Framing Issues Assignment

Annotated Bibliography

Educational Context and Assumptions about Technology

Derek Cowan

ETEC 533 66A

University of British Columbia

Dr. Christopher Rozitis

June 25, 2017

Through engagement with Module A learning experiences, I observed that educational context
informs our pedagogical beliefs in relation to technology. The way we understand technology
integration is connected to specific educational environments. I noticed varying opinions
regarding the value and the appropriate use of technology within younger childrens educational
experiences. Educators underlying assumptions about the effects of using technology in the
classroom, such as overdependence, excessive screen time, 21st century readiness, etc. are used
to rationalize a wide range of practices. The form and degree of technology integration
appropriate for students, of any age, is a much-debated subject. There is strong evidence that K
12 teachers remain unconvinced that the technologies people use to communicate for work and
social purposes outside of school have value for learning in school (Lindstrom, Schmidt-
Crawford, & Thompson, 2016, p. 1). However, a unique sensitivity and hesitation surrounds the
issue when applied to younger learners. The overall lack of consensus about developmentally
appropriate practice led me to consider the issue further.

When discussing the video cases, one blog post writes, I cant help but wonder if is it really a
good thing that the age of exposure keeps dropping? (STEM, 2017). In my professional context,
I continually encounter assumptions that technology is not an appropriate, or even effective, tool
for younger learners. While some educators are cautious and discerning around technology, there
are others who question its use in the classroom. As one media article writes, theres a whole
other contingent of educators who believe we shouldnt be so fast to embrace technology in the
classroom, especially in the early years. They claim it inhibits creativity and critical thinking and
shortens attention spans, while limiting human interaction (Cohen, 2014). This leads to
significantly decreased access to technology-enhanced learning experiences for some students.
However, other educators seem simply more cautious and discerning, choosing to critically
reflect on the value of incorporating technology into specific classrooms experiences. For
example, when discussing teaching math in a third-grade classroom, one interview blog post
writes, the interviewee also stressed the importance of balancing the amount of technology
students are exposed to with the physical opportunities of the real world (STEM, 2017). When
discussing technology integration in science and math, another interviewee says, I think its
best, especially in the early years, when learning has a physical and digital element. Effective
technology use allows them to still have hands-on experiences and there is a danger going
towards just using technology (STEM, 2017). These educators recognize the unique
considerations of integrating technology with young children, and recommend more of a
nuanced approach. Within my own Unpacking Assumptions post, I write many learning
experiences are not enhanced by technology. Educators should critically reflect on whether
technology adds to an experience and seek balance for students. This reflects my own hesitation
regarding the potential effects of technology; while I personally believe many types of
technology-enhanced experiences can be effective and developmentally appropriate, this opinion
is informed from my personal teaching experiences and not evidence-based findings. This led me
to wonder, what are learning benefits of technology integration in early years math classrooms?
Can we be confident in the effectiveness of digital experiences? This is a complicated issue that
requires many interconnected considerations. Within the following paper, I will investigate the
issue related to the effectiveness of technology in math education, within a k6 grade level. This
issue has particular relevance to math education. While there is an abundance of new
technologies for younger learners relating to math, an educators general beliefs about
technology could diminish its use for mathematical learning. Largely facilitated by mobile
technologies, experiences related to robotics, coding, designing, game-based learning, etc. are
creating new opportunities for early years learners. These technologies lend themselves to
support math learning within an integrated, interdisciplinary pedagogical approach, based on
constructivist learning theories. Specific manifestations, such as Makerspaces, promote an active,
learning-by-doing approach that are typically facilitated through a variety of supporting
technologies. However, an educators assumptions regarding the effectiveness and appropriate
use of technology could potentially limit childrens exposure to valuable authentic mathematical
experiences.

The studies included were found using ERIC, Education Source, CiteLikeU and Google Scholar.
I also searched specific journal databases, such as Review of Educational Research and
International Journal of STEM Education. The keywords used were technology, effectiveness,
math, elementary, primary, grade 1 - 5, problem-based learning, constructivism, and STEM. To
ensure the information obtained reflects recent technology uses in elementary math learning, I
limited the search to studies that were published in a scholarly journal from 2010 - present.
While there was a variety of scholarly opinion articles relating to the issue, it was more difficult
to find current primary empirical research.
Annotated Bibliography

Chauhan, S. (2017). A meta-analysis of the impact of technology on learning

effectiveness of elementary students. Computers & Education, 105, 14-30.
doi:10.1016/j.compedu.2016.11.005

Exploring the effectiveness of technology on learning is a complex task. Many factors related to
age, context, pedagogy, etc. need to be considered to gain an informed perspective. A meta-
analysis is an effective tool to gain insight into the broader patterns and effects regarding the use
of technology. Chauhan (2017) offers a current exploration of the impact of technology on the
learning of elementary students in general, and with math specifically. The authors preformed a
meta-analysis of 122 peer-reviewed academic papers. For technology use in all subjects,
Chauhan reported a medium mean effect size that was significant (g = 0.546, p < 0.001),
providing evidence that technology leads to effective learning of elementary students
(Chauhan, 2017, p. 25). When considering math only, Chauhan found similar results suggesting
that technology was moderately effective. The meta-analysis provides broad evidence that
technology can be an effective learning tool in elementary school math classrooms. In addition,
the author examined moderating variables related to subject, physical environment, application,
etc. These further analyses provided valuable insights, such as the effectiveness of using
learning-oriented technology applications in informal settings. Unfortunately, the analyses are
not broken down further into specific age categories or pedagogical differences, leaving some
specific areas unanswered. Taking these issues into account would allow educators to customize
their approaches to best suit specific contexts. Further exploration is required to explore effective
pedagogies and individual technologies.

Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school
students' mathematics learning. Educational Psychology Review, 22(3), 215-243.
doi:10.1007/s10648-010-9125-8
This meta-analysis investigated the effect of technology use on mathematical learning
specifically. It evaluated the effect sizes from 46 primary studies and found overall positive
effects of computer technology (CT) on mathematics achievement (Li & Ma, 2010, p. 232). The
researchers studied K-12 settings and included analysis by grade level. They also explored
relevant moderating variables such as pedagogical approach that were not discussed in the
Chauhan (2017) analysis. While the results demonstrated a significant overall positive effect, the
authors also found that the effects of CT on mathematics achievement were significantly
enhanced when CT was used (a) on special need students, (b) in elementary mathematics
classrooms, and (c) where a constructivist approach to teaching was practiced, suggesting that
when all these positive conditions are present, large positive effects of CT (mean ES=2.03) may
be expected (p. 233). The authors defined constructivist approaches as Inquiry-based, Problem-
Based and Situated Cognition theories. Interestingly, the specific type of technology used was
not found to be statistically relevant. The findings of the study further establish evidence for
technology being an effective tool in elementary math learning and connects its benefits to
pedagogical approach. The authors write, technology does require a context to intervene with
the learning of mathematics (p. 234). A strength of both the Chauhan (2017) and Li & Ma
(2010) articles is that both have a high degree of external validity. They provide clear evidence
that technology can play a beneficial role in elementary mathematics learning and that its effect
can be enhanced by a constructivist pedagogy. While the studies do differentiate between types
of technology use, they do not directly compare the relative effectiveness of digital and physical
mathematical experiences.

Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative
use in third and fourth grade mathematics. School Science and Mathematics, 111 (6),
256261.

The assumption that hands-on, physical experiences are beneficial for young children is common
among elementary school math educators. Concrete manipulatives are frequently used to create
these experience for younger learners. Research generally supports concrete manipulative use
(Burns, 2011, p. 257). However, the use of virtual manipulatives is less accepted and researched.
In this quasi-experimental, control group study, 145 third and fourth grade students were
randomly assigned to participate in a lesson using either concrete or virtual manipulatives.
Researchers compared the effectiveness of both instructional techniques on mathematical
understanding of fractions and symmetry, defined by pre- and post-test scores. Results
demonstrated that, while both groups showed improvement, the difference between the two
conditions was not statistically significant. Thus, it would appear that virtual manipulatives
might be an effective alternative to concrete manipulatives. A meta-analysis conducted by
Moyer-Packenham et al. (2012) regarding the use of virtual manipulatives in third and fourth
grade students came to a similar conclusion. They concluded that experienced instructors can
use different instructional modalities for mathematics instruction and produce similar
achievement results (p. 37). It was interesting that when the pedagogical approach was similar,
so was the effectiveness of both methods. The finding that virtual manipulatives are equally
effective provides math educators confidence in the effectiveness of digital experiences. A recent
longitudinal study of the effect of playing mini-games on math abilities of grade 1 to 3 students
found to promote students multiplicative operation skills (procedural knowledge) as well as
their insight in multiplicative number relations (conceptual knowledge), and both an intervention
in Grade 2 and a combined Grade 2-3 intervention were effective. (Bakker, 2014, p. 120). It
provides further evidence that even entirely digital experiences can facilitate valuable learning in
math.

Gunbas, N. (2015). Students' mathematics word problemsolving achievement in a

computerbased story. Journal of Computer Assisted Learning, 31(1), 78-95.
doi:10.1111/jcal.12067

Exploring how technology can enhance pedagogical designs is of increasing importance to

educators. Ongoing debates are becoming less focused on technology in isolation and more on
the theoretical framework in which it is used. This 2015 study examines the effect of a computer-
based story on 126 sixth-grade students mathematics word problem-solving achievement.
Researchers designed a story problem within an anchored instruction (AI) framework in which
students solve problems that the character encounters in context in order to reach a goal,
allowing the students to see new information as a tool instead of a set of random facts and
procedures (Gunbas, 2015, p. 81). Using a pretestposttest experimental design to examine the
effect of both technology and pedagogy, problems designed within an AI framework were
embedded within a story that was then presented using either a computer or paper-based
presentation. A third condition included traditional isolated word problems delivered on paper
only. The results indicated that students who solved the problems in the computer story
treatment had significantly higher achievement scores than students who solved the problems in
the paper story and isolated word problems treatments (p. 78). Furthermore, the story treatment
was only effective when facilitated by a computer, and the use of technology increased the
effectiveness of a specific pedagogical design. This research provides evidence that technology
can facilitate and enhance learning designs for younger students. However, the higher age of
participants is a limitation within the context of the discussion.

Conclusion

Concerns about technology and young learners are by no means limited to a question of
effectiveness, but also include important social, emotional, and physical considerations.
However, based on the articles reviewed, it appears that the integration of technology has the
potential to positively benefit younger learners in math. Outdated arguments focusing on
technology itself need to give way to explorations of how technologies can enable and enhance
pedagogical frameworks. Papert (2005) writes, children learn by doing and by thinking about
what they do. And so the fundamental ingredients of educational innovation must be better
things to do and better ways to think about oneself doing these things (p. 353) The way in
which children engage with technology determines its educational impact. Technology should be
used to enhance pedagogies that, by design, consider the overall needs of children. Many new
technologies create digitally-enhanced physical experiences in which children can explore
mathematical concepts within authentic collaborative learning environments. For example, the
study of robotics in early years classrooms have been shown to not only benefit problem-solving
abilities, but also encourage active participation and strong learning motivation among students,
as well as enhance cooperation and teamwork experiences (Park, 2015, p.72). The two meta-
analyses reviewed above provide evidence that technology can benefit mathematical learning
experiences for elementary school learners. A wide variety of educational technologies and
technological uses produced moderate effects on mathematical learning. However, neither study
differentiated between specific grade levels. This would be beneficial to explore whether there
are significant differences between elementary age groups. It also appears that the way in which
technology is used impacts its effectiveness, as technology-enhanced constructivist teaching
practices have been found to lead to improved outcomes (Gunbas, 2015; Li, & Ma, 2010). It was
interesting that without pedagogical differences, technology was equally effective to physical
experiences (Burns, & Hamm, 2011). Given the above evidence, elementary math teachers
should be confident in digital experiences as an effective replacement for some physical ones.
More research needs to be done to explore the learning benefits of specific technology-enhanced
pedagogical uses with a focus on younger elementary grades. In addition, the broader impacts of
technology use on children, beyond academic considerations, should be investigated.
References

Burns, B. A., & Hamm, E. M. (2011). A comparison of concrete and virtual manipulative use in
third and fourth grade mathematics. School Science and Mathematics, 111 (6), 256261.

Bakker, M. m., Van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Longitudinal data on
the effectiveness of mathematics mini-games in primary education. British Journal Of
Educational Technology, 46(5), 999-1004. doi:10.1111/bjet.12320

Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of

elementary students. Computers & Education, 105, 14-30.
doi:10.1016/j.compedu.2016.11.005

Cohen, S. (2014). Technology in the classroom: Is it a good thing. Retrieved from

https://www.todaysparent.com/family/technology-in-the-classroom/

Lindstrom D., Denise Schmidt-Crawford & Ann D. Thompson (2016) New Literacies,
Technology, and Teacher Beliefs: Still More Work to Do. Journal of Digital Learning in
Teacher Education, 32:1, 3-4, DOI: 10.1080/21532974.2016.1108145

Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school
students' mathematics learning. Educational Psychology Review, 22(3), 215-243.
doi:10.1007/s10648-010-9125-8

Gunbas, N. (2015). Students mathematics word problemsolving achievement in a computer

based story. Journal of Computer Assisted Learning, 31(1), 78-95.
doi:10.1111/jcal.12067

Papert, S. (2005). Teaching Children Thinking. Contemporary Issues in Technology and Teacher
Education, 5(3), 353-365. Association for the Advancement of Computing in Education
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Park, J. (2015). Effect of robotics enhanced inquiry based learning in elementary science
education in south korea. The Journal of Computers in Mathematics and Science
Teaching, 34(1), 71.

Moyer-Packenham, P., Baker, J., Westenskow, A., Anderson, K., Shumway, J., Rodzon, K., &
Jordan, K. (2013). A study comparing virtual manipulatives with other instructional
treatments in third- and fourth-grade classrooms. The Journal of Education, 193(2), 25-
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STEM. (2017. June 25). ETEC 533 Technology in the mathematics and science classroom.
Retrieved from http://blogs.ubc.ca/stem2017/