Technology and the Honors Student

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Technology and the Honors Student

• Jennifer Davis
• July 2005

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My observations

• During past six years of teaching honors
  students I have noticed the following
• These students do what they need to do to get an
  A no matter the assignment.
• They often do no more than whats required.
• In conclusion, their achievement is high but
  their engagement could be higher.
• This led me to my research question . . .

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• My Question
• Does the Use of Technology in the Honors
  Classroom Motivate Students to Have an Increased
  Level of Engagement and Achievement?

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Some questions about the study

• Who was studied?
• Where did the study take place?
• Click to find out.

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Mine eyes have seen the glory . . .The Methods

• This study was completed during The Grapes of
  Wrath Unit
• Students were placed in groups and chose whether
  to present background information on the novel
  using a Power Point or poster.
• Discussions were held over chapters using the
  more traditional lecture and write on the board
  method as well as being guided by a Power Point.

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The Methods continued

• Students took information based quizzes based on
  the class discussions.
• Students shared their ideas on the characters and
  themes of the novel using both traditional
  handwritten journals and blogs. Click to view
  the blogs.
• Students used the track changes function of
  Microsoft Word to peer edit essays.

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The Findings

• The Background Information Project
• 71 of groups chose a Power Point over a Poster
• Both the poster groups and the power point groups
  created well-thought out, visually interesting
  products.
• 51 of students said they would rather listen to
  presentations guided by the use of a Power Point
• others were equally divided among poster, writing
  on the board, and no preference

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• Teacher Presentations and Achievement
• 49 of students preferred listening to
  presentations by the teacher when the teacher
  used a Power Point to guide the discussion
• others were divided between writing on the board
  and no preference
• Not a big impact on test scores.
• 90 of questions correct when answering quesitons
  based on the Power Point led discussions
• 97 of questions correct when answering questions
  based on traditional lecture/discussions.

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• Peer Editing
• Did not like peer editing when using the
  computer.
• Students responded that they were used to writing
  editing comments on a hard copy they were
  familiar with it.

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• The Blogs
• 68 of students preferred writing in the blogs as
  opposed to handwritten journals.
• Wrote in more detail and made inferences about
  the text.
• Responded to what others were saying more so than
  during discussions over handwritten journals -
  and many said this opportunity was why they
  enjoyed the blogs.
• Were able to respond to students from other
  classes.
• Went on to create blogs of their own and are
  writing creative stories and political commentary
  during the summer months.

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In conclusion. . .

• I found that the honors student in my
  classroom will always work to have high
  achievement but can be motivated to go above and
  beyond the requirements when using technology.