A Byproduct of Educational Technology: Student Efficacy and Sense of Belonging
Participate and share : Poster
Saturday, December 5, 8:00–9:00 am PST (Pacific Standard Time)
Dr. Danielle Forbes
Learn how a proven intervention — adaptive technology — with built-in growth mindset instruction, feedback and tips, is producing outcomes to improve proficiency, student agency and motivation. The presentation will include student testimonials, implementation tips from classroom teachers and the details of the research study.
|Audience:||Chief technology officers/superintendents/school board members, Curriculum/district specialists, Teachers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
|Topic:||Student agency, choice & voice|
|Subject area:||Language arts, ESL|
|ISTE Standards:||For Students:
Digital Age Learning Environments
|Disclosure:||The submitter of this session has been supported by a company whose product is being included in the session|
Purpose-The purpose is to examine the impact of mindset messaging on students enrolled in a literacy intervention program integrating mindset strategies (i.e., READ 180 Universal) and any differences that exist in mindset between a sample of their peers not enrolled in the program and to examine the relationship between students’ mindset and literacy achievement.
(Molden & Dweck, 2006)
(Blackwell, Trzesniewski, & Dweck, 2007; Burnette, O’Boyle, VanEpps, Pollack, & Finkel, 2013).
(Borman, Grigg, & Hanselman, 2016; Walton, 2014).