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Littérature scientifique sur le sujet « Instructional Tools »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Instructional Tools"

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Russell, Daniel M., Richard-R. Burton, Daniel S. Jordan, Anne-Marie Jensen, Russell A. Rogers, and Jonathan R. Cohen. "Creating instruction with IDE: Tools for instructional designers." Intelligent Tutoring Media 1, no. 1 (1990): 3–16. http://dx.doi.org/10.1080/14626269009409082.

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Moore, Jana L., and Sallie E. Gordon. "Conceptual Graphs as Instructional Tools." Proceedings of the Human Factors Society Annual Meeting 32, no. 18 (1988): 1289–93. http://dx.doi.org/10.1177/154193128803201821.

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Conceptual graphs are a method of diagraming knowledge structures. They are valuable in a variety of applications including design of instructional materials, student evaluation and diagnosis, and theoretical research. One problem has been the identification of methods for eliciting or measuring the “internal” knowledge structures to develop conceptual graphs. Several methods of mapping conceptual graphs have been used in various research domains (e.g., free recall, sorting, ordering, etc.). Most of these traditional methods suffer from serious drawbacks. To overcome these problems, a question

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B., Prabakaran, and Saravanakumar AR. "Instruction Methodology for Blended Learning." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 78–81. https://doi.org/10.5281/zenodo.7323111.

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It is an instructional methodology, a new teaching and learning approach of instructional methodology that mingles face-to-face instructional methodology of classroom methods with computer-mediated activities to give instruction. The meaning of this pedagogical approach is a combination of face-to-face and online activities and the incorporation of synchronous and asynchronous learning tools, thus making an optimal possibility for the planning of valuable learning processes. Blended learning is the modern term given to the educational practice of integrating digital learning tools with the mor

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Boston, Melissa, Jonathan Bostic, Kristin Lesseig, and Milan Sherman. "A Comparison of Mathematics Classroom Observation Protocols." Mathematics Teacher Educator 3, no. 2 (2015): 154–75. http://dx.doi.org/10.5951/mathteaceduc.3.2.0154.

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In this article, we provide information to assist mathematics teacher educators in selecting classroom observation tools. We review three classroom observation tools: (1) the Reform-Oriented Teaching Observation Protocol (RTOP); (2) the Instructional Quality Assessment (IQA) in Mathematics; and (3) the Mathematical Quality of Instruction (MQI). We begin by describing each tool and providing examples of research studies or program evaluations using each tool. We then look across tools to identify each tool's specific focus, and we discuss how the features of each tool (and the protocol for its

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Rao, Kavita, Caroline Torres, and Sean J. Smith. "Digital Tools and UDL-Based Instructional Strategies to Support Students With Disabilities Online." Journal of Special Education Technology 36, no. 2 (2021): 105–12. http://dx.doi.org/10.1177/0162643421998327.

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In online and blended learning environments, students may experience learning barriers that are more pronounced than in the traditional classroom. When designing online instruction, teachers can use digital tools along with instructional strategies to reduce those barriers. Digital tools have various instructional and assistive features, which can provide supports for students with disabilities as well as other learners. This article addresses how teachers can make meaningful use of various digital tools in alignment with the three principles of Universal Design for Learning (UDL) to reduce ba

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Burstein, Matthew. "USING COMPUTERS AS INSTRUCTIONAL TOOLS." Community College Journal of Research and Practice 21, no. 3 (1997): 335–39. http://dx.doi.org/10.1080/1066892970210307.

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Merrill, M. David. "Learning-Oriented instructional development tools." Performance Improvement 36, no. 3 (1997): 51–55. http://dx.doi.org/10.1002/pfi.4140360312.

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Caughlan, Samantha, Mary M. Juzwik, Carlin Borsheim-Black, Sean Kelly, and Jodene Goldenring Fine. "English Teacher Candidates Developing Dialogically Organized Instructional Practices." Research in the Teaching of English 47, no. 3 (2013): 212–46. http://dx.doi.org/10.58680/rte201322711.

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Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular intervention designed to cultivate development of dialogically organized instructional practices, defined as instruction that provides students with frequent opportunities to engage with core disciplinary concepts through sustained, substantive dialog

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Chan, Paula E., Moira Konrad, Viviana Gonzalez, Mary T. Peters, and Virginia A. Ressa. "The Critical Role of Feedback in Formative Instructional Practices." Intervention in School and Clinic 50, no. 2 (2014): 96–104. http://dx.doi.org/10.1177/1053451214536044.

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Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectivene

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Edwidge, Crevecoeur. "Identification of Specific Research-Based Instruction Methods to Teach Pre-Literate ESOL Students." LESLLA Symposium Proceedings 6, no. 1 (2011): 21–32. https://doi.org/10.5281/zenodo.8004219.

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Much of the literacy research provides evidence regarding the instructional practices and methodology used when teaching native English speakers or mainstream English as a Second Language (ESL) classes. However, it has now become imperative to identify effective instructional practices that can be used with adult English literacy learners (AELLs). AELLs originate from backgrounds where literacy has been unavailable, denied or recently codified. Therefore, a descriptive study was conducted to identify instructional practices and tools used to teach adult English literacy learners in Florida. Su

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Thèses sur le sujet "Instructional Tools"

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Yang, Chia-Shing. "Theories, templates, and tools for designing and developing instructional hypermedia systems." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.

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Pate, Shari Ann. "Web tools: An aid for cognitive learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2777.

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The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.

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Boese, Marc. "Student Perceptions of E-Assessment Tools for Sign Language Interpretation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5451.

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American Sign Language (ASL) has grown to be the 3rd largest enrolled secondary language course in the United States, and colleges and universities seek to identify effective assessment methods for this visual-based language. Although much research exists on sign language e-learning programs, asynchronous video feedback, and sign recognition software, very few studies have been conducted on using technology to as a method of assessment for sign language courses. The purpose of this hermeneutical, phenomenological, qualitative study was to document the lived experiences of students using the el

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Pokorsky, Heather A. "An analysis of technology tools used in online courses and their relationship to students' learning styles." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008pokorskyh.pdf.

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Myers, Terri. "Exploring the Use of Synchronous and Asynchronous Tools to Support Problem-Based Learning." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10830996.

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<p> The purpose of this study was to explore the types of online tools and strategies used with problem-based learning. The target population for this study consisted of instructional designers who were currently working in the field and have four or more years of experience in designing problem-based curriculum using synchronous and asynchronous tools in an online environment. A modified Delphi method was used in this study that provided insights and consensus to answer the research question and sub-question by obtaining relevant information from expert instructional designers using three Del

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Orjuela-Laverde, Maria. "Understanding Colombian teachers' use of ICTs as instructional tools from a social cognitive perspective." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123147.

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This study examines Colombian teachers' use of Information and Communication Technologies (ICTs) as teaching and learning tools from a social cognitive perspective. Personal and environmental factors were studied in order to understand what predicts the use of computers and the Internet within the population of Colombian teachers. The variables used as predictors for use of ICTs were chosen following Ertmer's (2005) description of first—and second—order (internal and external) barriers for technology integration, as well as Becker and Riel's (2000) categorization of teachers' professional eng

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Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.

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<p> The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights,

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Roepke, William B., Brian V. Viscomi, Derek A. Lance, et al. "Are Thiel-embalmed Cadavers Effective Tools in Educating Medical Students to Perform Knee Arthrocentesis?" Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/asrf/2020/presentations/5.

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INTRODUCTION: The purposes of this study are to determine whether Thiel-embalmed cadavers are an effective educational tool in teaching medical students to perform knee arthrocentesis, to compare the use of Thiel-embalmed cadavers to formalin-embalmed cadavers in arthrocentesis education, and to determine whether the use of Thiel-embalmed cadavers is potentially generalizable to the instruction of other orthopedic procedures. METHODS: Sixty-eight third-year medical students participated in the study. The participants first completed a pre-survey to assess their prior experience with arthrocent

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Llorca, Bofí Josep. "The generative, analytic and instructional capacities of sound in architecture : fundamentals, tools and evaluation of a design methodology." Doctoral thesis, Universitat Politècnica de Catalunya, 2018. http://hdl.handle.net/10803/664194.

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The disciplines of space and time form two domains to which it is daring to compare, since it is obvious that they are of a different nature. Music happens in time, while architecture happens in space. However, from the first treatises on both architecture and music, repeated calls for comparison, complementarity and influence of both disciplines can be read, at least to the observation of certain common orders between the two domains. In this doctoral thesis we do not question this whole theoretical corpus that has been enriching the relationship between both disciplines. We received it and j

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Templeton, Major Nathan. "Closing the gap the relationship between instructional behavior management tools and the academic performance of African American students /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Livres sur le sujet "Instructional Tools"

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Akker, J. J. H. van den, 1950- and Interuniversitair Centrum voor Onderwijskundig Onderzoek, eds. Design approaches and tools in education and training. Kluwer Academic Publishers, 1999.

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Association, Information Resources Management. Instructional design: Concepts, methodologies, tools and applications. Information Science Reference, 2011.

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Association, Information Resources Management. Instructional design: Concepts, methodologies, tools and applications. Information Science Reference, 2011.

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Tennyson, Robert D., and Ann E. Barron, eds. Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2.

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Tennyson, Robert D. Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995.

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D, Tennyson Robert, Barron Ann E, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Study Institute on Automating Instructional Design: Computer-Based Development and Delivery Tools (1993 : Grimstad, Norway), eds. Automating instructional design: Computer-based development and delivery tools. Springer, 1995.

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1950-, Jordan Dianne H., and NetLibrary Inc, eds. Evaluation and implementation of distance learning: Technologies, tools, and techniques. Idea Group, 2000.

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Anne, Wolf Shelby, and Educational Resources Information Center (U.S.), eds. Writing conferences: Powerful tools for writing instruction. National Center for Research on Evaluation, Standards, and Student Testing, Center for the Study of Evaluation, Graduate School of Education & Information Studies, University of California, Los Angeles, 1998.

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Donnelly, Roisin. Critical design and effective tools for e-learning in higher education: Theory into practice. Information Science Reference, 2010.

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Fredric H. Jones & Associates, ed. Tools for teaching video toolbox: Session 3 : Visual instructional plans = Tools for teaching video toolbox : Session 4 : Say, see, do teaching : discipline, instruction, motivation. Fredric H. Jones & Associates, 2005.

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Chapitres de livres sur le sujet "Instructional Tools"

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Jones, Leslie, and Eugene Kennedy. "Instructional Leadership." In Effective Technology Tools for School Leadership. Routledge, 2022. http://dx.doi.org/10.4324/9781003269472-5.

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Cline, Richard W., and M. David Merrill. "Automated Instructional Design via Instructional Transactions." In Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_13.

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Bourdeau, Jacqueline, Stefan Junginger, Michiel Kuyper, Ian Marshall, Scott Schwab, and Bernd Sorg. "Automating Instructional Planning." In Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_22.

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Franchi, Jorge, Mark Heidenfeld, Leif Martin Hokstad, et al. "Instructional System Development: Contributions to Automating Instructional Design Planning." In Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_23.

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McCarthy, James E., Justin Kennedy, Jonathan Grant, and Mike Bailey. "Developing Authoring Tools for Simulation-Based Intelligent Tutoring Systems: Lessons Learned." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_10.

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Spector, J. Michael, and Darryl Song. "Automated Instructional Design Advising." In Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_15.

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DeFalco, Jeanine A., and Anne M. Sinatra. "Adaptive Instructional Systems: The Evolution of Hybrid Cognitive Tools and Tutoring Systems." In Adaptive Instructional Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22341-0_5.

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Whitaker, Elizabeth, Ethan Trewhitt, and Elizabeth Veinott. "Heuristica II: Updating a 2011 Game-Based Training Architecture Using Generative AI Tools." In Adaptive Instructional Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60609-0_23.

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Rowland, Gordon, and Ann-Marie Adams. "Systems Thinking in Instructional Design." In Design Approaches and Tools in Education and Training. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4255-7_3.

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Tennyson, Robert D., and J. Michael Spector. "Automating Instructional Design: An Introduction." In Automating Instructional Design: Computer-Based Development and Delivery Tools. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57821-2_1.

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Actes de conférences sur le sujet "Instructional Tools"

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Poonnoy, Nitchamon, and Matheepot Phattanasak. "Pedagogical Advancements in Power Electronics Laboratory: STEM-Oriented Instructional Tools." In 2024 Research, Invention, and Innovation Congress: Innovative Electricals and Electronics (RI2C). IEEE, 2024. https://doi.org/10.1109/ri2c64012.2024.10784390.

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Baldassarre, Michele, Francesco Pio Sarcina, and Anna Maria Cuzzi. "AI TOOLS FOR DATA ANALYSIS IN LEARNING ANALYTICS: CASE STUDY IN THE PRIN PROJECT "LEARNING ANALYTICS. ACROSS DATA PROCESSING ETHICS, INSTRUCTIONAL DESIGN AND ACADEMIC POLICY"." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0575.

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Fallanza, Marcos, Antonio Dominguez-Ramos, and Seyed Soheil Mansouri. "An integrated VR/MR and flipped classroom concept for enhanced chemical and biochemical engineering education." In The 35th European Symposium on Computer Aided Process Engineering. PSE Press, 2025. https://doi.org/10.69997/sct.163346.

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The integration of mixed reality (MR) and virtual reality (VR) into Chemical, Biochemical, and Biomolecular Engineering (CBB) education presents an opportunity to address one of today�s most pressing pedagogical challenges: sustaining student attention and engagement. Traditional �magistral� approaches often tend to limit the adoption of interactive methodologies. By contrast, MR/VR technologies can heighten immersion and practical intuition, capturing learner focus more effectively than conventional lectures. Yet, if deployed as superficial, isolated demonstrations, these tools may fail to su

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Mahamarn, Yasa, Kittisak Laksana, Surattana Adipat, and Kanrawee Busayanon. "INSTRUCTIONAL INNOVATIONS: TEACHERS’ INVALUABLE TOOLS FOR STUDENTS’ ACADEMIC SUCCESS." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.016.

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Gire, Elizabeth, Aaron Wangberg, and Robyn Wangberg. "Multiple tools for visualizing equipotential surfaces: Optimizing for instructional goals." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.030.

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Salamat, Shuaib, Yuefeng Wang, and Mark S. Lundstrom. "Development of Instructional Modules and Simulation Tools for Thermoelectric Systems." In 2010 18th Biennial University/ Government/Industry Micro/Nano Symposium (UGIM). IEEE, 2010. http://dx.doi.org/10.1109/ugim.2010.5508923.

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Goncalves, Rafael Queiroz, and Christiane Gresse Von Wangenheim. "An Instructional Unit for Teaching Project Management Tools Aligned with PMBOK." In 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET). IEEE, 2016. http://dx.doi.org/10.1109/cseet.2016.10.

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Macfarlan, Michael. "HOW ANYONE IN EDUCATION CAN FURTHER INSTRUCTIONAL IMPACT WITH AI TOOLS." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.2239.

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Toogood, R. W., and D. Wong. "An Interactive Fluid Mechanics Tutorial Using Authorware." In ASME 1993 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/cie1993-0064.

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Abstract Computer-based instructional technology has developed significantly in recent years. Rapid developments in hardware are now being paced by significant advances in courseware authoring tools. This paper presents a brief overview of one such software tool, Authorware Professional for Windows1. This package allows easy development of highly interactive computer-based learning modules. Authorware was used to develop a number of instructional modules for use in an introductory course in fluid mechanics. Some examples of the courseware are given to show the flexibility and power of this sof

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Gonçalves, Rafael, and Christiane Gresse von Wangenheim. "How Instructional Feedback Has Been Employed in Instructional Units for Teaching Software Project Management Tools: A Systematic Literature Review." In The 28th International Conference on Software Engineering and Knowledge Engineering. KSI Research Inc. and Knowledge Systems Institute Graduate School, 2016. http://dx.doi.org/10.18293/seke2016-023.

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Rapports d'organisations sur le sujet "Instructional Tools"

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Murray, William R., Michelle Sams, and Michael Belleville. Intelligent Tools and Instructional Simulations. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada482325.

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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction

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Bewley, William L., Gregory K. Chung, Girlie C. Delacruz, et al. Research on USMC Marksmanship Training Assessment Tools, Instructional Simulations, and Qualitative Field-Based Research. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada453754.

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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, asse

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Hickman McMahon, Lauren, Stefani Pautz Stephenson, and Seth Corrigan. The Promise of Digital Math Tools for Universally Accessible Mathematics Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/211.

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In this report, we share insights from a Research-Practice-Industry Partnership (RPIP) that explored mathematics instructional practices with support of digital mathematics tools. RPIPs bring together researchers, practitioners, and product developers, with each party having an equal voice, in a rapid-cycle model for edtech research and development. We framed this RPIP using the principles of Universal Design for Learning (UDL): provide multiple means of Engagement, Representation, and Action & Expression. These principles support learner variability, improve accessibility, and are closely

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d

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Pinchuk, Olga. Instructional and Methodological Guidelines on the Implementation and Use of Artificial Intelligence Technologies in Secondary Schools. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/742889.

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Instructional and Methodological Guidelines on the Implementation and Use of Artificial Intelligence Technologies in Secondary Schools - recommendations that, as of 2024, determine the approach to the responsible, ethical and effective use of generative artificial intelligence tools in general secondary education institutions.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe

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Díaz Gamboa, Juliana Andrea. Institutional Strengthening in Technological Competencies and Instructional Design to Address the Educational Challenges Presented by COVID-19 at ÚNICA. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.31.

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The study investigated how the implementation of professional development (PD) programs has influenced the pedagogical practices of UNICA teachers during their synchronous sessions. The research question focuses on revealing what those practices are after one year of participating in the PD programs of digital tools and innovative didactic methodologies during 2020 and 2021. The methodology used is qualitative, as recommended by Cresswell (2012), to explore specific phenomena in the educational field from an in-depth perspective. The participants in this study were 24 teachers from the institu

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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t

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