Master Projects & Major Papers

Permanent URI for this collectionhttps://hdl.handle.net/10155/77

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Browsing Master Projects & Major Papers by Author "Barber, Wendy"

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    Analysis of the Integration of Universal Design for Learning (UDL) in PowerPoint Artifacts in an Ontario College Trades Course
    (2020-12-01) Christopher, Deandra; Stokes, Joe; Barber, Wendy
    Through a quantitative case study analysis of learning artifacts used in a skilled trades course at an Ontario community college, this research project examined PowerPoint presentation artifacts designed by a college instructor and assessed how they aligned with principles of UDL and the tenets of UDL curriculum design. Specifically, the artifacts were examined using the overarching three principles of the Center for Applied Special Technology’s UDL framework: (a) multiple means of representation (b) multiple means of action & expression and (c) multiple means of engagement, and within each of these then examined the four tenets of curriculum design (i) goals (ii) methods (iii) materials (iv) assessments.
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    The effects of the use of iPads in secondary physical education
    (2013-08-01) Jodoin, Tiffani; Robertson, Lorayne; Barber, Wendy
    This study investigates finding ways to improve engagement of students in Physical Education classes to inspire students to make healthy lifestyle choices. It appears that the existing barriers to the adoption of technology are more commonly found around teacher pedagogy, as opposed to access and resources. Physical Education study participants in this project implemented the use of iPads in their teaching practice for one month, and the results revealed that there was some shifting of teacher beliefs, and there was success with the use of technology in terms of teaching and learning.
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    Technology use in early childhood education: a review of the literature
    (2014-12-01) Zomer, R. Nancy; Barber, Wendy; Kay, Robin
    An overview of research into the impact of technology use on learning and engagement for children aged 3-6 in early childhood education settings from 2004-2014 is presented. Previous efforts to synopsize the literature have not been undertaken since 2009, and thus there was a clear need for a current review of the research. Thirty peer-reviewed articles, selected from an extensive search of the literature, are organized and discussed by topic. Methodological concerns include sample sizes, reliability and validity of data collection tools, pedagogy and basic design issues. Key findings indicate that 94% of results reported in the studies show a positive impact of technology use.
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    Vines of oppression: a review of the literature, educational criticism and narrative analysis of social media research in public education
    (2015) Roberts, Amy; Barber, Wendy
    This arts-based educational inquiry paper is divided into three main sections; a review of the literature, an educational criticism discussing themes arising from the review of the literature, and a narrative analysis describing a proposed research project that did not receive district school board approval. The author applies Eisner’s (1998b) structure of educational criticism and the paper exemplifies Barone and Eisner’s (1997) seven features of arts-based educational inquiry. The research outlined is rooted in ideas stemming from the review of the literature, focused on the use of social media and Boal’s Theatre of the Oppressed (1985) to democratize theatre creation and consumption for high school students in a publicly funded board of education. Key themes, recurring through all three sections of the paper, are grounded in the review of the literature and include audience, creation, technology and theatre pedagogy. Throughout the paper, a kaleidoscope metaphor is applied to the themes; as one element shifts, the others simultaneously change. Subsequent related themes of re-conceptualized storytelling, audience-performer interactivity, liveness, and aesthetic literacy are also explored. The final outcome is an argument for changed theatre pedagogy.