Sunday, February 6, 2011
Technology Bibliography -- Please post here!
Okay, time to share your technology resources. Remember to address your focus or puzzle of practice, then give us bibliography information for two articles you found helpful. Give a little summary that shows how they connect to your focus. By Wednesday, 11:59 p.m. please.
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My “puzzle of practice” is still a continuation from last week. I question as to how I can make my lessons more interesting for my special education students and still hold their interest throughout the lessons, without providing too much assistance and letting them learn how to problem solve on their own? These two articles discuss various types of technology that can be used in classrooms to engage a variety of learners during lessons.
ReplyDeleteArticle #1
Federoff, M., Hicks, T., Mangiacapre, A., et.al. (2011, February). Let’s hear it for… Educational Leadership, 68(5), 54-55. Retrieved from http:// educational- leadership /feb11/vol68/num05/Let's-Hear-It-For-
This article is a response to a question that was asked by Educational Leadership. Various educators where asked if they were still in school what technology would “engage” them in the classroom. Some examples were whiteboards, wikis, cell phones, iPods and Skype.
Article #2
Guernsey, L. (2011, January 7). High-tech help. The New York Times. pp. 11-12.
This article discusses how various type of assistive technology helps students with learning disabilities. The article explains programs like Dragon Dictate, which is a voice-recognition program that does the typing for you. The author also explains how students are using iPods for reading, speech to text reading pens and a program called Inspiration which helps students organize their ideas on the computer.
Technology in the classroom can be either an exciting experience or a terrible experience for teachers and students. My puzzle of practice for technology concerns defining and understanding the obstacles to integration and use with regard to teachers (within classroom environments), and how teachers might overcome such technology-related barriers. The first article relates to teacher commitment and methods, while the second article defines strategies to promote successful integration.
ReplyDeleteArticle #1
Ertmer, P., Glazewski, K., Jones, D., Ottenbreit-Leftwich, A., Goktas, Y., Collins, K., & Kocaman, A. (2009). Facilitating technology-enhanced problem-based learning (PBL) in the middle school classroom: An examination of how and why teachers adapt. Journal of Interactive Learning Research, 20(1), 35-54.
The first article defined issues within school environments that hindered successful technology integration. The researchers identified these issues as obstacles: First Order Obstacles and Second Order Obstacles. First Order Obstacles are those that have measurable levels of commitment such as getting the proper level or percentage of the school wired and verifying software/hardware compatibility. Second Order Obstacles concern adjustments to teaching methods as teacher hesitations and losing control.
Article #2
Lim, C.P., & Ching, S.C. (2008). Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments. Teaching and Teacher Education, 24(8), 2002-2013.
My second article provided solutions to incorporate so that technology does not overwhelm the teacher and create feelings of mistrust and confusion. Specifically, Lim and Ching (2008) concluded such feelings could be minimized by deemphasizing the use of hardware and software as standalone technologies, promoting shared learning activities, and using reflection and reexamination to identify problems.
My "puzzle of practice" remains to be centered around student achievement among special needs students. The following articles address this, as they shed light on the use of technology among this population of students. Assitive Technology in an early childhood classroom is, in my opinion, best practice.
ReplyDeleteArticle 1:
Quenneville, J. (2001). Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms. Retrieved from http://www.ldonline.org/article/6380, on February 5, 2011.
This article addresses what technology can provide students with special needs, not only with academic achievement, but also organization and social acceptance among peers. Quenneville indicates that implementation of such technology must be collaborative to provide the most effectiveness for students with learning disabilities.
Article 2:
North Central Regional Educational Library. Assistive Technology to Meet K-12 Student Needs. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te7assist.htm on February 2, 2011.
This article defines types of assistive technology used for vision impairments, communication, and tools for accessing the curriculum, hearing impairments, learning and studying. The article explains the difference between low and high technology and offers an extensive, but incomplete list of assistive technology devices.
One puzzle of practice I have concerning technology is how to integrate it to enhance learning of students, without creating needless distractions; using it to enhance the curriculum or teach a technological skill as opposed to simply adding bells and whistles. Is forcing technology into curriculum beneficial or a hindrance? The following two articles touch on this debate.
ReplyDelete1:
Richtell, M. (2010, November 21). Growing up digital, wired for distraction.
New York Times. Retrieved from http://www.nytimes.com/2010/11/21/
technology/21brain.html?pagewanted=6&_r=1
This article discusses the problems facing students growing up in a digital age, where social networking sometimes takes precedence over learning. While technology is an integral part of today’s culture, it is not always being utilized in the most positive ways; (students) “are left to their own devices, and the impetus isn’t to do homework but play around.”
2:
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010, January). Generation M2:
media in the lives of 8-18 year olds. Retrieved from Kaiser Family
Foundation website: http://www.kff.org/entmedia/upload/8010.pdf
This study details the trends of media technology among students today. It shows the overwhelming impact that these technologies have on our youth, and how prevalent the usage is. The vast amounts of data, broken into specific media types, brings to light that children are inundated with these distractions; how can a teacher utilize this avenue without adding to the chaos?
My puzzle of practice still centers on the Tier 2 RTI students. Are we doing everything we can to meet these students' needs in an aggressive and timely manner so they don't become life long members of the RTI system? The articles I chose speak to the needs of both students and teachers. In the first article, Author Katie Ash addresses technology that can be used in the classroom to improve literacy. In the second article, the authors evaluate the benefits of using a formal progress monitoring system to increase student achievement in math.
ReplyDeleteArticle 1
Ash, K. (2011, February). Classroom-tested tech tools used to boost literacy. Education Week's Digital Directions. Retrieved February 8, 2011 from http://www.edweek.org/dd/articles/2011/02/09/02literacy.h04.html.
Understanding that schools are struggling with budget issues, Katie Ash shares recommendations and results in using technology teachers already have available. For example, teachers can set up podcasts or use webcams to help students improve their fluency.
Article 2
Ysseldyke, J., & Bolt, D.M. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36(3), 453-467. Retrieved February 8, 2011, from the EBSCOhost database.
Ysseldyke and Bolt hypothesized teachers that use computer technology to progress monitor and develop student level instructional plans will have a greater impact on student achievement. The researchers performed their study using Accelerated Math in 8 elementary and middle schools in 7 school districts in 7 states. The results were significant; students whose teachers used the instructional management system achieved greater gains in math than the students in the control group, where teachers relied only on the curriculum.
During my student teaching, I did not use the 4 computers in the room for instruction purposes very much at all. There was a software program that went with the geometry unit and I used that as an extension for some of the higher math kids. Students at Gold Rush have technology class once a week as a double special but I would like to use technology more in my classroom. My puzzle of practice is very simple- what are some ways I can integrate technology into other areas of the curriculum for 1st and 2nd graders?
ReplyDeleteArticle 1:
Murphy, K. L., DePaspuale, R., & McNamara, E. (2003, November). Meaningful connections: Using technology in primary classrooms. Beyond the journal, 1-9. Retrieved from http://journal.naeyc.org/btj/200311/techinprimaryclassrooms.pdf
Technology needs to be integrated carefully into other areas of the curriculum. It should be meaningful and developmentally appropriate. This article gives two examples of how primary teachers have added technology into their science units on bee-keeping and plants. The examples and computer program suggestions were just the type of ideas I was looking for to guide future lesson planning.
Article 2:
Starr, L. (2010, July 22). Technology integration made easy. Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml
This article lists 20 ideas for integrating technology into the classroom. Included are numerous sites, i.e. Math problem of the week, Word of the Day, Spelling bee site, etc. The ideas in this article could be used in K-12.
As I continue to look at boosting achievement among minority students, I came across two articles that I found helpful. Both studies focused on the appropriate use of technology and not on any single program or activity. In addition, both studies looked at achievement levels for students who struggled.
ReplyDeleteDuring student teaching, my cooperating teacher and I incorporated technology wherever we could and we often felt like we should be using available technology more. As I look at the research, it is clear that technology should be used systematically and conscientiously. It should provide another avenue to reach an identified goal or outcome.
Kim, S; Chang, M;. (2010). Computer Games for Math Achievement of Diverse Students. Educational Technology & Society , 224-232.
In this study, researchers measured achievement of math students using computer games to support their learning. Surprisingly, achievement levels dropped for male students whose primary language was English. ELL students who used the computer games daily saw an increase in achievement levels. Researchers recommend using math games daily for students who are learning English and incorporating them sparingly (no more than twice a week) for students who are native speakers.
Means, B. (2010). Technology and Education Change: Focus on Student Learning. Journal of Research on Technology in Education , 285-307.
This article reviewed a two year case study conducted in 14 schools. Software programs for language arts and math were used throughout every grade in each school. Rather than finding a correlation between specific software and student achievement, researchers found the increase in achievement based on the implementation of the technology. Findings indicated that the teachers' ability to manage the technology effectively in the classroom setting had a greater impact on its success than the technology itself. I struggled to provide smooth transitions into activities where students were using lap tops and I ran into problems when computer games used different terminology than the curriculum. Means discusses the importance of good planning and classroom management in the successful use of any technology.
During student teaching, I wanted to incorporate technology into my language arts classes. I felt that if the students had the opportunity to use technology as a tool for communication, they would be more engaged with reading and writing. Unfortunately, my cooperating teacher did not use much technology. Also, I did not have the time to investigate different methods of incorporating technology in language arts. Consequently, I intend to become more educated about using technology in the language arts classroom. My puzzle of practice is “how can I incorporate technology to increase student engagement in the language arts curriculum?”
ReplyDeleteArticle # 1
Bull, G., & Kajder, S. (2005). Digital Storytelling in the Language Arts Classroom. Learning & Leading with Technology, 32(4), 46-49. Retrieved February 9, 2011 from EBSCOhost.
This article explains the use of digital storytelling in the language arts classroom. Digital storytelling is fairly easy to do in the classroom with the use of Movie Maker, iMovie software and digital cameras and images. The authors point out that in the language arts classroom, the storytelling should be held in the foreground and the technology in the background. The focus should be on the writing and communicating and not the technical effects. The authors also cover seven elements of effective digital stories. Digital storytelling allows students to experience the power of personal expression, it provides a voice to struggling readers and writers and it puts technology in the hands of the learner.
Article # 2
Kist, William. (2007). Basement new literacies: Dialogue with a first- year teacher.[Electronic version.] English Journal, 97(1), 43-48. Retrieved February 7, 2011 from http://www.ncte.org/journals/ej/issues/v97-1.
This article was interesting because it examined the barriers a new teacher confronted regarding the use of technology and incorporating new literacies into his lesson plans. The teacher’s first classroom consisted of teaching language arts and social studies to 8th grade students in an alternative school. One barrier he faced was having 5 computers with Internet access in his classroom but he was told the students could not use the computers for research on the Internet.
My area of focus is about how, as a new teacher with high technology comfort, can I promote the use of technology to my fellow teachers while still showing respect for their greater knowledge, skill and experience with teaching?
ReplyDeleteI found two articles that helped shed some light on this question.
1
Smarkola, C. (2007). Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers. Journal of Educational Computing Research, 37(1), 65-82. Retrieved from EBSCOhost.
In this article, the researchers found that the attitudes concerning the integration of technology into the classroom were very similar between the student teachers and the experienced teachers. The perceived usefulness of the technology was of higher concern for all teachers than the perceived ease of use. The results indicated that all the teachers were comfortable using computer for administrative work. Experienced teachers had a greater knowledge of their subject matter and were more skillful at finding specific software that complimented their teaching methods. The researchers suggested the experienced teachers mentor student teachers in suing technology integration in a more purposeful manner.
2
Greenhow, C., Dexter, S., & Hughes, J. E. (2008). Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making. Science Education International, 19(1), 9-25. Retrieved from EBSCOhost.
In this article, the researches discuss how previous research had shown that while preservice teachers had lots of comfort using technology for their own purposes, many felt underprepared about how to integrate technology into their teaching practice. Both inservice and preservice teacher could make a decision about technology integration and provide justification for it. The justification for preservice teacher was more superficial, and the justification for inservice teachers was must subtle and nuanced. But both groups failed to weight the relative advantages and disadvantages of different options. The researchers suggest that teacher training programs would benefit from more field experience technology course work. This could help prepare them for a more flexible implementation of technology in the classroom.
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ReplyDeleteI am continually amazed at how fast technology has evolved over just the last 15 years. I am excited to be able to use technology in my future classroom, yet I am terrified. My puzzle of practice is and will continue to be management of technology in the classroom. As we continue to see (and expect) more technology in the classroom I will be constantly looking at finding the instructional balance that will work for all the learners in my classroom with the added challenge of keeping up with my own technological skills. These two articles offer a glimpse into technological management both fiscally and instructionally.
ReplyDelete#1
Johnson, D. (2010, November). Taming the chaos. Learning & Leading with Technology, 20-23.
This article offers suggestions to embrace technology in the classroom as opposed to fighting it. Doug Johnson lists 5 areas that school districts are managing technology in the classroom. The 5 areas include: banning, doing nothing...ignoring, limit the use in the classroom, enhancing practices, and restructuring the educational process.
#2
Vallis, K., & Williamsn, P. (2009, August). Build your own board. Learning & Leading with Technology, 18-20.
This article gives alternatives to the popular interactive whiteboards commonly used in today’s classroom. Diminishing budgets are making it harder than ever to keep up with the technology expected in the classroom versus technology that school districts can afford.
Compared to classrooms in other schools, which I have observed, I am very aware of the lack of technology available in the third grade classroom in which I taught. My puzzle of practice is the affect this will have on these students. What exactly are they missing? Will this cause a huge deficit in their education even though teachers may be using other great methods of instruction?
ReplyDelete#1
Mouza, C. (2008, Summer). Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School. Journal of Research on Technology in Education, 40(4), 447-472.
Mouza (2008) presented a study of low-income Hispanic third and fourth graders in a laptop program. The study found that the teachers in the classroom, which had a laptop for each student, were able to create activities that used higher order thinking skills. In addition, use of the laptops for these activities increased student motivation and academic gains. Whereas, the teachers in the comparison group with a lack of technology, used computers to reinforce tradintional ways of teaching, such as basic skill drills, and were limited to word processing and research.
#2
Solomon, G. (2002). Digital Equity: It's Not Just about Access Anymore. Technology & Learning, 22(9), 18-26.
Solomon (2002) stated that most schools now have computers and internet access, however, challenges still remain that cause the digital divide. These include the differences in how low income and high income schools integrate technology into instruction, the lack of funding low income schools have to prepare their teachers, the need for low income schools to find technology that works best for diverse students, and the need for strong school adminstration to make these changes.