Search results for author:"Michael Russell"
Total records matched: 31 Search took: 0.079 secs
Education Policy Analysis Archives Vol. 7, No. 20 (1999)
Examined the effect of taking open-ended tests on computers and on paper for students with different levels of computer skill using items from the Massachusetts Comprehensive Assessment System and the National Assessment of Educational Progress for...
Teachers College Record Vol. 106, No. 6 (June 2004) pp. 1332–1357
Over the past two decades, the presence and use of technology in the workplace and in schools has increased dramatically. At the same time, the importance of test-based educational accountability has also increased. Currently, formal testing...
(1998) pp. 1–177
The World Wide Web has grown at a phenomenal rate. Much effort has been devoted to creating Web sites, including ones intended for educational use. Efforts to study the effectiveness of such materials have not, however, kept pace with site...
Exploring chief information officer perceptions of information technology innovation adoption within a university system
Exploring chief@information@officer perceptions of information technology innovation@adoption within a university system (2008) pp. 1–303
The purpose of this study was to explore the behavior of higher education institutions in adopting innovative information technology (IT) solutions before they have proven utility. The problem of practice addressed in this project was that unproven...
Education Policy Analysis Archives Vol. 8, No. 19 (2000)
Summarizes recent developments in the use of technology in schools and state-level testing programs. Presents results of two studies, one with 114 students and one with about 200 students, that indicate that written tests administered on paper...
Testing Writing on Computers: An Experiment Comparing Student Performance on Tests Conducted via Computer and via Paper-and-Pencil
Education Policy Analysis Archives Vol. 5, No. 3 (1997)
The effect that mode of administration, computer versus paper and pencil, had on the performance of 120 middle school students on multiple choice and written test questions was studied. Results show that, for students accustomed to writing on...
(1999) pp. 1–115
Russell and Haney (1997) reported that open-ended test items administered on paper may underestimate the achievement of students accustomed to writing on computers. This study builds on Russell and Haney's work by examining the effect of taking open-...
Testing Writing on Computers: Results of a Pilot Study To Compare Student Writing Test Performance via Computer or via Paper-and-Pencil
Mid-Atlantic Alliance for Computers and Writing Conference 1996 (Oct 04, 1996)
The results of a small research project that studied the effect computer administration has on student performance for writing or essay tests are presented. The introduction of computer-administered tests has raised concern about the equivalence of...
“Just Tell Me What I Need To Know!”: The Potential Mismatch Between Online Pedagogy and Pre-Service Teacher Epistemic Development
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 2141–2144
There is a growing consensus on the advantages of increased use of information technology in pre-service teacher education. Advocates argue that this arrangement permits for the instantiation of certain Constructivist tenets. However, theories of...
Identifying Teacher, School, and District Characteristics Associated with Middle and High School Teachers' Use of Technology: A Multilevel Perspective
Journal of Educational Computing Research Vol. 33, No. 4 (2005) pp. 369–393
Investment in educational technology has increased rapidly in recent years and many observers have begun to question whether, and how technology is being used as a teaching and learning tool. In order to address this issue, this research used survey ...
College Student Preferences for Absolute Knowledge and Perspective in Instruction: Implications for Traditional and Online Learning Environments
Quarterly Review of Distance Education Vol. 8, No. 4 (2007) pp. 321–328
Survey data from 174 university students are presented, on a scale designed to measure preference for absolute knowledge and perspective in instruction, including online discussions. Results demonstrate a strong effect of class level such that...
Journal of Technology, Learning, and Assessment Vol. 3, No. 4 (January 2005)
To examine the impact of transitioning 4th grade reading comprehension assessments to the computer, 219 fourth graders were randomly assigned to take a one-hour reading comprehension assessment on paper, on a computer using scrolling text to...
TEACHING Exceptional Children Vol. 42, No. 2 (2009) pp. 6–12
Students with disabilities and special needs have faced challenges in accessing educational content, and in taking traditional pen-and-paper tests. How might technology improve the process, while making statewide tests truly accessible to all...
Innovate: Journal of Online Education Vol. 5, No. 4 (February 2009)
Michael Russell, Thomas Hoffmann, and Jennifer Higgins describe how the principles of universal design were applied to the development of an innovative computer-based test delivery system, NimbleTools, to meet the accessibility and accommodation...
RE:view: Rehabilitation Education for Blindness and Visual Impairment Vol. 38, No. 1 (2006) pp. 7–21
Over the past decade, testing has become an important component of education reform efforts. Currently, 49 states have formal programs that annually test students in all public schools. Although the subject areas and grade levels tested vary widely...
Educause Quarterly Vol. 29, No. 4 (2006) pp. 33–40
This article describes live, online faculty development workshops that show faculty how to use software packages (to date, GAP and Maple) in teaching college-level mathematics. The authors' primary goal in this article is to encourage others in any...
Journal of Asynchronous Learning Networks Vol. 13, No. 2 (August 2009) pp. 71–87
The study compared the effects of a professional development course delivered in an online and a face-to-face format. The effects examined included changes in teachers' pedagogical beliefs, instructional practices, and understanding of teaching...
Journal of Research on Technology in Education Vol. 41, No. 4 (2009) pp. 443–466
The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental...
Journal of Educational Computing Research Vol. 37, No. 4 (2007) pp. 393–417
In spite of large expenditures on and increased access to educational technologies, a concern remains that computer-based technologies are not being integrated into regular instructional practices. While there is evidence to support the hypothesis...
Examining the Relationship between Students' Mathematics Test Scores and Computer Use at Home and at School
Journal of Technology, Learning, and Assessment Vol. 6, No. 5 (January 2008)
Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal...
Active Learning in Higher Education Vol. 12, No. 1 (March 2011) pp. 45–56
Computer games are fun, exciting and motivational when used as leisure pursuits. But do they have similar attributes when utilized for educational purposes? This article investigates whether learning by computer game can improve student experiences...
Journal of Teacher Education Vol. 54, No. 4 (2003) pp. 297–310
Surveyed Massachusetts teachers regarding the extent to which they used technology within and outside of the classroom for instructional purposes. Results highlighted six categories of instructional technology use (preparation, e-mail, teacher-...
An AlphaSmart for each student: Do teaching and learning change with full access to word processors?
Computers and Composition Vol. 20, No. 1 (2003) pp. 51–76
Research shows that regular use of computers for writing over an extended period of time can have a positive impact on the quantity and quality of student writing. The lack of large numbers of computers in schools and in classrooms presents a major...
Journal of Applied Testing Technology Vol. 10, No. 3 (August 2009)
Many students who are deaf or hard-of-hearing are eligible for a signing accommodation for state and other standardized tests. The signing accommodation, however, presents several challenges for testing programs that attempt to administer tests...
Examining the Relationship between Home and School Computer Use and Students' English/Language Arts Test Scores
Journal of Technology, Learning, and Assessment Vol. 3, No. 3 (January 2005)
With increased emphasis on test-based accountability measures has come increased interest in examining the impact of technology use on students' academic performance. However, few empirical investigations exist that address this issue. This paper (1)...
Journal of Technology, Learning, and Assessment Vol. 7, No. 3 (December 2008)
This study investigated whether two different versions of an online professional development course produced different impacts on the intended outcomes of the course. Variations of an online course for middle school algebra teachers were created for ...
The Effects of Online Professional Development on Fourth Grade English Language Arts Teachers' Knowledge and Instructional Practices
Journal of Educational Computing Research Vol. 43, No. 3 (2010) pp. 355–375
Online professional development (OPD) has great potential to improve teacher quality by improving teachers' knowledge and instructional practices, with the ultimate goal of improving student achievement. There is a dearth of scientific research,...
The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts
Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 21–46
Improving teacher quality is arguably the most effective way to improve student achievement. Online professional development (OPD) has great potential to improve teacher quality. There is a dearth of scientific research, however, on whether changes...
Impact of Online Professional Development on Teacher Quality and Student Achievement in Fifth Grade Mathematics
Journal of Research on Technology in Education Vol. 45, No. 1 (2012) pp. 1–26
Despite the ever-increasing number of online professional development (OPD) programs, relatively few studies have been conducted to examine the efficacy of such programs for teachers and students. This manuscript presents findings from an impact...
Journal of Visual Impairment & Blindness Vol. 97, No. 2 (2003) pp. 85–96
This article describes an experimental system for administering multiple-choice math tests to students who are visually impaired or have other print disabilities. Using a new audio-tactile computer peripheral device called the Talking Tactile Tablet,...
Technology-Enabled and Universally Designed Assessment: Considering Access in Measuring the Achievement of Students with Disabilities--A Foundation for Research
Patricia Almond; Phoebe Winter; Renee Cameto; Michael Russell; Edynn Sato; Jody Clarke-Midura; Chloe Torres; Geneva Haertel; Robert Dolan; Peter Beddow; Sheryl Lazarus
Journal of Technology, Learning, and Assessment Vol. 10, No. 5 (November 2010)
This paper represents one outcome from the "Invitational Research Symposium on Technology-Enabled and Universally Designed Assessments," which examined technology-enabled assessments (TEA) and universal design (UD) as they relate to students with...