Wednesday, May 25, 2016

1:1 Laptop Meta-Analysis

Michigan State University examined 15 years of 1:1 laptop studies, and found that these initiatives boost student scores. Among the findings are: a 1:1 laptop environment often leads to more frequent and broader tech us, usually for writing processes. 1:1 laptop deployment sometimes increases student-centered, project-based learning. When all students have laptops, student motivation, engagement,  persistence, and problem-solving skills increase. It is uncertain whether 1:1 laptop programs overcome inequities.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environment: A meta-analysis and research synthesis.  Review of Educational Research, 0034654316628645.

Thursday, April 28, 2016

ACRL libraries and student success report

A new report issued by the Association of College and Research Libraries shows compelling evidence for library contributions to student learning and success. The report focuses on dozens of projects conducted as part of the program Assessment in Action: Academic Libraries and Student Success (AiA) by teams that participated in the second year of the program, from April 2014 to June 2015. Synthesizing more than 60 individual project reports  and using past findings from projects completed during the first year of the AiA program as context, the report identifies strong evidence of the positive contributions of academic libraries to student learning and success in four key areas: Students benefit from library instruction in their initial coursework. Library use increases student success. Collaborative academic programs and services involving the library enhance student learning. Information literacy instruction strengthens general education outcomes. Association of College and Research Libraries (ACRL). (2016). Documented Library Contributions to Student Learning and Success: Building Evidence with Team-Based Assessment in Action Campus Projects, Chicago, IL: American Library Association.

Thursday, March 24, 2016

Survey about choosing digital media for courses



Choosing digital media for courses
Using digital media in courses can help improve student learning, according to 91% of college faculty who responded to a new VideoBlocks survey. However, only a fifth of professors use institutional resources, with most preferring to use outside sources, including 31% who said they turned to copyright-free online services for content.
"The 2016 State of Digital Media in Higher Education Report" is available with registration on the VideoBlocks education site.

Tuesday, February 23, 2016


Abstract: Six case histories of second language acquirers were examined to attempt to determine what factors play a role in developing a long-term pleasure reading habit in a second language (English). The cases provided support for several hypotheses: Long-term readers are first stimulated to read through a pleasant reading experience, they have access to books and time and a place (or places) to read, they select their own reading material, feel free to stay with certain authors and genres if they want to, and do not profit from tests, workbook exercises and incentives. If these hypotheses are confirmed in future studies, we can conclude that school does not provide the conditions that help develop long-term pleasure reading.
Cho, K.S. and Krashen, S. 2015. What does it take to develop a long-term pleasure reading habit? Turkish Online Journal of English Language Teaching.  1(1): 1-9.http://www.tojelt.com

Sunday, November 29, 2015

Media use and attitudes report

This report examines children's media literacy. It provides detailed evidence on media use, attitudes and understanding among children and young people aged 5-15, as well as detailed information about the media access and use of young children aged 3-4. Researchers found that only a third of young people aged 12 to 15 knew which search results on Google were ads, while this figure was even lower — less than one in five — for children aged 8 to 11. Other tests showed that 19% of 12- to 15-year-olds  believed that if a search engine listed particular information then it must be true, while  46% of children could say for sure that Google itself was funded by ads.
Children and parents: Media use and attitudes report. (2015). London:  Ofcom. 
http://stakeholders.ofcom.org.uk/market-data-research/other/research-publications/childrens/children-parents-nov-15/

Tuesday, November 17, 2015

School Libraries Work! study

The 2016 edition of Scholastic's School Libraries Work! summarizes major recent research about the impact of school libraries in the U.S.
School Libraries Work!: A compendium of research supporting the effectiveness of school libraries. (2016). New York: Scholastic.  http://www.scholastic.com/SLW2016/

Thursday, November 5, 2015

Independent reading and English improvement research


An analysis done by Nation (2014) leads to the conclusion that readers in English as a foreign language can gain about one-half a point on the TOEIC test for every hour of independent English reading. A statistical analysis of progress made by seven adult acquirers of English living in Japan was performed to confirm this conclusion: All were intermediates, but there was considerable variation, with TOEIC scores ranging from 220 to 705. All engaged in self-selected reading,  and took pre and post TOEIC tests. Hours spent reading was shown to be an excellent predictor of gains on the TOEIC, and the rate of improvement was shown to be nearly exactly the same as that reported by Nation.
Krashen, S., & Mason, B. (2015). Can Second Language Acquirers Reach High Levels of Proficiency Through Self Selected Reading? An Attempt to Confirm Nation's (2014) Results. International Journal of Foreign Language Teaching 10 (2): 10-19.
Available at: ijflt.com  OR http://sdkrashen.com/articles.php?cat=2