Vanderlinde, R., & van Braak, J. (2013). Technology planning in schools: An integrated research-based model. British Journal Of Educational Technology, 44(1), E14-E17. doi:10.1111/j.1467-8535.2012.01321.x

Research Article

In this article presented by Ruben Vanderlinde and Johan van Braak, they present a

research based model on technology planning in schools (TPS). The article describes

how there is a major difference in “technology planning” and a “technology plan.” A

“technology plan” is the document in which a school submits. “Technology planning” is

the process where different school board member’s brainstorm and revises to solidify

the “technology plan.” The article discusses five dimensions that go into technology

planning they are:

-Cyclic process of technology planning-Content dimension-Interaction dimension-Support dimension-Product dimension

All five parts of the planning process are important in developing a technology plan that

can and will be used in schools. When determining or creating a technology plan it is

important to know or ask how technology will or should be used within the school.

Technology planning is a complex and consuming task that can allow for growth and

development within a school if developed with all the players and actions thought out.

I found this article very interesting and helpful in explaining the five dimensions needed

for successful “technology planning.” The article goes into such depth explaining each

of the dimensions in greater detail. I also appreciated the image of Figure 1 that shows

the actions/dimensions of technology planning in schools. Looking at a visual

representation of what goes into the planning helps one to see all of the people who

need to be involved in the planning process and all the different aspects that have to be

evaluated and determined.

Rupp, D. E., Gibbons, A., & Snyder, L. (2008). The role of technology in enabling third-generation training and development. Industrial & Organizational Psychology, 1(4), 496-500. doi:10.1111/j.1754-9434.2008.00095.x

Theory-into-Practice Article

This article discusses how technology is enhancing the approach to learning. Face-to-

face communication has always been thought to be the most effective form of

communication for classes. With technology ever changing and many more options

becoming available with how classes can be taught, face-to-face may not be the most

traditional for long. Today classes can be taught completely online with as much

communication between students and instructors as a face-to-face meeting class. In

the article there are two new advances that are looked at. Virtual Reality (VR)

technology and Web-enabled developmental assessment centers (DACs). With the VR

or avatar based instruction students and instructors can attend a class through

simulation on the computer. Students will be able to see the instructor’s avatar as well

as other students within the class as if they had walked into the classroom. With the

advances in this program avatars can be designed and programmed to display facial

expressions as if in a face-to-face meeting. Instruction can be modified and enhanced

to fit the needs of individual students. In DACs self-assessment is more common and

allows learners to take on a role in their learning and allows for their own integration of

feedback.

With more and more college classes and even Middle/High school classes being taught

online, I found this article very interesting. I see more of the DACs every day in my

school, where students are working independently on assignments and in groups as

well. Students log on and they can Lync chat with the instructor if they need to ask

questions or if the instructor needs to chat with them. Students sit and work

independently with a small group and occasionally ask for feedback or advice from one

another. I find the idea of the VR or avatar based learning quite amusing. I picture in

my head avatars I have seen in the past when fellow classmates and myself have

created them for introductions. How interesting it would be to emerge yourself into an

online class but be able to see everyone within the class. I am interested in finding out

more information on this type of learning and how often it is used.

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom. TechTrends: Linking Research & Practice to Improve Learning, 55(1), 28-31.

Professional Practice Article

What does it take to make an online classroom successful? The author of this article

discusses recommendations and “best practices” for online teachers to help their

students be as successful as possible. There are many different considerations and

pieces that go into online learning. There are the teachers, the students, and the

school/district. All of these key players have to work together in order for everyone to

be successful. In an online environment teachers have to be careful that students gain

knowledge and understanding of the content material which can often be lost in

transmission. Students need to be motivated and able to complete assignments without

constant direction. On the school and district level they must consider access students

have to technology both at home and at school. In the best practices list one item that

really stands out is the third practice, “Provide opportunities for student choice (e.g.,

create an editorial or opinion piece for magazine article, blog, graphic organizer, or

research essay) in evidencing their understanding of content. Ensuring students have a

choice in how they will represent their understanding promotes autonomy and

encourages students to take responsibility for their learning. It also encourages the

differentiation of learning, as learners are likely to choose activities that are most

conducive to their personal learning style.” This practice goes back and enforces what

the author states about how students have to take the initiative in their learning process.

As educators we want our students to get more than a minimal amount of success, we

want them to succeed and be able to apply the knowledge that they have learned. We

all want to feel successful whether we are the educator or the student. This reminds me

of the saying, “Whatever you put in is what you will get out.” If we do not put much effort

into our classes how can we expect our students to put forth effort. The instructional

design process focuses on the individual rather than the content. To me this reiterates

the “Best Practices” statement about allowing students a choice in conveying their

understanding. As we have all learned everyone learns differently so we should let our

students present in a way that they feel confident. If we allow them the choice then we

can truly see how much of the content they were able to comprehend. There is no

single best way to design instruction. Every online educator teaches their class

differently than other peers. It is important to know that what works for one may not

work for others. As educators we have to do what is most comfortable and best suited

for us and our students.

Sundeen, T. H., & Sundeen, D. M. (2013). Instructional technology for rural schools: Access and acquisition. Rural Special Education Quarterly, 32(2), 8-14.

Research Article

This article discusses the importance of technology not just in schools but in

classrooms. Technology is changing daily and for some schools it is impossible to stay

up to date with newest trends and advances. According to Strange, Johnson,

Showalter, and Klein, from 2012 approximately 20% of students in the United States live

and are educated in rural school districts. This number is constantly growing as more

and more people move into the rural district areas. In most rural districts schools do not

have the funding to incorporate technology into the classrooms as much as teachers

would like. Not only is technology thought of as computers, but interactive white

boards, e-readers, document cameras and the list goes on. With most rural schools

having only approximately 3-5 computers per classroom and not always having a

connection causes greater issues for incorporating needed technology these schools

and classrooms. While the article discusses how educators have all these issues

stacked against them they are still working hard to incorporate whatever technology

they can into their classrooms. In the article the author discusses how e-readers could

be beneficial to students with disabilities. While interviewing students about using an e-

reader, students revealed that they like the privacy of fellow students not knowing what

level of book they were reading.

This article goes into great detail about how beneficial technology in our schools can be.

Teachers don’t want these different devices to occupy their student’s time; they want to

engage their students in learning. Teachers want to motivate their students to think

outside the box and reach for higher standards/goals. It’s hard for some schools in rural

areas to be able to financially fund these new devices when they are trying to keep up

the items they already have. This article gives a breakdown of approximately the cost

of different items mentioned in the article cost. I found that very interesting in allowing

people to see how much a 21st century school has to spend in order to have this

technology. I also liked that at the end the authors have a table that shows different

Grant opportunities that schools can take advantage of. If a school district does not

have funds that can allow for new purchases then schools and/or teachers have to

become creative in finding ways and/or funds for this new technology.

Drew, S. (2012). Open up the ceiling on the Common Core State Standards: Preparing students for 21st-century literacy-now. Journal Of Adolescent & Adult Literacy, 56(4), 321-330. doi:10.1002/JAAL.00145

Research Article

Common Core State Standards and 21st Century technology, why are they in the same

article? Some may ask what these two things have in common and why they would be

discussed in an article. Everywhere now it’s how the Common Core Standards (CCS)

is changing in education. Then there is technology and technology is always changing

not just for education but everywhere. So what do the CCS in literacy and technology

have to do with each other? Students today need to be prepared to read a variety of

texts from print to non-print materials. In order to prepare students for the 21st century

demands, educators must introduce students to a variety of online literacy forms.

Allowing educators to make changes to the literacy standards and introducing students

to online literacy helps educators to integrate these new technologies into the

classroom. The 21st century learner needs to be able to read and understand online

literacy as well as be able to write it. Bringing this type of literacy into the classroom

allows for real life experiences for the students.

Technology integrated into the school system needs to be done across the board in all

subjects not just where it can fit. Students today have so many options when it comes

to reading and if educators don’t introduce them to the different types of literacy that is

not allowing students to grow. Technology can be used in the forms of computer, lap

tops, tablets, e-readers, I-touches and even phones. In many middle schools now

Language Arts teachers tell students to bring their own technology (BYOT) as they will

be using them to read and research ideas. Integrating technology into the classroom

we have to teach students how to find valuable sources that are reliable. Technology is

not going away so as educators we must do our part to encourage our students to

branch out and try something new. In many school systems now funds are being

allocated specifically for e-books to allow more students the opportunity to read anytime

right at their fingertips.

Arbaugh, J. (2008). Introduction: Blended learning: Research and practice. Academy Of Management Learning & Education, 7(1), 130-131. doi:10.5465/AMLE.2008.31413870

Professional Practice Article

Blended learning is becoming a new catch term in local school districts. The author of

this article discusses now it is important for educators to understand when and how to

incorporate technology into their classrooms to help improve student learning and

performance. Blended learning can be different for every educator. Adding a class

website to an on campus face to face class is an example of Blended learning. Another

example of blended learning could be where students work completely online and meet

with an instructor 2-3 days a week face to face. In this example of blended learning

students would complete modules online and submit assignments online. On days that

students do not meet face to face with the instructor they can video chat or join online

meetings if there are any questions. The key to incorporating technology into any

classroom goes back to what the author states at the beginning of the article. It’s

important to know when and how to incorporate technology into the classroom that best

benefits the students.

I really enjoyed learning more about blended learning through this article. I would not

think that merely adding a class website into my class would be an example of blended

learning. I think this was a good review to get people more interested in learning about

blended learning and what it is. I think it would have been better if it could have gone

more in depth about blended learning and given more ideas for classrooms. The article

does a good job of getting the reader to think more openly about blended learning.

Technology can be intimidating for some educators if they are not at “tech savvy” as

fellow educators and/or even students. Starting small by learning how and when to

incorporate technology can be very beneficial.

Luterbach, K. (2012). Instructional technologists discovering, sharing, preparing. Techtrends: Linking Research & Practice To Improve Learning, 56(6), 3-5. doi:10.1007/s11528-012-0602-4

Professional Practice Article

This article discusses work that Instructional Technologists (ITs) pursue in the

technology field and what could be in the future instructional technologists. The author

also talks about pedagogical factors than can influence the work that is sought out in the

technology field. In the article the constructivist learning is described as the

educator/teacher being a mentor to the students instead of transmitting information to

the students. With constructivist learning students are advised by their teachers to take

what they know and apply it. With this type of learning in mind instructional

technologists have had to shift the instructional technologists have had to shift the

instructional design process for classes. IT and educators must be flexible and creative

in finding ways to incorporate these new technologies into instructional methods. The

field of instructional technology is ever growing with all of the advances in technology.

Some educators work on a degree in Instructional Technology to further their careers in

leadership and some seek the degree to become leaders in other environments.

This article really makes you think about what it is you are searching for with a degree in

Instructional Technology. Do you want to continue with education, go into the private

sector, or dreaming of something bigger? The possibilities are endless in deciding

exactly which route to take. I found this article to be very interesting and inspiring. It

began discussing a course that is required for pre service teachers at East Carolina

University. The course introduces methods of integrating technology into teaching

practices for undergraduate students. This is a very beneficial class to have as it helps

to get students thinking before entering the classroom about what they can do to

incorporate technology into their classroom. I wonder if this class changes what is

taught as technology changes. I had to take a class and most of the items I was taught

to create most students don’t use anymore. As educators with or without an

instructional technology degree we have to be prepared to teach our students the

history of technology and up to date information on technology and how to use it.

Asmadi Sakat, A., Mohd Zin, M., Muhamad, R., Anzaruddin, A. A., Azlina Ahmad, N., & Kasmo, M. (2012). Educational technology media method in teaching and learning progress. Advances In Natural & Applied Sciences, 6(3), 484-489.

Research Article

This article discusses the effectiveness of teaching methods in Jawi education. The

ordinary teaching method was compared and analyzed to the method of using

educational technology media. Multimedia has a different definition to different people.

There were some examples in the article of a textbook and black boards as multimedia

while others see multimedia as computers, audio, and/or video. The article takes test

results from the year 2010, in which students were taught the ordinary way, face to face

meeting with the teacher lecturing the students. Test results were then compared to

2011, where students obtained higher scores that the previous year and were taught

using the educational technology media method. Test scores rose approximately 21%

in 2011 from 2010 by changing the teaching method to include computer use. The

article states that the ordinary way of learning is over and not beneficial to students.

Computer use should be used as a teaching aid and should not take the role of the

teacher.

This article was a little hard to understand in the beginning and the tables were difficult

to follow. After reading the article a 2nd time and taking the time to fully understand the

charts I thought this article was very beneficial. How many times do we hear the saying,

“Don’t change something that isn’t broken”? We have teachers still today that don’t

want anything to do with technology because they believe the old way of lecturing and

reading to students is working. Many teachers don’t realize that allowing

technology/computer use or whatever device benefits students. Students can use

technology as a review, extra practice, or for understanding. Learning should be fun

and as educators we have to be creative in finding ways to reach our students.

Yuan-Hsuan, L., Waxman, H., Jiun-Yu, W., Michko, G., & Lin, G. (2013). Revisit the effect of teaching and learning with technology. Journal Of Educational Technology & Society, 16(1), 133-146.

Research Article

This article describes a study that was done to evaluate the effects of teaching and

learning using technology on student outcomes. Students in grades K-12 were the

main focus of this study. The results of the study found that students that were able to

use technology in the learning process of basic skills had better understanding. Project

based learning which can span across all subjects is very beneficial and helps students

to connect with what they are learning. Students must search for information.

Collaboration with peers and/or small groups allows for better outcomes than students

who work independently. There were three messages that the article presented for

teachers to improve student cognitive outcomes:

-Collaborate in small or paired groups with computers-Develop instructional elements that are sense-making in context-Build student basic skills and help them see the interconnectedness of subject knowledge in a project-based learning

I found this article very interesting that it explains like in so many other articles that

incorporating technology is beneficial. The key that I keep hearing or reading in the

articles are using technology or incorporating it into the classroom does not mean that

you are replacing the teacher. Teachers today are becoming more like facilitators of

information where they present the facts to students. Students in turn research and

report back to the class and/or teacher what they have learned. Allowing students to

use technology and research to find answers builds a confidence in students that they

can all learn from. This also allows them to become independent thinkers and problem

solvers.

Bers, M. (2010). Beyond computer literacy: Supporting youth's positive development through technology. New Directions For Youth Development, 2010(128), 13-23. doi:10.1002/yd.371

Theory-into-Practice Article

This article discusses how technology can affect the growth of our youth not just

academically but also socially and emotionally. The author discusses different

programs like Zora that allowed students to engage in content creation, creativity,

collaboration, communication, community building and choice of conduct. “Zora is a

three-dimensional virtual world that provides easy-to-use tools for children to design and

create a graphical virtual city.” (p 19)

Using this program as an example, students are not just thinking academically about

what they need to build but also about others and how it affects them. Students also

collaborate together to build multiple virtual cities. The author also discusses a robotics

unit in which students must choose the pieces they want to use from communal bins. In

turn they learn to negotiate and how to make choices. The author’s purpose of this

article is to bring to sight that technology isn’t just molding our youth in academics but

also in making personal moral decisions.

I found this article very interesting in that our youth are in a digital world. As much as

we all use technology for academics in school it is also important to teach students

about the decisions they make using technology in their personal lives also. It’s the

digital age where more and more is becoming digital. Our students need to learn about

their digital foot print and what that could mean for them. While this article doesn’t

explicitly discuss how we can incorporate technology into the classroom it does discuss

how we need to craft digital experiences for students to allow them to become

independent thinkers. Deciding the programs we choose for our students is very

important. We want to encourage them to be thinkers not just doers in that they sit and

play on a program. They need to plan, negotiate, collaborate and think outside the box.

This allows our students to not just grow academically but socially and emotionally as

well.