Article Summaries

Applications of Instructional Technology

Sarah Wiggins
03/02/2010
Barone, D., & Wright, T. (2008). Literacy instruction with digital and media technologies.

Reading Teacher, 62(4), 292-303. Retrieved January 31, 2010 from Academic Search

Complete database.

Professional Practical Article

Summary

In the midst of technology implementation, half of the battle is using the technology

successfully to enhance education. Throughout this article, the author shares the experiences of a

teacher in Nevada who has been successful in integrating technology along with literacy

instruction.

Todd Wright is a 4th grade teacher in a rural community in Nevada. Although he began his

technology experience in the computer lab, he has been able to extend his 45 minute lessons into

daily practice using laptop computers to enhance the academic education of his students. In order

to accomplish this, every child in his classroom received their own laptop to use throughout the

year. Through grants and professional support from Apple computers, Todd is able to

differentiate instruction for every child not only in content areas, but in technology as well.

The article shares with the reader how a student’s typical day may look in conjunction

with the laptops. Through a series of training from kindergarten to 4th grade, when the students

arrive in his classroom, they are prepared for the responsibility of completing their lessons

directly on the computer. Mr. Wright has researched various software and web based programs

that can provide reinforcement of his literacy lessons. Applications like Apple works, Comic

Life, and iphoto are used in conjunction with flashcardexchange, gaggle.net, google.earth.com,
kidbiz3000.com, and quizstar.4teachers.org to enhance instruction. Additionally, his website is

used daily for students to blog about the various content areas. The students within the classroom

rotate from small groups that are teacher directed and guided lessons to independent practice at

their own station. Through the use of the above mentioned software, Mr. Wright is able to

differentiate the instruction specifically for each individual. Alongside the regular rotations, the

students work on classroom projects that are hands on in the form of technology.

The author of the article acknowledges that much of what Mr. Wright does in his

classroom is actually fundamental teaching. The difference is that through using the laptops

throughout the day, Mr. Wright’s students are motivated to complete their assignments and grow

in their knowledge. The evidence to the success of the program can be seen in the benchmark

assessments, and annual tests. The students from the one to one laptop classroom are prepared

for the assessments, and it is evident in the test scores.

Critique

I am amazed at what he has the ability to accomplish in his classroom. His knowledge of

computers and the relationship he has with Apple computers make me envious. Mr. Wright

obviously has a passion for teaching computer technology in the midst of his class. He is able to

meet the literacies of both the core instructional standards as well as the 21st century learner

standards used within the media center. I found myself stopping the article at regular intervals

and looking up the various websites he was speaking about. Naturally, he provided some

wonderful sights that could easily reinforce my literacy lessons. I had never heard of a couple of

the software items, such as the Kidbiz3000. I immediately went back to school the following

week and shared this sight with our literacy coach, and we are now investigating funding. I may

not have the one to one computers, but simply through his resources, I was able to see how we
could create incredible lesson that may not have been possible otherwise.

Bratt, S.E. & Johnson, G.M. (2009). Technology education students: e-tutors for school children.

British Journal of Educational Technology, 40(1), 32 - 41. Retrieved February 13, 2010,

from Academic Search Complete database.

Research Article

Summary

In today’s fast paced educational system, more and more children are in need of tutoring.

This article explored the concept of e-tutoring (or Internet tutoring). Such tutoring can provide

students with individual instruction to assist them with skills in which they may be struggling.

There are many available tutoring services, including commercial online tutoring services.

However, this article explores the idea of using technology education students who are in the

process of receiving a teaching degree the opportunity to practice their instruction using e-

tutoring services.

The study was completed using an elementary school in Canada along with college

students in the same area. The school was selected because it already had advanced technology

including video feeds to computers. The students were selected by teachers based on need and

permission was asked of parents in order for them to participate. The tutors volunteered for the

service with the understanding that a part of their final course grade would reflect the work done

with the tutoring program.

Throughout the I-Tutor Initiative the technology students communicated with the

students through a WebCT that had been created to communicate and post activities. The tutors

would create lessons and activities to support the academic area in which the teachers felt the
student was struggling. In turn, the students would go to the computers daily and complete the

assignment and communicate with the tutor through emails and blogs.

The conclusion of the study was that the e-tutoring was beneficial to all involved. The

tutors were able to learn a wealth of knowledge about instruction, assessment, and lesson design

(not to mention how to relate to children). The parents of the elementary students expressed that

overall they were satisfied and were able to see improvements in their children.

Critique

Tutors are an essential part of many students education. Often times the curriculum

moves very rapidly and students are not able to keep pace in the classroom. This initiative

provides a wonderful alternative to costly tutoring services. College students who are training to

be teachers need as much time working with students as possible, but in today’s technologically

driven classrooms, they need just as much exposure to teaching with technology. Additionally,

for rural areas, proximity to tutoring facilities is often factors in not receiving the help needed.

Through programs such as this, almost all areas can have immediate access to tutoring services.

The article quoted from the US Department of Education, 2007 saying that “American children

who do not make adequate progress in school qualify for out-of-school personal tutoring.” I was

not aware of this, but I think utilizing such initiatives could help in many areas. Instead of paying

for the tutoring service, the government could fund technology at the local school level as well as

the college to open up the avenues for children to receive services. The problem with such a

service would be that students would need to access the programs after school hours which could

create a different problem. The authors in the article made mention of the fact that pulling

students out of instructional times for tutoring is not the most beneficial form of instruction. I
agree with this, but I think the overall idea is wonderful, and through investigating it further, it

could be a feasible way to provide students with extra support. My school is a title school, and

we offer after school “Learning Academy” opportunities. However, with the recent budget cuts,

we have had to ask that parents provide the transportation to be picked up after the program. As

one might imagine, this does not help our students who have financial issues and have no

transportation.

Davey, S., Smith, W., & Merrill, C. (2009). Internationalizing technology teaching with blogs

and bananas. Technology Teacher, 69(2), 22-26. Retrieved January 31, 2010 from

Academic Search Complete database.

Professional Practical Article

Summary

Technology has provided students of all ages an avenue to connect to people and places

that may not otherwise be possible. In this article, the author shares a wonderful experience

between a middle school in Australia and an American college. The students in Australia were

working on a thematic unit about space. Specifically, they were assigned to build a lunar vehicle.

The middle schoolers were paired together and then through the use of a blog, the pairs were

partnered with an American college student who was studying to become a teacher.

The professors collaborated with each other to plan the lesson. In the end the 6th graders

were given the task to create an edible lunar vehicle that had certain requirements for length and

width transport.

The 6th grade students began the project and then contacted the college students via the

blogs that had been set up by the professors. As the students began to communicate, they realized
that cultural barriers were just as strong an obstacle as the technology. Culturally, although both

sets of students spoke English, the students found there was different terminology across the

continents. As well, they realized that the various edible sources were not equally available in the

various regions. The technology issues were overall small. The 6th grade students required

learning about time zones so that they could better understand why they were not hearing back

immediately from their teammates abroad. Safety issues were addressed in both schools, and the

parents of the 6th grade students had to agree to the blogging while the college students agreed to

be courteous and conscious of the fact that they were working with minors.

In the end, both teachers were amazed at the growth of their students. The 6th grade

teacher was very pleased with the final outcomes and levels of understandings of his students.

The college professor was able to see his preservice students mature in responsibility and

communication that was displayed by his students.

Critique

This article truly grasped the idea of technology integration within a classroom. It would

have been so easy for the students to simply build their lunar vehicles with objects they found

around the house. However, the professors’ collaborative efforts forced both sets of students to

be able to communicate their understandings and desires to each other. Through the

implementation of technology, these students reached a depth of knowledge that was an

interesting challenge to explore.

Although the schools’ primary communication was blogging, I was so excited about the

fact that the 6th grade teacher took his students to a nearby college so that the two sets of students

could have a video conference across the miles. I had thought what a disappointment it would be

to help “build” the vehicle and never see it travel. As well, the fact that the students had to travel
showed me that this was an ordinary school with technology similar to what most schools in my

have. Such thoughts really inspired me to think outside of the box and see how I could

implement such fun activities in my students learning.

I was thankful that the end of the article included ways in which teachers can contact

other schools abroad or even locally to collaborate in a similar method. Throughout the article I

was thinking “This would work if you knew people in those positions.” By concluding the article

with the helpful information it really made such situations a possibility. My school is

approximately 30 minutes away from a college that is known for producing quality educators in

the area. I think this would be a wonderful idea for our schools.

Ertmer, P., Addison, P., Lane, M., Ross, E., & Woods, D. (1999). Examining teachers' beliefs

about the role of technology in the elementary classroom. Journal of Research on

Computing in Education, 32(1), 54. Retrieved February 13, 2010 from Academic Search

Complete database

Research Article

Summary

Within the last twenty years, education has changed drastically in many ways.

Technology implementation is directing the path of many of the changes that have been seen.

Although our students are independently advancing daily with their use of technology, there

seems to be a huge diversity in the integration process by teachers.

In an attempt to answer the question: “How are teachers using technology in the

classroom and what are the reasons for nonuse?” a study was completed at Midland Elementary

in a northwestern state. The researchers believed that there were two active forces working for or
against the implementation of technology. The first “barrier” was extrinsic in nature. This barrier

was access to and training of technology. The researchers felt that teachers who did not have

quality training or access to technology would be less likely to use it to further instruction. The

second “barrier” was intrinsic. This demonstrated a teacher’s core belief in the effectiveness of

technology. If a teacher does not see a direct impact in which technology plays on her students,

she is not as motivated to utilize it in her classroom.

To complete the study, a small school in the Midwest was used. The researchers surveyed

the background of seven teachers to see if they had similar training or used technology in their

classroom. Next they collected the data through a series of interviews and observations.

After collecting data for six weeks, the researchers analyzed the data to attempt to answer

their initial questions. The outcome of the research demonstrated in fact that the two barriers

were factors that hindered the use of technology. However, the researchers could not rule out that

other factors are involved as well. The outcomes did in fact support that teachers who used the

computers for supplemental activities (free time or rewards) used relevance and organization as

the reasons why they do not use technology on a regular basis for instruction. This would justify

the belief that implementation of technology occurs when teachers feel comfortable and can see

the positive possibilities for advancement in learning. Through such discoveries, the researchers

went on to summarize that educators must address both barriers at the same time during

technology integration for positive implementation.

Critique

I felt this was a very interesting article to read. Regardless of the school, I think for the

most part, the results would demonstrate the same. As a teacher who has been teaching for the

past seventeen years, I have seen technology integration change the face of the schools.
However, I am not the norm as far as experienced teachers. I have a desire to utilize technology

in my classroom, and I live in a county that has provided us with a wealth of tools and training. I

have seen firsthand, the barriers in which the article speaks. Teachers who have not gone to the

trainings are not as receptive to utilize the tools that others have been given. Additionally, as the

article stated, in an intrinsic manner, many teachers have a difficult time looking beyond the

games the students play, and they do not see the impact such relevant activities can have on this

new generation. Although it would be wonderful for all teachers to embrace technology’s role in

their classroom, the truth is, that just as the technology itself has evolved slowly, so too have the

teachers within the school. As a new younger generation of teachers takes over the classrooms,

the relevance and implementation will increase. This is evident simply by looking at the teachers

who use technology regularly within their classrooms.

Parette, H.P., Peterson-Karlan, G. R., Stoner, J. B., Watts, E. H., & Wojcik, B. W. (2007,

November/ December). Implementing assistive technology through user groups.

TEACHING Exceptional Children, 40(2),28 – 34. Retrieved January 31, 2010, from

Academic Search Complete database.

Professional Practical Article

Summary

Assistive Technology (AT) is a service supplied to individuals with disabilities. The IDEA

2004 requires that all Individual Educational Placement (IEP) teams consider Assistive

Technology for students with disabilities. For the past several years special education teachers

have worked with AT and most districts have employed personnel to be in charge of developing

and implementing the technology in the schools. Recently, in Illinois, special education teachers
alongside regular education teachers modeled user groups to develop a knowledge base for AT. It

was seen that without this knowledge, classroom teachers were less likely to implement AT in

their classroom.

The user groups were made up of personnel throughout the system including

administrators, special education teachers, and regular education teachers. The first step was for

the user group to identify resource commitments that were required for the various AT. Next they

would conduct meetings to share how the AT functioned with the students in the classrooms.

Finally, they would monitor the outcome in regards to the students progress while using the AT

recommended by the group. By going through this process, the user group was able to see a

marked difference in the use and student performance with assistive technology.

Through reading and understanding this study, other school systems can create similar

user groups that can help to educate teachers and administrators on the various Assistive

Technology software and tools available for students with special needs. In return educators will

be more likely to implement the needed technology into their classrooms.

Critique

I think the article clearly demonstrates a process that can be used by educators to increase

the performance of students who use AT. The concept of a user group is needed throughout our

systems. The personnel selected in the user group can help to make informed decisions on what

AT is needed for the students. The authors provided a chart to assist in deciding if a student is in

need of Assistive Technology. This chart alone was helpful for me as I do not think that these

questions are being looked at in determining whether or not students within my school are in

need of AT. Although IEP teams are made up of a number of professionals, as a regular education

teacher, I often times simply follow the lead of the special education teacher. The author makes a
note of this process by stating “most IEP teams rely in “experts” (one or a few people with skill

sets regarding AT).” By utilizing a user group and having various personnel included, I think that

all opinions will be considered. This can help the students to be able to adapt to the AT more

quickly, as well as ensure training for the regular education teacher. As a teacher who currently

has 3 students who use AT, I would love more hands on training. I often times feel that I am not

able to meet their needs with the technology, and sometimes I avoid activities that would allow

for the AT due to my own ignorance.

Salend, S. J. (2009, July/ August). Technology – based classroom assessments: Alternatives to

testing. TEACHING Exceptional Children, 41(6),48 - 58. Retrieved January 31, 2010,

from Academic Search Complete database.

Professional Practical Article

Summary

Technology has supplied educators with new ways to motivate, teach, and assess

students. This article describes many ways that teachers can utilize technology as alternatives to

testing. Technology-based assessments can meet the needs of today’s classrooms in the form of

both formative and summative assessments. Such technology based forms can create avenues for

students to be more motivated to demonstrate their learning. The article explains a number of

resources and strategies that educators can utilize to create alternative assessments using

technology.

• Active Response Systems: By using “clickers” students can provide immediate

feedback to a teacher and show what they understand and what requires reteaching.
 • Digital Diaries: Students can use video and audio recorders to document their

ongoing learning in specific content areas.

• Technology Games: Technology based educational games can be an incredible

way to reteach or review a particular standard. Students can use software or the Internet

to access games and quizzes.

• Curriculum Based Measurement (CBM): These tools can be used to monitor the

growth and progress of students.

• Technology Based Performance Assessments: Instead of giving students skill

based assessments, performance based assessments can provide an alternative assessment

that can determine students' knowledge and performance across a wider range of

academic areas. There are several kinds of performance assessments teachers can use;

presentation software, webquests, or online products such as blogs, websites, podcasts,

and virtual learning sites.

• Rubrics: Although rubrics are not the assessment, technology can be very useful

in creating rubrics to accompany the already discussed alternative assessments. Already

made rubrics as well as templates for rubrics are readily available for educators through

the Internet.

With all of these available, it is crucial that teachers and technology coordinators are

careful in planning and implementing the best tools for the needs of the school. All facets of

student needs have to be considered including analysis of student skills in terms of technology

and students with special needs for assistive technology. Finally, the article introduces student

safety when implementing technology into classrooms. It is the job of the educator and the

coordinator to constantly evaluate the student, teachers, families, and schools needs in regards to
current technology.

Critique

This article did a great job defining the various alternatives to traditional assessments.

Each area not only described the alternative assessment, but also provided the reader with a list

of resources where assessments can be accessed. Such information is needed because so often we

as educators research various subjects looking for alternative assessments, but the information

returned is so vast, it is difficult to find what we are actually looking for. Additionally, the

methods of assessment can be linked to all curriculum content areas. Recently there is a huge

swing in terms of the focus of assessments. Educators are realizing that assessments are more

than the grade at the end of the unit, but rather a reflection of the students’ knowledge and ability

to apply the skills. However, it is imperative that educators and program developers make sure

that they are utilizing the best resources for the situation. The author stated it best by saying “An

essential consideration is whether using technology will facilitate the teaching, learning, and

assessment processes without altering the classroom-based instruction.” The conclusion of the

article provides educators with knowledge about Internet safety when using alternative

assessments. This is such an important part of Internet use when teaching all ages. The author

notes the authenticity of the assessments, but accompanies that statement with tips for

safeguarding our students.

Zawilinski, L. (2009, May). Hot blogging: a framework for blogging to promote higher order

thinking. The Reading Teacher, 62(8), 650 - 661. Retrieved January 31, 2010, from

Academic Search Complete database.

Theory into Practice Article

Summary

The article introduces the concept of using HOT blogging within classrooms to support

literacy progress. The acronym HOT stands for Higher Order Thinking skills. The activity of

blogging allows for students to develop communication skills, comprehension skills, as well as

gather, analyze, evaluate, and synthesize information. These skills emphasize the essence of

higher order thinking skills. By utilizing blogs in and out of school, educators believe that

literacy can be addressed in alternate ways. It is seen that by utilizing blogs, educators can

provide “authentic” opportunities for students to increase their reading, writing, and thinking

skills.

The article goes on to explain and provide resources for four common types of blogs:

classroom blogs, mirror blogs, showcase blogs, and literature response blogs. All of these can be

used within classrooms to spark motivation in students. The author continues by providing a four

step process for setting up blogs. Once the educator has set up the blogs within the classroom it

is seen that there are four steps to making them successful. First build background knowledge

within the students sparking interest. Next, have students read other students posts to continue to

“prime the pump”. Then, continue the conversation within the classroom and allow for students

to begin to analyze and synthesize the information. Finally, by allowing students to comment on

each other’s blogs, students will begin to try to think differently than their peers. Through these

steps, teachers can build comprehension, and writing skills, but it is also crucial in developing

thinking skills.

Critique

The article provides strong evidence for why blogs should be used. Zawilinski’s
statement: “The internet is this generation’s defining technology for literacy.” is indisputably

true. Our students, no matter whether primary or graduate, must utilize the internet for their

learning. Teachers in elementary school are training their students to research using the internet

while graduate students often complete their entire program on line. Communication using the

Internet is essential to all who utilize it. As the author states, “Schools need to prepare students

for these new literacies by integrating them into the curriculum, and blogs are an easy way to

begin.” The 21st century learners certainly need exposure to blogging to prepare them for

secondary and college level classes. As an elementary school teacher who has tried to implement

blogs within my classroom I have not seen the same success. The article made it seem so easy,

but it did not address issues like student safety on the Internet, or the constant need to monitor

the students’ postings. In today's standards based classrooms, the pace of instruction is so fast,

and it is difficult to find time for students to post on their blogs, and even more difficult to find

time to monitor and assess their postings. I want to be successful at this topic, and I see a crucial

need for it, but often times I am pulled away by the many other things that are required to “stay

on pace.”