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Annotated Bibliography: Technology in Education
Baker, E. (2008). Creating valuable class web sites. Learning & Leading With Technology, 35, 18-21.
This is a great article to assist teachers in creating their own class websites. It gives information on how to get started, what is important and how to give students and parents access to the site. The article even lists out providers, their cost, and places to tour the sites before making a decision. It also discusses ways to learn more and suggests inquiring about district professional development programs to help teachers create the best web page possible. This is an incredible tool!
Bateman, B. L. (2003). Educational technology: A guide to resources on the web. C & RL News, 64. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2003/jan/educationaltechnology.cfm.
The author of this article, Betzi L. Bateman, is a web developer at Case Western University and is knowledgeable and reliable in the area of technology in education. This article highlights many internet resources that can be used to enhance instruction. There are several websites listed and each contains a short summary of the usage of each site. Bateman is a trusted resource for anyone looking to learn more about technology websites that pertain to education.
Gray, L., Lewis, L., & Tice, P. (2009).Educational technology in public school districts: fall 2008 first look. Retrieved from http://nces.ed.gov/pubs2010/2010003.pdf
This sizable study was conducted by the U. S. Department of education and is based on data collected from public school districts across the country. The sample size for the study is very large and gives many percentages for usage of technology in the classrooms in a variety of areas including student data being collected and stored on computers, types of internet connections and networks used by schools, and technology professional development requirements for educators. This is an interesting study and it breaks down the information according to district enrollment size, community type, region, and poverty concentration. Because the study was completed by the U.S. Department of Education, it can be considered highly relevant as well as accurate and a worthwhile read.
Harrison, D. (2010). Connected Learning. T.H.E. Journal. Retrieved from http://thejournal.com/Articles/2010/05/13/Connected-Learning.aspx?admgarea=pre&Page=1
The author of this article is a writer and editor who specializes in technology, particularly audiovisual and presentations. In this THE Journal article Ms. Harrison discusses several schools in Iowa who regularly used video conferencing with one another as a means of communication from one classroom to another within the state as well as with students in other countries including Germany. The video classrooms were used to conduct virtual field trips, professional development, and instruction. This article showcases a use of technology that many educators would not think of, and shows the successful use of audio and video technology in a classroom setting. It is inspiring to me as a teacher and makes me want to try this method of instruction and collaboration with other teachers.
Martin, S. (2007). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy, 41, 26-34.
In this article, the author digs into using the interactive white board and interactive talking books to aid in writing instruction. It follows a single classroom of 10 year old students in Scotland. The results show that there is not much difference using this method of writing instruction in comparison with more traditional strategies and methods. I believe that, because this sample size is so small, these results are not the most accurate. Therefore, the article is also not the most valid and meaningful to anyone looking for information on ways to utilize technology in the classroom.
McKenney, S. & Voogt, J. (2010). Technology and young children: How 4–7
year olds perceive their own use of computers. Computers in Human Behavior, 26, 4,656-64.
This study, conducted in the Netherlands, is relevant in the United States because young children learn and experience computers and technology in many of the same ways. The authors discuss the children’s views and attitudes in dealing with computer technology. As a kindergarten teacher, this article was informative and interesting. This study shows that students ages kindergarten through second grade view the computer as a game machine, while older students view it more as a tool to get information. The authors are professors in the Department of Curriculum Design & Educational Innovation at the University of Twente in the Netherlands.
Oliver, B., Malm, L., Malone, B., Et. Al. (1997). Enhancing elementary curricula through internet technology. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/0f/cc.pdf
This paper was presented at the annual meeting of the Midwestern Educational Research Association in October of 1997. Though it is more than 10 years old, it is still a wonderful and relevant article that encourages teachers and it explains why using the internet in elementary classrooms is such a valuable tool. The paper is rich with resources and documentation to support its claims. It can persuade anyone to jump on board and believe that no elementary curriculum is complete without the use of the internet.
Starkman, N. (2007). The wonders of interactive white boards. T.H.E. Journal, 33, 36-38.
This article discusses the use of interactive technology and SMART Boards in particular. It shows that these classroom fixtures are easy to use and that student scores improve with the use of these interactive white boards. The author, Neal Starkman, is a trusted name in the world of technology and in education and has written many articles in peer reviewed journals. This article goes so far as to say “No cutting edge classroom is complete without [an interactive whiteboard].” Strong, B. & Kidney, D. (2004). Collaboratively evaluating and deploying smarttechnologyin classrooms. EDUCAUSE Quarterly, 27, 64-67. While brief, this article deals with renovation of technology in classrooms as well as ways to meet the technological needs of teachers and college professors in the classroom. In many classrooms the technology was outdated or non-existent and in dyer need of being updated and revised. The authors strongly support providing sustainable and usable technology in an educational setting.
Willis, J. (2007). Preserve the Child in Every Learner: Help your students hold on to their childhood curiosity and passion for learning by employing brain research-based teaching strategies. Kappa Delta Pi Record, 33-37.
In this article, the author deals with bringing brain research into the classroom and discusses utilizing brain imaging technology as an educational tool. It is a meaningful article for educators because it clarifies how brain research can be applied to every day life in the classroom, and different strategies for different students. Using neuroimaging, the research shows that student-centered classrooms and cooperative opportunities provide students with much more brain stimulation than other methods. The author is incredibly knowledgeable in the area of brain science and the use of this particular technology.
This is a great article to assist teachers in creating their own class websites. It gives information on how to get started, what is important and how to give students and parents access to the site. The article even lists out providers, their cost, and places to tour the sites before making a decision. It also discusses ways to learn more and suggests inquiring about district professional development programs to help teachers create the best web page possible. This is an incredible tool!
Bateman, B. L. (2003). Educational technology: A guide to resources on the web. C & RL News, 64. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2003/jan/educationaltechnology.cfm.
The author of this article, Betzi L. Bateman, is a web developer at Case Western University and is knowledgeable and reliable in the area of technology in education. This article highlights many internet resources that can be used to enhance instruction. There are several websites listed and each contains a short summary of the usage of each site. Bateman is a trusted resource for anyone looking to learn more about technology websites that pertain to education.
Gray, L., Lewis, L., & Tice, P. (2009).Educational technology in public school districts: fall 2008 first look. Retrieved from http://nces.ed.gov/pubs2010/2010003.pdf
This sizable study was conducted by the U. S. Department of education and is based on data collected from public school districts across the country. The sample size for the study is very large and gives many percentages for usage of technology in the classrooms in a variety of areas including student data being collected and stored on computers, types of internet connections and networks used by schools, and technology professional development requirements for educators. This is an interesting study and it breaks down the information according to district enrollment size, community type, region, and poverty concentration. Because the study was completed by the U.S. Department of Education, it can be considered highly relevant as well as accurate and a worthwhile read.
Harrison, D. (2010). Connected Learning. T.H.E. Journal. Retrieved from http://thejournal.com/Articles/2010/05/13/Connected-Learning.aspx?admgarea=pre&Page=1
The author of this article is a writer and editor who specializes in technology, particularly audiovisual and presentations. In this THE Journal article Ms. Harrison discusses several schools in Iowa who regularly used video conferencing with one another as a means of communication from one classroom to another within the state as well as with students in other countries including Germany. The video classrooms were used to conduct virtual field trips, professional development, and instruction. This article showcases a use of technology that many educators would not think of, and shows the successful use of audio and video technology in a classroom setting. It is inspiring to me as a teacher and makes me want to try this method of instruction and collaboration with other teachers.
Martin, S. (2007). Interactive whiteboards and talking books: A new approach to teaching children to write? Literacy, 41, 26-34.
In this article, the author digs into using the interactive white board and interactive talking books to aid in writing instruction. It follows a single classroom of 10 year old students in Scotland. The results show that there is not much difference using this method of writing instruction in comparison with more traditional strategies and methods. I believe that, because this sample size is so small, these results are not the most accurate. Therefore, the article is also not the most valid and meaningful to anyone looking for information on ways to utilize technology in the classroom.
McKenney, S. & Voogt, J. (2010). Technology and young children: How 4–7
year olds perceive their own use of computers. Computers in Human Behavior, 26, 4,656-64.
This study, conducted in the Netherlands, is relevant in the United States because young children learn and experience computers and technology in many of the same ways. The authors discuss the children’s views and attitudes in dealing with computer technology. As a kindergarten teacher, this article was informative and interesting. This study shows that students ages kindergarten through second grade view the computer as a game machine, while older students view it more as a tool to get information. The authors are professors in the Department of Curriculum Design & Educational Innovation at the University of Twente in the Netherlands.
Oliver, B., Malm, L., Malone, B., Et. Al. (1997). Enhancing elementary curricula through internet technology. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/0f/cc.pdf
This paper was presented at the annual meeting of the Midwestern Educational Research Association in October of 1997. Though it is more than 10 years old, it is still a wonderful and relevant article that encourages teachers and it explains why using the internet in elementary classrooms is such a valuable tool. The paper is rich with resources and documentation to support its claims. It can persuade anyone to jump on board and believe that no elementary curriculum is complete without the use of the internet.
Starkman, N. (2007). The wonders of interactive white boards. T.H.E. Journal, 33, 36-38.
This article discusses the use of interactive technology and SMART Boards in particular. It shows that these classroom fixtures are easy to use and that student scores improve with the use of these interactive white boards. The author, Neal Starkman, is a trusted name in the world of technology and in education and has written many articles in peer reviewed journals. This article goes so far as to say “No cutting edge classroom is complete without [an interactive whiteboard].” Strong, B. & Kidney, D. (2004). Collaboratively evaluating and deploying smarttechnologyin classrooms. EDUCAUSE Quarterly, 27, 64-67. While brief, this article deals with renovation of technology in classrooms as well as ways to meet the technological needs of teachers and college professors in the classroom. In many classrooms the technology was outdated or non-existent and in dyer need of being updated and revised. The authors strongly support providing sustainable and usable technology in an educational setting.
Willis, J. (2007). Preserve the Child in Every Learner: Help your students hold on to their childhood curiosity and passion for learning by employing brain research-based teaching strategies. Kappa Delta Pi Record, 33-37.
In this article, the author deals with bringing brain research into the classroom and discusses utilizing brain imaging technology as an educational tool. It is a meaningful article for educators because it clarifies how brain research can be applied to every day life in the classroom, and different strategies for different students. Using neuroimaging, the research shows that student-centered classrooms and cooperative opportunities provide students with much more brain stimulation than other methods. The author is incredibly knowledgeable in the area of brain science and the use of this particular technology.