You are here:

Effects of a Technology Enhanced Anticipatory Set (TEASe) on Student Learning
PROCEEDINGS

, , Houston Baptist University, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This research explores the instructional effectiveness of a Technology Enhanced Anticipatory Set (TEASe), an instructional strategy which utilizes a multimedia presentation to introduce a unit or lesson. The TEASe combines media, images, music and text within a three to seven minute multimedia presentation in order to increase interest and motivation. Using a quasi-experimental design with pre-post content tests and attitude surveys, this study examines the effectiveness of a TEASe in a sophomore level education course at a university. The fall 2006 pilot study portion of the research (reported in this paper) indicates that the students believed that the TEASe increased their interest and motivation and that it made it easier for them to learn and retain their new knowledge. Statistically significant increases in learning were not evident although the effect size between pre- and post- content tests indicated the possibility of an educationally significant increase.

Citation

Wilson, D. & Brupbacher, L. (2007). Effects of a Technology Enhanced Anticipatory Set (TEASe) on Student Learning. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 1744-1749). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 10, 2021 from .

References

View References & Citations Map
  1. Ausubel, D.P. (1963). The psychology of meaningful verbal learning. New York: Grene & Stratton.
  2. Beilke, J.R., & Sturve, M.J. (2004). A teacher's use of digital video with urban middle school students: Expanding definitions of representational literacy. The Teacher Educator 39, 157-170.
  3. Boster, F.J., Meyer, G.S., Roberto, A.J., & Inge, C.C. (2002). A report on the effect of the unitedstreaming (tm) application on educational performance. Farmville, VA: Longwood University.
  4. Burmark, L. (2004). Visual presentations that prompt, flash, and transform. Media and Methods, 40(6), 4.
  5. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
  6. Hatch, C.A., & Dwyer, F. (1999). Effect of varied advance organizer strategies in complementing visualized prose instruction. International Journal of Instructional Media 26. 311-329.
  7. Hibbing, A.N., & Rankin-Erikson, J.L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. Reading Teacher, 56(8), 758.
  8. Hilton, S.C., & Christenson, H.B. (2002). Evaluating the impact of multimedia lectures on student learning and attitudes. Paper presented at the International Conference on Teaching Statistics, Capetown, South Africa.
  9. Hunter, M.C. (1973). Teach for transfer. El Segundo, CA; TIP Publications.
  10. Kadek, R. (2005). How teacher strategies effect technology integration. Learning and Leading with Technology 32(5), 34-35
  11. Kulik, J. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say. Arlington, Virginia: SRI International. Retrieved October 3, 2003 from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITinK-12_Main_Report.pdf
  12. Lenhart, A., Madden, M., & Hitlin, P (2005). Teens and technology: Youth are leading the transition to a fully wired and mobile nation. Retrieved from http://www.pewinternet.org/PPF/r/162/report_display.asp On July 31, 2005
  13. O’Brien, D.G. (2001). At risk adolescents: Redefining competence through the multiliteracies of intermediality, visual arts, and representation. Retrieved August 11, 2004, from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=newlitindex.asp?ArticlesWanted=Archie.
  14. Oman, J.M. (2002). Student perceptions of set inductions in technology education. University of Wisconsin, Stout. Retrieved June 9, 2004 from http://www.uwstout.edu/lib/thesis/2002/2002omanj.pdf.
  15. Paivio, A. (1986). Mental representations: A dual coding) approach. New York: Oxford University Press.
  16. Rideout, V.J., Vandewater, E.A., and Wartella, E.A. (2003). Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers. A Henry J. Kaisesr Family Foundation Report.
  17. Seels, B.A. (1994). Visual literacy: The definition problem. In D.E. Alvermann (Ed.), Adolescents and literacies in a digital world. New York: Lang.
  18. Shostak, R. (1999). Classroom teaching skills (6th ed.). Boston: Houghton Mifflin.
  19. Wilson, D.K. (2005). The effects of a Technology Enhanced Anticipatory Set (TEASe) on student interest, motivation and attention. Unpublished doctoral candidacy paper, University of Houston, Houston.
  20. Wilson, D.K. (2006). The effects of a Technology Enhanced Anticipatory Set (TEASe) on student interest, motivation and achievement. Unpublished doctoral dissertation, University of Houston, Houston.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References