W4_ Reading

1.  Managing Multimedia Mania: Taming the Technology Beast

In this article, students are frustrated when they do not see immediate results from their one-click technology search.  Students want instant satisfaction and not take the time use technology as a learning tool.  Many students look at the computer as a toy and not use this resource for reading information or for higher order thinking strategies.  Many educators do not know how to assess student learning when it comes to assessing technology implementation.  Teachers need to model 21^st century skills so students can focus on utilizing technology as a tool for learning. 

2.  Motivating Students through Project-Based Service Learning

Educators have realized that project-based service learning enhances collaboration and integration of real-world issues, lowers disciplinary problems, and applies lessons that are student centered.  These hands-on, authentically engaging technology lessons motivates student learning.  Students make connections to life outside of school that coincides with various subjects to create projects that address real-world problems.  There are three examples of technology project-based service learning that California students were motivated and engaged while increasing academic standards.

3.  Motivation and Satisfaction in Internet-Supported Learning Environments: A Review

Studies in higher education taken from previous research on student motivation in Internet-Supported Learning Environments (ISLE) did not provide comprehensive analysis of methodological and theoretical issues.  A qualitative study was conducted to examine the following questions:

1.     How did ISLE overall impact student motivation and satisfaction?

2.     What specific motivation and satisfaction sources were identified?

3.     How was motivation measured in ISLE?  What research designs were employed to investigate the phenomena?

Analysis received from ISLE studies supported motivation taken from technology attributes, engagement, and support services.  These studies measured task choice, cognitive effort, skill, persistency, and achievement.

4.  Using Technology to Promote Self-Efficacy for Healthy Eating in Adolescents.

The purpose of this study was to determine if the World Wide Web and eating healthy would affect student self-efficacy.  A pre-test and post-test were assessed between two junior high schools.  Two methods were tested among these adolescents.  One test consisted of five hours of web research; will the other tested group was ten hours of instructional lecture time.  Students were given the same six questions to find correct data to answer the questionnaire.  The web research group had significantly higher scores with self-efficacy to find information about eating healthier.  Students displayed signs of wanting to find information that pertained to their lifestyle.