Professional Resources/References:

Why We Chose It

What We Wanted to Learn (Sub-Questions)

What We Did Learn

New Questions

1. Debele, M., & Plevyak, L. This article was chosen We wanted to learn Through teacher and (2012). Conditions for successful because it offered hands-on approaches to resource collaboration, use of technology in social authentic and successful incorporating social effective technologies can be studies classrooms. Computers in uses of technology with studies curriculum within utilized to not only spark the Schools, 29(3), 285-299. social studies classroom the classroom dialogue but to facilitate a Retrieved from projects. technological resources more authentic, realistic http://dx.doi.org/10.1080/073805 that would spark learning experience for 69.2012.703602 dialogue with the students. students.

How can teachers with limited resources implement technology to reap its benefits within the social studies curriculum?

2. Gainer, J. (2012). Critical This article was chosen thinking: Foundational literacies because it discussed the and democracy. Journal of importance of and ways Adolescent and Adult Literacy, to successfully 56(1), implement technology http://eds.a.ebscohost.com.proxy. into democratic lib.wayne.edu/eds/pdfviewer/pdf teaching. viewer?sid=5f7d2a20-46ad4910-82b25d38d8b19670%40sessionmgr40 05&vid=2&hid=4205

Can technologies effective replace some authentic learning experience including field trips? We wanted to learn how We learned that technology if How does this to implement technology utilized efficiently in a translate crossto formulate more classroom setting could make curricular such as in intellectually stimulated for an improved democratic math and science? classroom discussions society. and create a wellinformed and studied student body.

3. Kottler, E., Shand, K., & This article was chosen We wanted to know the Winstead, L. (2011). Journey to because it offered an execution of technology medieval china: Using authentic in-depth study within specific Social technology-enhanced instruction of utilizing technology- Studies lessons and the to develop content knowledge based learning for a unit results of this and digital literacy skills. The on China. implementation. Social Studies (103), 20-30. http://www.swetswise.com.proxy .lib.wayne.edu/swocweb/linkingDetails.html?openUR L=false&issn=00377996&eissn=00377996&volume=103&issue=1&pa ge=20 4. Youngbauer, V. (2013). This article was chosen Application of media literacy and because it offered a cultural studies in k-12 social broad range of studies curricula. The Social technological-literacy Studies (104). 183-189. spanning elementary http://www.tandfonline.com.prox and secondary levels of y.lib.wayne.edu/doi/pdf/10.1080/ instruction. 00377996.2012.722133 We wanted to know how to build on technological-literacy and learning throughout each grade level.

We learned that Social Studies curricula offer a myriad of ways to utilize technology effectively for classroom dynamic and discussion.

How can students with disabilities find this lesson just as enriching?

We learned that We want to know technological literacy is how to better important for all ages and provide safeguards can be very beneficial as for students when growth occurs over time both utilizing technology academically and for learning Social technologically speaking. Studies so that what they read is strictly content-related.

5. This article was chosen National Center for Technology I because it directly nnovation. (2010). Using answers questions the technology to support struggling group had about students: Science literacy, whether or not vocabulary and discourse. technology can help Reading Rockets, Retrieved from struggling students in www.readingrockets.org/article/4 Science and cultivate 1187 inquiry with all students. 6. Aldophus, T., & Arokoyu, A. This article was chosen A. (2012). Improving scientific because it addressed the literacy among secondary school importance of merging students through integration of Science and information and communication Technology. technology. ARPN Journal of Science and Technology, 2(5), 444-448. Retrieved from http://ejournalofscience.org 7. Buckshaw, L., & Lyon, A. (2011, August 23). Integrating technology and science. Retrieved from educationworld.com This article was chosen because it addressed the importance of merging Science and Technology.

We wanted to learn We learned that that the most What would this whether or not struggling Meaningful learning happens look like in students can also be when students are engaged i secondary, larger helped by technology in n authentic activities that classrooms? the sciences. look like what scientific professionals engage in.

We wanted to learn what the benefits of merging Science and Technology are and whether or not it cultivates inquiry.

Once a student becomes What are the most scientifically literate, he or effective means of she overcomes fear of technology? science. This literacy can be achieved through the use of technology.

We wanted to learn what the benefits of merging Science and Technology are and whether or not it cultivates inquiry.

Integrating science and technology show increased student achievement in both science and reading.

What are the most effective means of technology websites, online readers, games?

8. Hsu, H., & Wang, S. (2013). Enhancing scientific inquiry and practicing new literacy skills through ICTS and mobile device. New York Institure ELearn Conference,

Do struggling students also benefit from different types of technology or should they stick to basic forms? (i.e., computers) 9. Kubieck, J. P. (2005). Inquiry This article was chosen We wanted to learn what This use How can inquiry be based learning, because it discussed the the benefits of merging Of technology to support ne fostered through the the nature of science, and idea that Science and Science and Technology w teaching approaches and o use of Science and and computer technology: Computers can help in are and whether or not it bjectives holds Technology? new possibilities in science Education. cultivates inquiry. great promise for improving education. Canadian Journal science education in the class of Learning and Technology, room 31(1),
10. Attard, C., Northcote, M. To explore the use of (2012). Mathematics on the move: mobile technologies in using mobile technologies to mathematics instruction support student learning, Part 1 & 2, and its effects and Australian Primary Mathematics outcomes. Classroom, 16(4), 29-31; 17(1), 2932. http://proxy.lib.wayne.edu/login?url =http://search.ebscohost.com/login.a spx?direct=true&db=edsgao&AN=e dsgcl.273786745&site=edslive&scope=site

This article was chosen We wanted to learn about We learned that Science because it discussed different types of teachers should adopt how unconventional technology and how to inquiry-based teaching and sources, such as smart incorporate them in the foster that through different phones, can be Science classroom. types of technologies. incorporated to cultivate inquiry in the Sciences.

We wanted to know how technology can be used to increase enthusiasm, motivation, learning, and interest in mathematics and how to develop active and independent learners.

We learned that the use of mobile technologies not only engages students, but increases student learning and promotes active, independent learners. It may also be used to help students learn independently in real world mathematics through the use of GPS devices.

How can teachers keep students motivated in mathematics learning to prevent them from shifting their focus to the technology?

11. Reimer, K. Moyer, P. (2005). Third-graders learn about fractions using virtual manipulative: a classroom study. The Journal of Computers in Mathematics and Science Teaching 24(1), 5-25.

To see what the effects We wanted to know if of using several virtual using manipulatives manipulative computer improved student applets for instruction in learning. If the students a fraction unit in a third- attitudes about using grade classroom would virtual manipulative http://proxy.lib.wayne.edu/logi be. computer applets n?url=http://search.ebscohost. indicated that they were com/login.aspx?direct=true&d helpful and interesting. b=ofs&AN=507957320&site=e ds-live&scope=site

This study demonstrated If students used significant improvement in virtual student learning. 10 out of manipulatives in 19 students scores improved other subject areas between the pre & posttest. would student Student responses were learning increase? positive overall. They indicated that virtual manipulatives helped them learn, were easy to use, gave specific feedback & were fun to use

12. Kiger, D., Herro, D., & To explore the use of Prunty, D. (2012). Examining Mobile Learning the influence of a mobile Intervention (MLI) learning intervention on third- using the iPod touch & grade math achievement. The selected math apps with Journal Of Research On daily multiplication Technology In Education, 45(1), practice on third 61-82, graders. http://proxy.lib.wayne.edu/lo gin?url=http://search.ebscoho st.com/login.aspx?direct=true &db=bth&AN=82282536&si te=eds-live&scope=site

We wanted to know if The MLI students performed Did using the iPod using mobile devices higher on posttest math tests Touch & the (iPod touch & apps) to than the comparison group. applets increase teach multiplication facts That coupling traditional motivation and as opposed to traditional strategies with mobile enthusiasm? methods such as flash devices will improve student cards, math games, fact learning. That iPod Touch triangles & number devices & app did keep sequences would students engaged. In-class increase student learning, mobile learning may foster & fun & motivation & if it sustain student/teacherwould keep students learning interactions. engaged.

13. Staniger, M. (2011). Mathematics teachers speak out about important technology needs. College and University Media Review, 17 19-28 http://proxy.lib.wayne.edu/login? url=http://search.ebscohost.com/l ogin.aspx?direct=true&db=ofs& AN=94362132&site=edslive&scope=site

To investigate the technology needs of mathematics teachers at the secondary level.

Which types of technology do secondary math teachers identify as useful methods to improve learning?

Interactive technology which What type of focuses on connecting budgetary students & teachers for restrictions would increased communication, prevent teachers efficiency & productivity in from achieving & outside of the classroom these goals? ranked highest. Technological support via professional development was essential.

14. Allsopp, D.H., McHatton, P. To examine the use of & Farmer, J.L. (2010). technology to enhance Technology mathematics PS/rit, mathematics outcomes and students with L.D.: What do for at-risk, and L.D. we know, what have we tried, students. and what can we do to improve outcomes now and in the future? Learning Disability Quarterly, 33(4), 273-288. http://proxy.lib.wayne.edu/login? url=http://search.ebscohost.com/l ogin.aspx?direct=true&db=ofs& AN=508188782&site=edslive&scope=site

What features of technology need to be emphasized to increase the learning needs of these students?

In selecting technology it is How can important to determine which technology chosen technology possesses encourage L.D. & features that address the at-risk students to mathematics learning barriers become active and common to L.D. & at risk independent students. Which features of learners? the technology address the learning strengths of these students? Identify personality strengths. How can the technology best compliment the teaching & learning practices being implemented to achieve the targeted goals.

15. Bouck, E.C., Joshi, G.S. To research the use & (2012). Assistive technology and types of assistive Mathematics education: Reports technology & its impact from the field. Journal of on Mathematics Computers in Mathematics and education for students Science Teaching, 31(2), 115with high-incidence 138 disabilities.

What effect does Relatively little technology is If added research assistive technology have reported being used to teach would support on student learning, & Mathematics to this assistive technology positive outcomes for population. Teachers in Mathematics students with high generally perceive the learning for incidence disabilities? technology for mathematics students with high to be effective. Teachers incidence reported not being effectively disabilities would prepared to teach with financial support, http://proxy.lib.wayne.edu/logi technology & felt knowledge training and n & training was a barrier & a resources be support to its provided to teachers implementation. & classrooms for this technology? 16. Gregory, P., Gregory, K., & To examine the To determine what the Findings indicated that the If students Eddy, E. (2014). The integration & effects of structured creation of an instructional participation in instructional network: Using facilitation of socialeducational use of social network through Facebook Facebook groups Facebook to enhance networking media forms networking media, groups led to improved were forced not undergraduate Mathematics and its effect on Facebook, has on grades, student performance, voluntary would the instruction. Journal Of mathematics learning. Mathematics learning in satisfaction, & engagement results remain the Computers In Mathematics and classroom instruction? in the course of students who same? Science Teaching, 33(1), 5-26 actively participated in the Facebook group.

http://www.aace.org/pub s/jcmst

17. Arroyo, l., Burleson, W., To analyze the impact Tai, M., Muldner, K., & Woolf, of gender differences in B. (2013). Gender differences in the use & benefit of the use and benefit of advanced technologies in learning technologies for Mathematical learning. Mathematics. Journal Of Educational Psychology, 105(4), dol:10.1037 la0032748 http://proxy.lib.wayne.edu/login? url=http://search.ebscohost.com/l ogin.aspx?direct=true&db=pdh& AN=2013-32700-001&site=edslive&scope=site

How technologies are used to augment & personalize Mathematics learning between the genders?

Girls showed more interest, excitement & less frustration when working with help. Boys showed more excitement when working without help. There is a shift in gender attitudes at the transition from middle to High school. Females decrease in their interest & excitement as opposed to the males.

What can we do to generate more excitement, interest and learning during this transition period to prevent females from losing momentum in mathematics. Why do the males prefer to work alone without help?

18. Chen, R.J. (). Preservice To explore the nature of In what ways does mathematics teachers technology & its knowing the nature of ambiguous views of technology. impact on mathematics technology increase School Science and Mathematics, learning. mathematics learning? 111(2), 56-67 http://proxy.lib.wayne.edu/login? url=http://search.ebscohost.com/l ogin.aspx?direct=true&db=eric& AN=EJ915570&site=edslive&scope=site

The Instrumental theory states that technology is an external tool to augment mathematics learning. The substantive theorists say that technology & the learner become embodied as a unit.

How can students & teachers develop a more in depth knowledge of technology use in education?

19. Mistretta, R.M. (2005). This website was Integrating into the mathematics chosen because of its classroom: The role of teacher focus on the role of preparation programs. The teacher preparation Mathematics Educator, 15(1), programs & how they 18-24 integrate technology http://proxy.lib.wayne.edu/logi into mathematics n?url=http://search.ebscohost. lessons. com/login.aspx?direct=true&d b=eric&AN=EJ845844&site=e ds-live&scope=site 20. Webber, Kristin. Ereading and Eresponding. (2014). The journal of child and adolescent literacy. 52: 8-14.

In what ways does teacher preparation in instructional use of technology in the classroom enhance mathematics student learning?

Training sessions promoted What can be done teachers awareness, to implement more appreciation and confidence professional in their technology based training programs abilities. Teachers stated, to help in-service instructional technology teachers? helps the teacher bring mathematics to life with realworld connections.

This article offered What are some ways we excellent ways to can use ereaders to help incorporate literacy and with literacy? technology through the use of ereaders. This article explores ereaders use in the classroom.

21. Moore, Marilyn. Using technology for text complexity instruction and vocabulary learning. (2013) The California Reader, 44(3), 46-49. 22. Barber, Katherine. Roberts, Christina. (2013) Journal of Technology and Literacy. 14 (2), 27-52.k

That ereaders can help students make connections What other forms and keep their interest. They of technology will are able to personalize their help with reading by typing notes and comprehension? underlining and highlighting. What are some way Ereaders help make books What are some ereaders and evoc can aid more convenient for students ways you can use students in the and the interactive features ereaders in addition to paper books in classrooms? hold their attention.
the classroom?

This article references a The research was somewhat Is there a way to study done comparing Which method was better inconclusive. The researchers conclusively figure out which method is ereaders and print books for teaching and found an increase in test better? Or does it reinforcing and their effect on scores. However, it seems just depend on the comprehension? comphrehension. there was more a link to individual student? increased reading time than format.

Other Resources

1. Study jams This video was selected If using this video helps That is bridges the gap http://studyjams.scholastic.com because it appeals to students to transfer the between the theoretical and fourth grade students in examples from the video real-life situations giving teaching mathematics into their own real-life students an increase in and it uses real-life experiences. learning of math. situations. Geared for fourth grade. 2. Mighty Mathematics This is a way to If using African We learned that African Entin, C. (2004). Mighty incorporate mathematics Americans to teach American students were Mathematics: African American and history (African mathematics to African interested in leaning about mathematicians. Scholastic Americans) American children would the African American Math, 24(9). simultaneously. raise the interest level in mathematicians that were http://tinyurl.com/kna9rhz mathematics learning. honored therefore increasing mathematics learning.

Does this type of real-life learning situations replace authentic learning?

Can this strategy be carried over into other disciplines such as Science, Social Studies, History, or English?

3. Math for Children, fractions This 12 volume DVD Schlessinger, A. (2004). Math for series was selected Children. (Fractions, because it covers all 2004)Videorecording DVD areas of math and is an interesting 23 minutes set. It is suggested for grades K-4 encourages independent active learning with a quick quiz that students can after each section. The problem solving skits involve real-life situations, using colorful graphics and mystery to solve the math problems. Students will enjoy this series and can work independently. 4. This website was http://technologyuptospeed.blogs chosen because of its pot.com/2013/07/amazingfocus on crosspractice-website-for-reading.html curricular literacy and the way it unitizes technology.

We wanted to know if We learned that using these using these DVDs DVDs was an enjoyable would increase the way for students to learn learning of basic fraction basic fractions and fact and teach equivalent equivalent fractions and it fractions. We also did engage students and wanted to know if using foster independent learning. these DVDs would motivate student learning and make learning fun.

Can this DVD series be converted to a different type of technology such, as is it available online so that other students can access it simultaneously?

We wanted to find That the combination of Can this website be websites that put literacy and technology is not used by multiple technology into the only possible but also it can students at a table if hands of the students be enjoyable and can truly there is a limit to while fostering growth in engage the students while computers or tablets their literacy skills. sharpening their skills. in the classroom? How can you use technology to address the lowlevel readers?

5. Smithsonian. This website was (n.d.). Smithsonian middle school chosen because it is teaching resources. Retrieved geared toward Middle from http://www.ssec.si.edu/ms- School students. teaching-resources 6. Nasa. (April, 2010 05). Nasa This website was big questions. Retrieved from chosen because it is http://science.nasa.gov/bigreputable. questions/ 7. Popular science. (n.d.). Retrieved from http://www.popsci.com/ This website was chosen for its many activities and components for secondary school students. 8. This website was http://technologyuptospeed.blogs chosen because of its pot.com/2013/07/amazingfocus on crosspractice-website-for-reading.html curricular literacy and the way it utilizes technology.

We wanted to find out what types of activities would keep Middle Schoolers engaged.

We learned that the more Will this website reputable the source, the engage all students? more engaging the activities are.

We wanted to find out what types of Sciences the students could explore on this website. We wanted to find out how to use online magazine websites in the classroom.

We learned that this source has a ton of information on Earth science that could spark debates and inquiry.

Will this website make Science more interesting for struggling students?

We learned that there are What types of many engaging articles on graphic organizers this website that can be used would be best with to spark discussion and can this articles? be used in a Reading classroom. Can this website be We wanted to find That the combination of websites that put literacy and technology is not used by multiple technology into the only possible but it can be students at a table if there is a limit to hands of the students enjoyable and can truly computers or while fostering growth in engage the students while tablets in the their literacy skills. sharpening their skills.
classroom?

How can you use technology to address the lowlevel readers?

9.http://www.ehow.com/how_58 77429_improve-readingcomprehensiontechnology.html#page=0

This website was chosen for its directness and usefulness on the topic of integrating technology and comprehension.

We wanted to learn methods for using technology in the classroom. That gives us a modern way to help struggling readers or to enhance the reading skills of those proficient readers.

We learned a good idea would be to do an internet scavenger hunt otherwise known as a webquest. Students are also encouraged to look up test-preparations sites.

What apps are available that would help address integrating technology and comprehension? What are some other websites that offer help in that area?