Technology in Developmental Education: Past, Present, and Future

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Technology in Developmental EducationPast,
Present, and Future
David C. Caverly, Ph.D. Texas State University -
San Marcos Keynote address MACRA Annual
Conference Ocean City, MD October 24, 2003
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Technology in Developmental Education Past,
Present, and Future
You can download a copy of the slide shows and
handouts at http//www.ci.txstate.edu/presentati
ons/MACRA/MACRApresentation.doc
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Two Issues

• How is technology used in developmental education
  in the past, today, and how should it be used in
  the future?
• What strategies do your developmental students
  need to succeed with technology?

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Life in the Tech Lane

• What is it like to be a college student here at
  the beginning of the millenium?
• Chemistry
• Art History
• English Composition
• Conversational Japanese
• Recombinant Math

Tablet
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Chemistry
Virtual Reality
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Chemistry Lab
Client-Bot
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Japanese
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Art History
textbook
paintings
encyclopedia
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Kinny
programs is placed on transition to English and
does not promote the full development of the home
language (Lucido McEachern, 2000). This can
have an unfortunate effect on the learners
reading progress and cognitive ability. Frank
Lucido, Fred Genesee, Russell Gersten and a host
of other educational researchers across North
America have concurred that well balanced
bilinguals do tend to have more flexible mental
cognition abilities (Lucido McEachern, 2000
Genesee, 1978 Gersten, 1984,1985). Two-way
language instruction has a very different goal
than transitional methodology in that the primary
goal is mastery of both English and the original
language. True two-way programs have been called
two-way immersion, dual language learning and
developmental bilingual education programs.
Another important trait of the two-way immersion
process is that it is an additive form of
bilingual education in contrast to a subtractive
process. Additive language instruction seeks to
enhance the learners knowledge of their primary
language (L1), while at the same time teaching a
second language (L2). The alternative to this
type of instruction is to focus on the learning
of the L2 at the expense of the childs
primary/home language. There has been some
research conducted to determine factors that
contribute to a persons biliterate development.
Many believe that second language development can
take much longer if the dominant language has not
been properly developed. This notion provides
support for the native language literacy
instruction (Garcia, 2000). In a meta-analysis of
studies conducted by Jay Greene, he found that
limited English proficient (LEP) students
enrolled in dual language programs performed
better than their English-only LEP counterparts
on standardized tests (Greene,1997). Balanced
bilingualism is one of the goals in two-way
immersion programs. The rationale for the two-way
approach is based on many theories about language
learning. The major premise is that language is
learned most completely through meaningful
contextual events. This perspective has been
articulated through the work of Vygotsky, whose
socio-cultural theory holds that learning occurs
through social interaction, e.g. within the
classroom. Students enrolled in a two-way
immersion program have the unique opportunity to
receive instruction and to practice content
through two languages concurrently. Also, it is
believed that second language learning occurs
most profoundly when the primary language has
been established. Due to the increased contact
with expert speakers of another language,
students in two-way classroom are exposed to
their second language on a much more frequent
basis. Another theoretical assumption is that
content knowledge that has been learned in one
language can transfer to knowledge of that
content area in the second (Christian,1996)
Kinny Paper
Tutor Appointment
Endnote
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Hypermedia Paper
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Bibliographic Database
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Concept Map
map
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How prepared are you?
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Break
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Changing Landscape of Higher Ed

• Tennessee, Texas, Florida, California, Georgia,
  Washington, Virginia, among other states have
  Closing the Gaps initiatives
• Traditional 18 year old student enrollments are
  declining
• Fewer are filling high tech jobs, contributing to
  economy, or contributing to the tax base
  (Edmonds, 2001)
• 1 invested - 10 return
• Goal to increase beyond projected growth
  enrollments in order to fuel the Knowledge
  Economy (THEC, 2000b)
• Admit more students who would not normally attend
  college
• 500,000 in Texas alone by 2015 (THEC, 2000b)
• Where will these students come from?

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Current Postsecondary Enrollment
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Current Postsecondary Enrollment
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Current Postsecondary Enrollment
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Current Postsecondary Enrollment
6.8
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Postsecondary Enrollment by Ethnicity
17.3
30.0
70.0
82.7
Change 1976-2000 Anglo -12.70
African-American 2.05 Hispanic
6.25 Asian/Pacific Islander 3.20 American
Indian/Alaskan Native 1.20
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Proportion of Enrollment by Ethnicity

• Higher Education Enrollment Change from 1980-2000
• Proportionally fewer number of Anglos attending
• Proportionally significantly more
  African-American
• Proportionally comparable number of Hispanics
• Proportionally significantly more Asian/Pacific
  Islanders
• Proportionally significantly more American
  Indian/Alaskan Native

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Postsecondary Enrollment by Remediation
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National Center for Educational Statistics
(1999) 1.6 million in 4 year colleges 2.3
million in 2 year college

• low cost
• lt1 of college budgets

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How successful is Developmental Education?

• Developmental Education benefits students at
  least in some areas National Center for
  Educational Statistics (2002)

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What are projections to 2010?

• increase from 13 million to over 15 million
  students
• developmental students will increase by 644,000
  if the same percentages holds true

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Demands Changing job requirements

• 29 of all jobs require some postsecondary
  certificate or academic degree (Judy DAmico,
  1997)
• 42 will by 2010
• 70 of those jobs that require postsecondary
  education require some technology use (Hecker,
  2001)
• 41 require Internet use and e-mail
• 38 require word processing and desktop
  publishing
• 35 require spreadsheets and database production
• 33 require use of scheduling software

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Demands College Task Demands

• Receiving knowledge from knowledgeable others
  (McCabe Day, 1998)
• Constructing knowledge from the information
  explosion (Moe Blodget, 2000)
• New learning strategies
• search to find information
• access and use that information
• evaluate the validity of the information
• organize that information to construct knowledge
• share that knowledge with others across cultural,
  economic, scientific, environmental, and
  political boundaries
• information broker (Drucker, 1994)

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Demands Future for Developmental Ed

• Changing demographics toward a more diverse
  enrollments
• Increasing numbers of students who will be
  admitted to college who chose not to go because
  they were
• weak academically
• first-generation college students
• struggling with why they should go to college at
  all
• On top of this, we add increasing task demands
• need for complex knowledge in higher education
• need for technology competence in the workplace

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What can we do?

• High expectations
• Provide access to reach those expectations
• Teach students to be strategic in their approach
  to learning

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1. High Expectations

• Developmental Education

Knowledge
Level of Competence
Level of Expectation
S O U N D T E A C H I N G
STRATEGIC LEARNING
A C C E S S
Higher Education
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2. Access through Technology
44.4
U.S.
(NTIA, 2002)
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2. Access through Technology Assistive Devices
(Ability Hub, 2002 Attention Control Systems,
2002 Interactive Solutions, 2002)
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2. Access through TechnologyEssay Grading
Software

• Criterion (ETS, 2002)
• Intelligent Essay Assessor (Knowledge Analysis
  Technologies, 2002)
• Intellemetric ( Vantage Learning, 2002 Rudner
  Gagne, 2001)

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3. Teach Strategic Reading

• Takes a substantial amount of time
• minimum of 4 weeks (Simpson Nist, 2002)
• Need to develop knowledge (Butler Winne, 1995
  Garner, 1990 Paris, Wasik, Turner, 1991
  Pressley, 2000)
• Declarative
• Procedural
• Metacognitive
• Conditional
• Volitional
• Teach to transfer (Alexander Jetton, 2000)

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Research on Teaching Strategic Reading

• Explicit Instruction (Duffy, 2002)
• explanation
• modeling
• guided practice
• independent practice
• Scaffolded instruction (Alexander Jetton, 2000)
• scaffolds of writing, material, instruction,
  technology
• Quality of text is vital (Anderson Armbruster,
  1981)
• considerate to inconsiderate
• authentic

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Research on Teaching Strategic Reading

• How should we teach strategic learning?

Explicit Instruction
Material
Journaling
Technology
Pre-writing
Explanation
e-mail WWW search strategies hypertext discussion
boards
Modeling
Considerate
mapping spreadsheets databases bibliographies
Guided Practice
Less than Considerate
Peri-writing
graphics graphs/charts desktop publishing webpages
slide shows iMovies
Independent Practice
Inconsiderate
Post-writing
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How do we teach strategic reading?
P - Preview by creating map
L - Locate what is known and new (?) (?)
concept
concept
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A - Add
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How do we teach strategic reading?
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L - Locate what is known and new (?) (?)
concept
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A - Add
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N - Note how well tasks were met
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Classification
main idea 3
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How do we teach strategic reading?
P - Preview by creating map
L - Locate what is new and old (?) (?)
A - Add
Cause Effect
N - Note how well tasks were met
graphic
main idea 5
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Sequence
main idea 2
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Program Evaluation Criteria

• Performance on State Mandated Test

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Program Evaluation Criteria

• Performance in at-risk classes (D,F,W)

2.15
1.65
1.45
took reading and didnt need reading ---- n.s.
didnt take reading and didnt need reading ----
p lt .05
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Program Evaluation Criteria

• Retention

• Ss did not need to take developmental courses
  (DN)

• Ss chose to take developmental courses (C)

• Ss chose not to take developmental courses (CN)
  

R e t e n t i o n
100
80
60
DN
40
C
CN
20
1 2 3 4
5 6 7 8
semesters
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Future of Higher Education
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College of the Future

• PDAs more prevalent
• Smaller, lighter, faster, wireless (Redman, 2002)

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College of the Future

• More authentic learning (Given Imaging, 2002)

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College of the Future
Personal Area Networks will emerge
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College of the Future

• Personal Area Networks will evolve into wearable
  computing (Gupta, 2002 Zimmerman, 1996)

monitor
wand
interface ring
base unit
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College of the Future

• E-paper (Ditlea, 2001)

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How can you use technology?