Technological advances have create numerous indispensable tools that have enabled humans to make leaps and bounds in scientific endeavors and beyond. It therefore seems logical that technology in our classrooms, including college classrooms, would be beneficial for student learning. However, in practice the issue appears to be more complicated, and scientific research has emerged that continues to challenge the belief that technology in the classroom is entirely beneficial. Specifically, there is now substantial data that college students' use of laptops in the classroom is detrimental to their learning, as well as their fellow students' learning. It a new age of technology, we must continue to assess the best practices that will enable student success. At the same time, we must be sensitive to individual students needs, including students with disabilities.
"Laptops Are Great. But Not During a Lecture or a Meeting."
- Susan Dynarski
"But a growing body of evidence shows that over all, college students learn less when they use computers or tablets during lectures. They also tend to earn worse grades. The research is unequivocal: Laptops distract from learning, both for users and for those around them. It’s not much of a leap to expect that electronics also undermine learning in high school classrooms or that they hurt productivity in meetings in all kinds of workplaces."
We hope that our children are able to reflect on their academic performance, particularly positive performance, and use this feedback to inform their self-evaluations. However, our social contexts can make this evidence have little impact on how children evaluate themselves. A new survey shows that even the highest performing girls feel as though they are not smart. This begs the question, "What is sufficient evidence for girls to view themselves as competent?" These findings highlight the need to identify factors drive these effects on children's self-evaluations and self-efficacy.
One-Third of Girls With 4.0 GPAs Don’t Think They’re Smart — and Other Findings From National School Survey
- Kate Stringer
"Even girls with 4.0 grade point averages lack confidence in their abilities: One-third said they don’t think they are smart enough for their dream job, and 62 percent of girls with the highest GPAs say they don’t share their opinion or disagree with others because they want to be liked — more so than girls with lower GPAs."
Should we or should we not integrate Research Methods and Statistics courses? It is an often debated topic. I've seen various models at many different universities. Although the choice to integrate these courses may sometimes rest on logistical restrictions (e.g., funding, availability of professors, etc.), we may want to take a closer look. The report below provides some insight to inform our evidence based practices.
Overcoming the fear of statistics: Integrating statistics within a research methods course
- By Nicholas A. Turiano, PhD
"The idea of such a course came from recent research from Barron and Apple (2014). The authors provided empirical evidence that an integrated course (compared to nonintegrated) not only improved learning in the course, but also improved scores on the statistics section of the Psychology Area Concentration Achievement Test (PACAT)."