their mobile devices to collect images of the plants and upload them to a plant

Their mobile devices to collect images of the plants

This preview shows page 24 - 27 out of 47 pages.

their mobile devices to collect images of the plants and upload them to a “plant portfolio. ” Students in the treatment group also used web resources and images to create the portfolio. Each group used their plant notebook or plant portfolio to prepare for the plant identification posttest. In order to provide a level of equality and quell student concerns of fairness, the groups were swapped after the study was completed, which provided all students the opportunity to use the mobile devices and create both types of notebooks. The instructor provided differentiated instruction and resources for creating each of the two notebook types. There were no other instructional differences related to class content or material covered on the pretest or posttest. The only instructional differences were related
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 23 directly to the specifics of how to create their respective “notebook” and “portfolio.” Identifying information, plant usage, and plant characteristics were provided verbally by the teacher as part of the class content. In addition to the teachers lecture, control group members could use plant identification books as a reference and resource for identifying the plants. The experimental group used their assigned mobile device to take pictures of the plants and store them in a web-based portfolio that was used for practicing identifying plants. Additionally, this group was encouraged to use Internet based resources to help with plant identification and creating their “plant portfolio.” At the end of the four weeks , the students took a posttest identical to the pretest to access their ability to identify this group of plants and the scores were recorded. Instrumentation The pretest-posttest method that was used for collecting data consisted of forty live plants in containers. The plants were distributed in the school greenhouse and labeled with a number from one to forty. Students were given a listing of plants, including the common and scientific names, which served as a word bank. Students were given a second paper that had forty blank lines. Students wrote the common and scientific name of each plant in the plant’s corresponding number on the test sheet. All of the names from the word bank were used on the test, and no plant was used more than once. No books, computers, or other information source were used during the testing protocol. The test began with each student being assigned to a number. The number represented the starting point for that student. The teacher kept track of the time and every thirty seconds students were told to rotate to the next sequential number. This ensured that every student had an equal amount of time with each plant. The teacher rotated the students through the cycle two times so that each student had two thirty second opportunities to identify
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MOBILE DEVICE IMPACT ON STUDENT PERFORMANCE 24 each plant. In order to ensure that students could not share answers, either verbally or written, the instructor spaced the plants to alleviate crowding.
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  • Fall '09

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