Ubiquitous Computing
Ubiquitous computing in education, the ready availability of a variety of technological devices which are available anywhere and anytime to support learning, is central to all the research done in the Research Center for Educational Technology. It is our belief that not only are technologies converging, they are connecting. It is also clear that ubiquitous computing is becoming an integral part of our lives almost everywhere except in schools, and so we see our mission as informing technology integration efforts to remedy this situation. Accordingly, all our research supports this goal. Projects collected under the ubiquitous computing heading, however, are particularly focused on the effects of ubiquitous computing environments on teaching and learning.
Ubiquitous Computing in Education
This ongoing and overarching research strand investigates the effects of the use of digital technologies and ubiquitous computing environments on teaching and learning. Initial research indicates a necessity to rethink teaching (curriculum, pedagogy, boundaries) and learning (engagement, individualization, collaboration, learning for all) for the full potential of the digital revolution to be realized in schools.
van ‘t Hooft, M., & Swan, K. (2007). Ubiquitous Computing in Education: Invisible Technology, Visible Impact. Mahwah, NJ: Erlbaum.
Swan, K., & van ‘t Hooft, M. (2007). Preface. In Ubiquitous computing in education, ix-xvii.
van ‘t Hooft, M., Swan, K. Lin, Y-M. & Cook, D. (2007). What is ubiquitous computing? In Ubiquitous Computing in Education, 3-17.
Unger, D., & Cook, D. (2007). Integrating Handheld Computers into Special Education Service Delivery. . In Ubiquitous computing in education, 41-67.
van ‘t Hooft, M. A. H., Anstadt, K., Jameson, P., Kelly, J., & McClain, K. (2007). Now you see it, now you don’t: Ubiquitous technology in K-12 classrooms. In Ubiquitous computing in education, 71-85.
Schenker, J., Kratcoski, A. Lin, Y-M., Swan, K., & van ‘t Hooft, M. (2007). Researching ubiquity: ways to capture it all. In Ubiquitous Computing in Education, 167-186.
Gado, I., & van ‘t Hooft, M. A. H. (2007). Teachers’ views of computer technology for an inquiry-based science instruction in the developing country of Benin in West Africa: (Im)possibilities, prospects, dilemma, or catch-22. Ubiquitous computing in education, 231-255.
Swan, K., Kratcoski, A., Schenker, J., & Cook, D. (2007). The ubiquitous computing classroom: a glimpse of the future today. In Ubiquitous Computing in Education, 259-285.
van ‘t Hooft, M., & Swan, K. (2007). Epilogue. In Ubiquitous computing in education, 349-351. Research Center for Educational Technology (2006). Ubiquitous Computing: How anytime, anywhere, anyone technology is changing education [DVD-ROM]. Kent, OH.
van ‘t Hooft, M. (under review). Schools, children, and digital technology: Building better relationships for a better tomorrow. Submitted to Innovate.
van ‘t Hooft, M. (under review). Personal, mobile, connected: The future of learning. Book chapter submitted to Joke Voogt and Gerald Knezek (Eds.), The International Handbook of Information Technology in Education. Springer.
van ‘t Hooft, M., Swan, K., & Kratcoski, A. (under review). Ubiquitous computing: Making the most of digital technology in the classroom. Submitted to China Educational Technology.
van ‘t Hooft, M. (2006). Ubiquitous computing: More than just handhelds. Handheld Learning. http://www.handheldlearning.co.uk/content/view/27/2/
van ‘t Hooft, M..A. H. (under review). Citizen journalism: The future of news? Paper proposal submitted to the 2007 annual conference of the American Educational Research Association.
van ‘t Hooft, M. Anstadt, K., Jameson, P. Kelly, J., & McClain, K. (under review). Ubiquitous computing in education: Creating 21st century learners.Presentation proposal submitted to the 2007 eTech Ohio Educational Technology Conference.
van ‘t Hooft, M., Berger, L., Dieterle, E., McClain, K., & Swan, K. (under review). Ubiquitous computing in education: Invisible technology, visible impact. Panel proposal submitted to the 2007 annual National Educational Computing Conference.
van ‘t Hooft, M., & Swan, K. (under review). Ubiquitous computing in education: Invisible technology, visible impact. Symposium proposal submitted to the 2007 annual conference of the American Educational Research Association.
van ‘t Hooft, M., & Swan, K. (under review). Children, schools, and digital technologies: Building better relationships for a better tomorrow. Paper proposal submitted to the 2007 annual conference of the American Educational Research Association.
van ‘t Hooft, M. (November, 2006). Ubiquitous computing: More than just handhelds. Presentation at the MACUL Handheld Computers in Education Conference, Ann Arbor, MI.
Swan, K. (October, 2006). Are we there yet? How do you know if IT is helping advance student learning? Kent, OH: Faculty Professional Development Center.
Swan, K. (September, 2006). How do you know if IT is helping advance student learning? Broomfield, CO: EDUCAUSE Learning Iniative Focus Session on Supporting Learning with Technology: Assessment’s Role.
van ‘t Hooft, M. A. H. (July, 2006). Ubiquitous computing in education: Making the most of technology in the classroom. Paper presentation at the First Global Summit Conference on Educational Technology, Shanghai, China.
Cook, D. L. (March, 2006). Digital Game-based Learning. Presentation at the Innovative Learning Conference, Kent State University, Kent, OH.
van ‘t Hooft, M., & Swan, K. (March, 2006). What is ubiquitous computing? Presentation at the Innovative Learning Conference, Kent State University, Kent, OH.
van ‘t Hooft, M. A. H. (November, 2005). Ubiquitous computing: More than just handhelds. Presentation at the 5th annual handheld conference, Holland, MI.
van ‘t Hooft, M. A. H., Soloway, E., & Norris, C.(June, 2004). The impact of ubiquitous computing on student achievement. Birds of a Feather session at the National Educational Computing Conference, New Orleans, LA.
Swan, K. (August, 2004). Technology and learner characteristics. Miami, FL: Keynote address for Barry University Faculty Day.
Unger, D. Cook D. L. (April, 2004). Ubiquitous Computing and Students with Cognitive Disabilities in Inclusive Classrooms: Implications for Practice. Council for Exceptional Children- Division on Developmental Disabilities 9th Biennial Conference, Las Vegas, Nevada.
AT&T Classroom Research
This longitudinal study centers on what we are learning from classes working in the AT&T classroom. It uses mixed methodologies (including a variety of focused case studies) to investigate how the comprehensive technology infrastructure in the classroom impacts teaching and learning. This work focuses on the effects of ubiquitous computing in three broad areas: in the ready availability in ubiquitous computing environments of a wide variety of external, material representations of knowledge; in the particular supports ubiquitous computing provides for individual students’ internal conceptualizations and construction of knowledge; and in the unique social interactions and shared uses of knowledge ubiquitous computing enables, through and around which knowledge is constructed. Findings show interesting effects in each of these areas. Among the most significant are high levels of conceptual understanding among all students (including those with special needs), more learner-centered and constructivist strategies for teaching and learning, and more inclusive and diverse classroom cultures in ubiquitous computing environments. Other interesting findings suggest the presence of an interactive triad rather than the traditional teacher-student dyad, with technology serving as a scaffold for student learning.
Swan, K., van ‘t Hooft, M., Kratcoski, A., & Schenker, J. (under review). Ubiquitous computing and changing pedagogical possibilities: Representations, conceptualizations, and uses of knowledge. Submitted to the Journal of Educational Computing Research.
Kelly, J., & Swan, K. (in press). Knowledge representations from a ubiquitous computing environment. The Journal of the Research Center for Educational Technology.
Kelly, J., Kratcoski, A., & McClain, K. (in press). The effects of word processing software on the writing skills and motivation of students with special needs. The Journal of the Research Center for Educational Technology.
Kratcoski, A., & Katz, K. (2006). ). Interactions in a ubiquitous computing environment: The implications of discourse for children’s conceptualizations and representations. The Journal of The Research Center for Educational Technology, Spring, 2006. http://www.rcetj.org/?type=art&id=4975&
Swan, K., Cook, D., Kratcoski, A., Lin, Y., Schenker, J., & van ‘t Hooft, M. (2006). Ubiquitous computing: rethinking teaching, learning and technology integration. In S. Tettegah & R. Hunter (eds) Educational and Technology: Issues and Applications, Policy, and Administration. New York: Elsevier, 231-252.
Lin, Y-M., Swan, K., & Kratcoski, A. (2005). Situated learning in a ubiquitous computing classroom. Journal of the Research Center for Educational Technology, Spring, 2005. http://www.rcetj.org/?type=art&id=3530&
Katz, K., & Kratcoski, A. (2004). Teacher-student interactions in a ubiquitous computing environment: Learning within dyads & triads of interaction. The Journal of The Research Center for Educational Technology, Winter 2004-2005. http://www.rcetj.org/?type=art&id=2420&
Kratcoski, A., Swan, K., Schenker, J., & van ‘t Hooft, M. (under review). Ubiquitous computing, representations of knowledge and deep understanding. Paper proposal submitted to the 2007 annual conference of the American Educational Research Association.
Swan, K., van ‘t Hooft, M., Cook, D., Kratcoski, A., Schenker, J., & Lin, Y-M. (April, 2006). Rethinking teaching and learning within a ubiquitous computing framework. San Francisco: Annual Meeting of the American Educational Research Association.
Swan, K., Kratcoski, A., Lin, Y., Schenker, J., & van ‘t Hooft, M. (October, 2005). The changing nature of learning in a ubiquitous computing classroom. Orlando, FL: 2005 AECT Convention.
Swan, K., van ‘t Hooft, M., Kratcoski, A., Schenker, J., & Lin, Y-M. (June/July, 2005) Exploring the changing nature of teaching and learning in a ubiquitous computing classroom. Montreal: World Conference on Educational Multimedia, Hypermedia & Telecommunications (ED-MEDIA 2005).
Swan, K., Kratcoski, A., & van ‘t Hooft, M. (April, 2005) Exploring the changing nature of teaching and learning in a ubiquitous computing classroom. Montreal: Annual Meeting of the American Educational Research Association.
Swan, K., Kratcoski, A.. & van ‘t Hooft, M. (February, 2005) Teaching and learning in a ubiquitous computing classroom. Columbus, OH: SchoolNet.
Swan, K. (February, 2005) The changing nature of teaching and learning in a ubiquitous computing classroom. Kent, OH: Innovative Learning Conference.
Swan, K. (January, 2005) What is there there? Studying teaching and learning in a ubiquitous computing classroom. Kent, OH: 6th Annual RCET Conference.
Swan, K. Kratcoski, A. Diaz, S., van ‘t Hooft, M., & Juliana, M. (April, 2004). Exploring a theoretical model of student learning in technology rich classrooms. San Diego, CA: Annual Meeting of the American Educational Research Association.
Swan, K. (January, 2004). Research: One year later. Kent, OH: Fifth Annual RCET Research Conference.
Swan, K., Diaz, S., Kratcoski, A., Katz, K., van ‘t Hooft, M., & Juliana, M. (October, 2003). Exploring a theoretical model of student learning in technology rich classrooms. Columbus, OH: Annual Meeting of the Mid-Western Educational Research Association.
Thinking with Data (TWD)
This research involves an ongoing collaboration with SRI International. It funded by the National Science Foundation and explores the efficacy of the Preparation for Future Learning (PFL) framework (Bransford &Schwartz, 2000) in a cross-curricular approach to the teaching of data literacy at the middle school level. Pilot research with 6th grade social studies and mathematics classes showed potential for PFL to work as long as teachers closely follow the approach. A large-scale, three-year study, starting in January 2007, will build on the initial study to develop a full cross-curricular unit (social studies, mathematics, science, English language arts) and test its efficacy for developing middle school students’ understanding of data literacy.
Yarnell, L., Swan, K., Vahey, P. J., Patton, C., & Zalles, D. R. (April, 2006). Mathematizing Middle School: Results from a Cross-disciplinary Study of Data Literacy. San Francisco: Annual Meeting of the American Educational Research Association.
Jameson, P., Vahey, P., Swan, K., & van ‘t Hooft, M. (June, 2005) Thinking with data: Using social studies data in math class. Philadelphia, PA: National Educational Computing Conference (NECC 2005).
Jameson, P., Swan, K. & Vahey, P. (February, 2005) Thinking With data. Columbus, OH: SchoolNet.
Supporting Efficient and Durable Student Learning
This research is part of a larger study directed by John Dunlosky and Katherine Rawson (KSU, Psychology) which explores technology support for efficient and durable learning of key concepts from course content using a retrieval-feedback-monitoring (RFM) method. This technology combines advances in metacognitive monitoring theory with research establishing the robust effects of spaced retrieval practice and restudy to help students obtain efficient and durable knowledge. In brief, the RFM method includes initial study of concepts, practice retrieving the concepts, feedback about retrieval output, and student monitoring of output quality. Student monitoring is then used to schedule further retrieval practice. RCET is working with the project PIs on Phase 3 of this project, which investigates scaling the RFM technology for 5th-7th grade students from the local community. We are currently running experiments aimed at determining how the technology needs to be refined for use with younger students, with the aim of full scale experimental trials next year.
Technological Literacy Development in a Ubiquitous Computing Classroom
The purpose of the study is to determine the extent to which students change and enhance their views on how technology can be used to complete academic problems. The students are administered a survey before and after spending two hours per day for six weeks in the AT&T classroom. In the AT&T classroom, students have access to desktop and laptop computers, Internet sources, handheld devices, and a variety of productivity and educational software. The survey consists of scenarios of projects that students might be asked to complete by one of their teachers. The data from the survey is analyzed in order to determine if students increase in the number and variety of uses of technology-supported solutions from pre-test to post-test.
Focus Groups: Youth and Digital Technologies
This research centers on what, why and how younger generations use and learn to use handheld technologies, what they perceive as differences in using and learning to use technologies in schools as compared to outside of schools, and what they see as the important decision-making processes and technology needs for students in schools. The study offers insights on how new technologies change the ways that younger generations growing up digitally learn and think, which in turn challenges us to rethink what and how teachers teach in this rapidly changing technological world.
Lin, L., van ‘t Hooft, M., & Swan, K. (under review). What can we learn from younger generations’ use of handheld technologies? Presentation proposal submitted to the 2007 eTech Ohio Educational Technology Conference.
Lin, L., Swan, K., & van ‘t Hooft, M. (Under review). Teachers can learn from young generations of handheld users. Paper proposal submitted to the 2007 annual National Educational Computing Conference.
Student Response Systems
This ongoing research explores the use of Student Response Systems (SRS) at the K-12 level, asking how the use of this 1:1, wireless technology affects student engagement and achievement. Initial findings indicate that students seem and perceive themselves to be more engaged when personal technologies are used to support teaching and learning. Current experimental research is testing differences in both student engagement and learning between groups receiving instruction with or without SRS options.
Swan K., Kratcoski, A., van ‘t Hooft, M., Campbell, D., & Miller, D. (under review). Technology support for whole group engagement: A pilot study. Submitted to the International Journal on Advanced Technologies for Learning.
Swan, K., van ‘t Hooft, M., & Schenker, J. (under review). Clickers in the Classroom = Student Engagement + Active Learning. Session proposal submitted to the 2007 annual National Educational Computing Conference.
Swan, K., van ‘t Hooft, M., Kratcoski, A., & Schenker, J. (under review). Student response systems, whole class engagement and learning. Paper proposal submitted to the 2007 annual conference of the American Educational Research Association.
Swan, K., Campbell, D., Kratcoski, A., & Miller, D. (April, 2006). Technology support for whole group engagement. San Francisco: Annual Meeting of the American Educational Research Association.
Studio Model (2000 - 2004)
This research study explored whether or not the Studio Model developed at RPI for teaching introductory science at the undergraduate level could be equally effective in supporting learning at the high school level. Using a quasi-experimental design, it investigated the relative effects of the two main components of the Studio Model, collaborative learning and online support materials, on student learning of earth science concepts. Results indicated significantly greater learning when both components were incorporated, but also revealed differences between classes given collaborative learning alone and control classes learning in a more traditional manner.
Faro, S., & Swan, K. (in press). An investigation into the efficacy of the Studio Model at the high school level. Journal of Educational Computing Research.
Faro, S., & Swan, K. (April, 2004). “An investigation of the efficacy of the Studio Model in student achievement and attitudes in high school science.” San Diego, CA: Annual Meeting of the American Educational Research Association.