Book Chapter: Developing a Self-Directed Learning Program for Technology Learning

The constant change and evolution of technology are among the few recognized constants that make it difficult for traditional professional development programs to meet the needs of learners, especially classroom teachers. Self-directed learning presents an opportunity for educators to identify technology to meet their needs, allowing them to utilize their learning time effectively and efficiently. Implementing a self-directed learning program to support educators can build a learning community and address the deficiencies of traditional technology professional development methods. Since self-directed learning differs for every learner, implementing a support program helps learners develop their skills, share what they have learned, and promote a culture of continuous learning. This chapter outlines the fundamental areas of infrastructure, learning process, and sharing and collaboration needed in a self-directed learning program to support learners to be successful in their learning endeavors.

The Effects of Virtual Manipulatives in Online Learning Environments

The growing importance of mathematics achievement scores on accountability ratings and their effects on student advancement have created a need for effective remediation and intervention practices for struggling students. This quantitative experimental research study looked at the effects of virtual manipulatives in online learning environments. The study was conducted with 27 student participants in a suburban North Texas middle school. The participants completed a three-week online intervention course focused on solving algebraic equations. The treatment group used online learning courses and a virtual algebra scale to assist and reinforce their understanding of algebraic equations, and the control group used only an online learning course. Participants completed a 15-question pre-test and post-test measuring their proficiency in solving algebraic equations, which was analyzed for gains on a whole and categorical basis.  The results found no significant differences in mean gains between the control and treatment groups. However, results did support the effectiveness of online learning for the use of intervention and remediation practices. No significant differences were found between the control and treatment groups for participants identified as at-risk or those who receive special education services.