These studies ares a demonstration of the collaborative research projects that eMINTS participates to contribute to the field of educational research and knowledge base about effective uses of technology in teaching and learning.
A Study of Classroom Amplification Systems in 21st Century Classrooms: An analysis of the impact of system usage on participating teachers and students (December 2011)
Classroom amplification technologies are designed to clarify and evenly distribute the teacher and student voices throughout the classroom. Built on the premise that improving communication improves learning, classroom amplification technologies seek to create acoustic environments where learners can more easily hear the teacher’s and one another’s voices making key concepts more easily understood by removing interference.
Overall, this study provides evidence that teachers and students at all grade levels found significant value in the use of classroom amplification technologies in their technology-rich classrooms.
Qualitative report of MAP analysis of participating classrooms in the pilot year for Universal Design for Living (text-to-speech and voice recognition) project (December 2007)
Text to speech (TtS) and voice recognition (VR) software has been in use for over a decade. This qualitative study examines the use of TtS and VR tools in primary general education classrooms. Extant research has limited foci of closely guided instruction in the classroom, typically for students with learning disabilities to improve communication arts skills. The intent of this study was to determine how teachers and students would implement and use TtS and VR software in technology-rich general education classrooms to support student learning needs.
Study outcomes included:
This project confirmed that when students were given the opportunity
to direct their learning with technology enabling tools they quickly mastered the software and were able to exploit the resources within the program to benefit their individual learning styles.
Quantitative report of MAP analysis of participating classrooms in text-to-speech and voice recognition pilot project (December 2007)
This study sought to determine the effectiveness of these two computer-based applications in general education technology-rich classrooms. This
quantitative study examines the Missouri Assessment Program (MAP) scores for
Included in the research highlights, the authors found that:
Students in the pilot with access to TtS and VR software achieved higher mean scores on the MAP Communications Arts assessment than did their peers. This was true in all comparisons despite different methodologies used.