21 September 2014
“Integrating Technology: Is it a good thing?”: Annotated Bibliography
Cavanaugh, C., Dawson, K., & Ritzhaupt, A. (2011). An evaluation of the conditions, processes, and consequences of laptop computing in K-12 Classrooms. Journal of Educational Computing Research, 45(3), 359-378. Retrieved September 19, 2014.
This article explains and evaluates the use of laptops in K-12 classrooms. The Florida Department of Education funded “Leveraging Laptops: Effective Models for Enhancing Student Achievement.” This study took place over a single school year, and 41 schools we observed. Out of those 41 schools 12 were elementary. The “Leveraging Laptops” program was “based on the premises that changes in the learning environment foster changes in teaching and learning”(361). This particular work will be exponentially important in my paper because it does well to highlight the good, and the bad of integrating technology in our elementary classrooms. However, as with most of the research I’ve done, it become blatantly obvious that there seems to be far more to gain from integration than anything.
Dietze, B., & Kashin, D. (2013). Shifting views: Exploring the potential for technology integration in early childhood education programs. Canadian Journal of Learning & Technology, 39(4), 1-12. Retrieved September 18, 2014
In this article, the authors lay out research and logic to show that it’s of the utmost importance that technology becomes a part of Early Childhood Education. The authors point out that in the growing age of technology, Educators must keep in mind that their students are growing more knowledgeable and capable of technology with each passing year, and to avoid the students surpassing the teachers, technology must begin integration as early as possible. The authors also explain that while technology should be implemented in “active play” it should in no way replace hands on experience – it should simply expand the child’s ability to learn. Again, in this article, it’s shown that technology – if implemented properly has the ability to help more than hurt a child’s development.
Hamilton, B. (2007). Chapter 1. In It’s elementary!: Integrating technology in the primary grades. Retrieved September 13, 2014, from http://www.iste.org/docs/excerpts/ITSELE-excerpt.pdf
This source, while only being an excerpt from a book, is extremely helpful in showing the positives of integrating technology into our classrooms. Boni Hamilton received her Doctorate in Education in 2011, and has worked most of her career towards a goal of integrating technology into classrooms. She points out that computers have technically been in our schools for over twenty years now, but the teachers abilities to integrate technology effectively into their lesson plans is still very much a work in progress. Hamilton explains that the only way integration works, is if the teacher focuses on working it into their daily lessons. Learning with technology should be treated no differently than more commonly used traditional methods. “Students from computer rich classrooms show better behavior, lower school absentee rates, lower dropout rates, earn more college scholarships, and attend college in greater numbers that do students from non-computer classrooms”(21).
LeBaron, J., & Collier, C. (2001). Technology in its place: Successful technology infusion in schools. San Francisco: Jossey-Bass.
Unable to find book. Will locate next week and review to see if it is relevant to my paper.
McGrail, E., & Davis, A. (2011). The influence of Classroom blogging on Elementary Student writing. Journal of Research in Childhood Education, 25(4), 415-437. doi: 10.1080/02568543.2011.605205
In this work, the authors explore and explain the positive effects technology can have on students. But, interestingly enough, not in a way most would think of as a way to encourage and motive students. These authors are encouraging the use of blogs in elementary classrooms. In a study done by the authors, their findings show that when the students were expected to have a blog and given time to write in their blogs their overall view of writing changed all together. Unlike traditional writing, the students realized shortly after they began writing, that what they were writing was actually being viewed by an audience and not just the teacher. While the authors do recognize that proper grammar and spelling weren’t always perfect, the blogs helped the students learn to enjoy writing in a way that they would have never had before.
Slavin, R.E., Lake, C., Hanley, P., & Thurston, A. (2012, May). Effective Programs for Elementary Science: A Best-Evidence Synthesis. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
This work explores the best possible science programs to help Elementary students succeed. It is shown that Technology programs such as BrainPOP, The Voyage of the Mimi, and web based labs are the most effective when teaching elementary students science. The result of their study shows that technology applications, such as the use of video or computer graphics to illustrate scientific processes, show significant promise. When these programs were implemented correctly, the students seemed to not only retain the information better, but were more motivated to learn what the teacher was presenting them. By using these types of programs in the classroom the teacher has the ability to not only teach, but to become interactive with their students and make learning interesting and relevant.
Shaw, E. L., Jr., Giles, R. M., & Hibberts, M. (2013). Does technology make a difference? Investigating the impacts of instructional method on Second Graders knowledge acquisition and retention of rock types. Global Education Journal, 2013(1), 83-92. Retrieved September 15, 2014
This article discusses a study that was designed to investigate the impact of instruction using SMART technology, and more specifically SMARTBoards. These technological tools are designed to work as a white board, where the teacher can display information important to the topic being discussed. Unlike traditional white boards though, these SMARTBoards have the capability to become an interactive teaching device. This study focuses on whether or not the IWB (Interactive White Board) has any effect on how students learn a Science lesson centered on rocks. The findings discussed are interesting and will provide my paper with more positive research to support the use of technology in Elementary Classrooms.
Sun, Y. (2012). The EMPIRe model as a thinking tool to prepare Teachers for technology integration. Journal of Educational Technology Development & Exchange, 5(2), 95-110. Retrieved September 17, 2014
This article explores a new method of helping teachers become familiarized with technology in order to work it into their daily lesson plans with comfort and ease. This new method has been dubbed the EMPIRe Model, and it consists of five important stages: 1. Evaluating; 2. Matching; 3. Planning; 4. Implementing; and 5. Reflection. If the EMPIRe Model is exercised and utilized, it’s projected that the integration of technology would be made easier on those teachers not familiar or comfortable with technology. This article also touches on a number of things relevant to my topic, and explores the “barriers” that are faced when looking to integrate technology into the classroom.
Vega, V. (2014, April 13). What Is Successful Technology Integration? Retrieved September 17, 2014, from http://www.edutopia.org/technology-integration-guide-description
This source lays out and explains exactly what Technology Integration is, and how to effectively implement it in the classroom. According to this site, successful Technology Integration is defined as “digital technology permits users unprecedented control over the content they consume, and the place in and pace they consume it. At the heart of effective technology integration practices, digital technologies offer learners great opportunities to be more actively involved in the learning experience.” This source is important to my topic because it focuses solely on explaining what Technology Integration is, how it should be implemented, and the steps that teachers need to take in order to do so.
Wall, K., Higgins, S., & Smith, H. (2005). ‘The visual helps me understand the complicated things:’ Pupil view of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851-867. doi: 10.1111/j.1467-8535.2005.00508.x
The study outlined, and implemented in this article in my opinion is one of my papers primary sources and best supporting research. This study, unlike others, focuses on how the students feel about using technology in the class. So, not only do they observe the positive and negative effects technology integration can have in the class, they also interview and compile responses from the students in order to see if they feel that the technology is helpful, and are they comfortable using it in their daily lessons. The findings of this study seem to show that not only is technology helpful and effective, but that the students enjoy using it, and it helps motivate them to learn.