Resources [SCHOLAR] Program). The article discusses the impact of active, self-regulating learners on the role of teachers and highlights some of the implications of blending traditional classroom teaching with online student learning. The implications that emerge for learning and teaching strategies and for the leadership and support function of teachers are relevant for any school systems using technology in classrooms.

  I choose this article because the results of the SCHOLAR Program evaluation showed that more than half the students (56%) said that they worked with the online materials at home for up to 2 hours per week, and get better result in tests. The findings also showed that, overall, the students preferred a blend of learning experiences using online materials and the more conventional printed text booklets. Nevertheless, the results showed that the students made greatest use of the online materials (87%), compared to use of online self-assessment activities (73%) and text booklets (56%). Students made frequent use of the self-assessment activities as part of the revision process prior to tests and said that they appreciated the immediate feedback the online assessments provided: “It gives immediate feedback;” “It tells you how well you have done and how you are progressing;” and “It is interactive because if you do it wrong, you can learn from your own mistakes.”

Annotated Bibliography on

"Utilizing Technology for Rehabilitation of the Upper Limb Following Strock"

Question: Does utilizing technology will help for rehablitation of the upper limb following strock? Crosbie, Jacqueline H. McNeill, Michael D. J. Burke, James McDonough, Suzanne (2009)
Utilizing Technology for Rehabilitation of the Upper Limb Following Stroke: the Ulster experience Physical Therapy Reviews, 14(5), 336-347.  

            This research paper discusses the effectiveness and feasibility of virtual technologies in upper limb stroke rehabilitation. Virtual technologies are being used to provide people who have suffered a stroke with opportunities to rehabilitate in a more focused way, and to offer support to continue access to therapy for more extended periods of time. The research was comprehensive, both qualitative and quantitative, including questionnaires, participant interviews, single case series and a randomized controlled trial design. This study focused mainly on incorporating the principles of motor learning which seem to be most effective in promoting motor recovery following stroke, i.e. repetitive, functional and task related practice of active movement of the limbs.
            I have chosen this research paper to find out if utilizing technologies will help in rehabilitation of the upper limbs following a stroke. I discovered the use of virtual technology has positive effects on the human brain. Results from a series of studies, using both able-bodied and disabled participants, indicate that the use of virtual technologies to augment and support rehabilitation after stroke is feasible and has positive effects on motor impairment and activity. There have been developments in two key areas: moving from unilateral practice to bilateral practice, and incorporating these movements into game-based systems.

    Annotated Bibliography on

 

“How Can Technology Benefit Our Students”

Question: How can technology benefit our students?

 

Shieh, Ruey S.(2012) The Impact of Technology-Enabled Active Learning (TEAL) Implementation on Student Learning and Teachers' Teaching in a High School Context
Computers & Education,  v59 n2 p206-214 Sep 2012. 9 pp.
           This article discusses how technology increases motivation and self-esteem, changes the roles of students and teachers in the classroom, and facilitates the accomplishment of more complex tasks, and helps collaboration with peers. Moreover, class interaction and discussion is accomplished through the support of the Interactive Response System (IRS), which allows the instructor to pose questions and track and assess students’ responses to the discussed questions individually and immediately.
          I have chosen this article because it provides me a clear picture that when teachers incorporate technology tools in their lesson plans, it smoothes the learning process and provides an opportunity for students to actively take part in classroom activities. This study, which was conducted in Taiwan, shows that technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in a better position to define their goals, make design decisions, and evaluate their progress. In order to promote technology-enhanced innovative teaching in school-level education, Taiwan’s central government has appropriated substantial amounts of money to help schools, particularly resource-disadvantaged schools, to upgrade their technological facilities.