Friday, February 17, 2017

Educational opportunities and image study

High school students are willing to ignore educational opportunities when they're concerned about how they'll be viewed by their classmates. Researchers found that educational messages need to be modified, depending on the social culture of the school.
Bursztyn, L., Egorov, G., & Jensen, R. (2017). Cool to be smart or smart to be cool? Understanding peer pressure in education. Cambridge, MA: National Bureau of Economics.
http://www.nber.org/papers/w23020

Thursday, January 12, 2017

Research on girl coding

Middle school is a good time for girls to learn how to code because that's when they are more susceptible to its appeal, according to recent research. The coding appeal then dips in high school and spikes again in college when girls become inspired by teachers and other role models. The study offers insight into factors that create either positive and negative associations with computer science for girls at the middle school, high school and college levels, as well as strategies for educators to make computer science more appealing to girls.
Accenture and Girls Who Code. (2016). Cracking the gender code. Lansing, MI: Accenture.
https://www.accenture.com/us-en/cracking-the-gender-code

Tech use almot universal for US children under 6: survey

A new national survey of technology use by children under 6 indicates that 85 percent of parents allow their young children to use technology in the home. More than three quarters of parents surveyed said they use tech along with their children on a daily basis for up to two hours, with television, tablets, smartphones and computers the most frequently used. Parents are the most influential media role models for children, and should focus on content quality more than quantity.
Erikson Institute. (2016).  Technology and young children in the digital age. Chicago, IL: Erikson Institute.
https://50.erikson.edu/technology-use-almost-universal-children-6/

Study on narrowing the gender gap in spatial reasoning

Research shows that while young women excel in social perspective-taking, there may be a gender gap in spatial perspective-taking. In a study about closing gender gaps in spatial ability, researchers found that making changes to tasks, such as changing perspective, helped narrow the gap.
Tarampi, M., Heydari, N., & Hegarty, M. (2016).  A tale of two types of perspective taking; Sex differences in spatial ability.   Psychological Science, 27(11). 1507-1516.
http://journals.sagepub.com/doi/abs/10.1177/0956797616667459

Parents' perception about school tech use survey

K-12 public school parents around the United States are not overly impressed on the use of education technology in their students' schools. While 87 percent of parents buy into the possibilities of technology to positively influence student learning, just 35 percent among those respondents whose children use devices in school say their children have learned more because of tech. However, parents see a link between smart implementation of technology and personalized education.
YouGov. (2016). Learning Assembly public school parent poll.
https://innovationassembly.files.wordpress.com/2016/10/learning_assembly_national_survey_results.pdf

Reading promotion strategies study

A study was conducted to identify the different strategies elementary and middle school librarians in Puerto Rico are currently using to promote reading appreciation. Some of the conclusions indicate that school librarians consider Library Week a key activity for the promotion of reading appreciation, and the Internet as a key resource for the implementation of the different activities they design. The conclusions also acknowledge that school librarians face different challenges, the most difficult being collaboration and support from the students’ parents. The school librarian as motivational agent and strategist for reading appreciation.
Dominguez, N. et al. (2016). The school librarian as motivational agent and strategist for reading appreciation. Journal of Librarianship and Information Science, 48(3), 236-246.

Where Teachers Get Tech Help Study

By a margin of about five to one, teachers prefer to solve their own tech problems without the help of the IT department.Educators' top choice for solving their tech troubles is online searches, with 37 percent citing that as their preferred source for help with technology. Coming in second was peers, at 23 percent. The help desk/IT department ranked third at 17 percent, followed by the instructional technologist at 11 percent. Students rounded out the top 5 preferred sources of tech help at 4 percent. Nearly two-thirds of those surveyed indicated they have adequate support and training for the use of technology in the classroom. For their part, most teachers said they see themselves as at least competent in their tech abilities. The top hardware used include: desktop computers, laptops, cameras, interactive whiteboard, projectors. Top software include: presentation, word processing, gradebook, online video service, classroom management software.
Nagel, D., & Schaffhauser, D. (2016). Where do teachers turn for tech help? THE Journal.
https://thejournal.com/articles/2016/10/27/where-do-teachers-turn-for-tech-help.aspx