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Technology and Education Group
Articles
Kristina Stone
Week 3 – CSE 610
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Table of Contents
Chapter 1 – Kristina Stone
Pages 3 – 6
Chapter 2 – Kristina Franklin
Pages 7 – 9
Chapter 3 - Lauren Colton
Pages 10 - 11
Chapter 4 - Mohammed Alsalman
Pages 12 – 14
Chapter 5 – Nia Bravo
Pages 15 - 17
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Chapter 1 - Kristina Stone
Article #1 – Concerns over Curriculum in L.A. iPad Plan
The L.A. Unified School District has implemented the use of iPads for their district
during the 2013-2014 school year and beyond. The goal of the iPads is to increase student access
to technology and develop 21st century skills, while equipping the device with curriculum that
aligns with Common Core. The project has a multi-million dollar price tag and was not ready for
roll-out when school began last fall. The Pearson publishing group was responsible for getting
curriculum up-to-date on the iPads, and hopes to be the districts K – 12 provider for all
curriculum needs. The district claims the iPads allow lower income students the same
opportunities as other students across the country who have access to technology to enhance their
learning.
Schools have implemented the iPads to students for academic use, and are searching for
ways to incorporate the devices into their classrooms. Training teachers and making sure the
curriculum is ready is an issue. Teachers claim the curriculum is not up to par, and many subjects
only have a handful of sample lessons programmed into the iPads. Catherine Proctor, an 18 year
veteran teacher uses an analogy to describe the technology issues, "I get that it's supposed to be a
tool, but who wants to use a screwdriver without a handle?" (Herald, 2013) Many educators are
willing to get on board with the technology, yet are hesitant until all the kinks are worked out
and the devices are fully operational. To save money, the district has scaled back their five year
plan and contract with Apple, and is working with Pearson to make sure the online curriculum is
ready for classroom use.
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Article #2 - Teaching and Learning with iPads, Ready or Not?
With the influx and popularity of the iPad, schools are beginning to explore the use of
tablets and devices as learning tools. This article explores the potential of the iPad on teaching
and learning, and if the device allows students and educators to be able to do things they
normally could not. The goal is to use technology to enhance teaching and learning, yet the
actual use of technology in schools usually falls below the expectations for use. As technology
becomes more engrained into success beyond high school and related to career opportunities,
schools are attempting to bridge the gap for students, creating 1:1 programs, where students have
24/7 access to the device. Yet experts claim that technology in schools does not work as well as
hoped. This study “considers whether the iPad and its attended software constitutes a set of
resources for which there is no analog equivalent, thus allowing teachers and students to do
things in learning environments that could not otherwise be possible.” (Murray & Olcese, 2011)
The study researchers conclude that until textbook companies align their curriculum with
Apple and the iPad, the devices will not spark a digital revolution in schools. Most of the
applications that come with the iPad do not translate into practical classroom strategies and are
geared more toward fields outside of education. The study found that none of the current
applications align with current strategies about how people learn. Many applications adhere to
drill and practice techniques or deliver direct content, not leaving room for critical thinking or
creation.
Article Comparison/Reflection/Review
I chose to focus my research on iPads, because this is an area of interest for me as an
educator. This school year our district implemented a 1:1 program for middle school students,
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elementary classrooms and the high school AVID programs. Using the iPads in my AVID class,
I have seen a plethora of issues arise, and I am curious how other districts are addressing the iPad
topic. Corvallis has had many issues with parents and the community regarding the devices,
similar to the problems in Los Angeles. A lot of our iPads were not updated with all the
applications students needed. Even just this week, I had one of my students bring her iPad to me,
because she does not have the tools she needs. It is April and we are still working out the kinks.
The other issue I consistently struggle with is if the students even bring their iPads to school. In
the beginning of the year I would design assignments using the iPads and students would have to
submit their work via the device. Students would not bring their iPads and I would have to create
two versions of the assignment, digital and paper. Eventually after several months of missing
iPads, devices arriving uncharged and a stepped on, cracked iPad, I have pretty much given up
using them as an educational tool. I still encourage the students to use them to take notes and
keep organized, but it was too much work micromanaging all the students varying levels of
engagement with the technology.
In the both articles, the issue is addressed of the iPads not being up-to-date with the
needed technology and curriculum for teachers to utilize as a classroom tool. While the iPad is a
very neat and flashy tool, it often is not equipped for the classroom setting, as much as
administrators and technology gurus would like to believe it is. Both articles point out that there
are teaching and learning strategies teachers utilize that are best practice and well-researched, but
may not involve technology. Once the devices can enable critical thinking, collaboration, and are
fully operational and running smoothly, I think educators will be more on board with this 21st
century classroom tool.
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References
Herald, B. (2013). Concerns Over Curriculum in L.A. iPad Plan. (Cover story). Education Week,
33(10), 1-14.
Murray, O., & Olcese, N. (2011). Teaching and Learning with iPads, Ready or Not?. Techtrends:
Linking Research & Practice To Improve Learning, 55(6), 42-48.
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Chapter 2 - Krista Franklin
The articles I chose focus on how technology can be used to teach and strengthen math
skills because while I am in the process of earning my masters, I am also receiving credits to
achieve my math specialist endorsement. However, computers can be used in all subject areas to
support student learning. Both articles support the use of incorporating technology within the
math lessons. Throughout the articles, they provide many reasons as to why technology will help
students.
Technology keeps students involved in the work they are completing as opposed to
students becoming bored or distracted. By using computers, SmartBoards and iPads in the
classroom, students are able to have an interactive experience. The work they are doing reacts
with their answers instead of completing a worksheet in which the student is only recording
answers they think may be accurate. Technology provides immediate feedback for students to
understand what they have done incorrectly and how they can then fix their work. There are
many websites and apps that are math centered that allow students to play games in order to
learn the concepts they need. It creates an energetic attitude toward math instead of the often
seen hatred of the subject.
Implementing technology activities can also make the activities hands-on and real life
experiences. Creating these activities help students learn through the accomplishment of a task as
opposed to a worksheet. As Long states in her article, “even though students may not realize it,
they will walk away with a deeper understanding of the concepts covered within the activity”
(2013). Lessons with activities involving computers allow students to take the knowledge they
have learned and use it to solve problems within a game or other situation. They are applying
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knowledge in an interactive setting. Students will often forget the knowledge they have gained
because they do not apply it to situations. They believe they will not use the information so they
forget it within a short period of time.
In our world of technological advances, it is important for teachers to incorporate
technology at the elementary level for students to have the exposure at an early age. They will
consistently have computers as a large part of their lives so it only makes sense to use them as a
teaching tool in the classroom. However, Dejarnette brings up the point that
“Elementary teachers need support to find ways to incorporate more hands-on, inquiry-based
activities into the math and science curricula to assist in teaching the more abstract concepts.”
(2012). It is a problem in classrooms that must be faced. The teachers that have been teaching for
decades may not feel as strongly about implementing technology into the classrooms because
they have not done so in the past. These veteran teachers do not see the need in taking the extra
time and effort to recreate lesson plans that use computers in the activities. This is unfair to the
students of this new technological world where everything is turning to computers. Students need
this exposure at a young age (elementary school) in order to “compete” with the others of their
generation.
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Resources
Dejarnette, N. K. (2012) America’s Children: Providing Early Exposure to STEM (Science
Technology, Engineering, and Math) Initiative. Education: Fall2012, Vol. 133 Issue 1,
p77-84
<http://ezproxy.wou.edu:4106/ehost/detail?sid=1a2054fe-0c75-480f-949b1eb837a8e022%40sessionmgr4005&vid=10&hid=4101&bdata=JnNpdGU9ZWhvc3Qtb
Gl2ZQ%3d%3d#db=aph&AN=79776864>
Long, J. (2013) Math: Core Connections tackling Math with Technology. Children’s Technology
and Engineering: March2013, Vol. 17 Issue 3, p14-17.
<http://ezproxy.wou.edu:4106/ehost/pdfviewer/pdfviewer?sid=1a2054fe-0c75-480f949b-1eb837a8e022%40sessionmgr4005&vid=13&hid=4101>
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Chapter 3 - Lauren Colton
Technology is becoming a major part of our world and our modern classrooms as well.
Walk into any classroom today and most likely you will see at least one computer, if not several
or even tablets and other educational technology. These technologies are an important part of the
classroom and the learning experience that we bring to our students to prepare them for the real
world.
This week I looked at two articles both relating to mobile technology in the classroom.
The first was about tablets and their importance in the classroom. It also tied this importance to
the bigger picture that is the world, and what happens when students enter the job force. Several
organizations are turning to mobile technology because of the easy access and its capabilities in
say the field of business. The article also discussed the ease and comfort in using a tablet but also
some of the struggles that have been encountered.
The second article I looked at was specifically looking at technology in the classroom. It
was addressing the importance of not just the idea of “if” we should add technology to the
classroom but rather the issues of when and how. The author states that “technology is rapidly
changing how we teach, how children learn, and how school districts spend their resources.”
This quote is very important because it is entirely truth. Children today learn in different ways
than those of generations before them. They need to constantly be multitasking and getting small
bursts of each topic rather than sitting for long periods of time.
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References
ARMSTRONG, A. (2014). Technology in the Classroom It's Not a Matter of 'If,' but
'When' and 'How'. Education Digest, 79(5), 39-46.
KAGANER, E., GIORDANO, G. A., BRION, S., & TORTORIELLO, M. (2013). Media
Tablets for Mobile Learning. Communications Of The ACM, 56(11), 68-75.
doi:10.1145/2500494
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Chapter 4 - Mohammed Alsalman
In their article Dr. Ammar Safar and Dr. Fahad AlKhezzi (2013) discuss how information
and communication technology (ICT) can be integrated into the classroom to help reform
education in Kuwait. They share several examples of research that have shown ICT in education
to beneficial. Some of the benefits have included higher student test scores, improvement in
collaboration and communication skills, and increase in motivation and engagement in the
students own learning and growth. Dr. Safar and Dr. Alkhezzi also conducted their own research
on the topic. They compared the learning outcomes of a traditional face to face class to a blended
classroom that used ICT. They found that students in the blended classroom submitted higher
quality work, had higher final grades, attended more online training courses, took more ICDL
exams, and had higher attendance.
The work conducted by Dr. Safar and Dr. Alkhezzi expands across also subject matters
and is an example of how ICT can be used in the classroom for primary school, secondary
school, as well as university studies. The use of ICT can help transform education from primarily
teacher led methodology to a more student centered methodology. Many nations are looking to
reform education. It has been a big issue in Kuwait as they mention in the article. However, it is
also a big topic in other countries as well. They provide strong research on the benefits of ICT in
education. The Kingdom of Saudi Arabia has also been working towards educational reform. In
the last decade there has been an emphasis on research and technology in the Kingdom. The
royal family has funded numerous colleges and universities across the kingdom in order to help
increase research and technology. There also needs to be a reform to primary and secondary
education. Students need to be able to use ICT for academic and career success. This article
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shows how ICT can help students develop computer literacy skills, motivate students, and
increase other academic knowledge.
Dr. Safar and Dr. Alkhezzi do not go into detail about specific ways in which ICT can be
used in the classroom. In her article Courtney Luckhardt (2014) discusses how she has been able
to use online discussions to increase the level of historical literacy taking place in her classroom.
This article is more of a specific example of how ICT can be used in the classroom. It will be
especially useful for individuals trying to motivate students on the importance of studying
history. Luckhardt uses online discussion forums that link the primary documents students use in
the classroom with current media on historical topics taking place now. These discussions help
students look at how the past influences the present. Students look at historical significance,
continuity and change, progress and decline, evidence, and historical empathy. Historical
empathy is one thing teachers in history have a hard time conveying to their students. In order to
participate in the discussions students must use critical thinking. Thus, students develop critical
thinking, writing, and reading skills. Another added benefit to online discussions is that every
student is able to contribute and be heard in the discussion. This does not often take place in the
classroom.
Luckhardt found many of the same benefits that Dr. Safar and Dr. AlKhezzi found in
their study on the use of ICT in the classroom. The two articles are in agreement with one
another on this topic. Dr. Safar and Dr. AlKhezzi found that students were more motivated with
the use of ICT. Luckhardt had the same result with her students. After taking her course students
reflected more on how history affected them and better understood themselves. Dr. Safar and Dr.
AlKhezzi also found that ICT motivated students own learning and personal growth. Although
Luckhardt’s classroom was entirely online, the online discussion tool she used could be used in a
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blended classroom. Students would then have the benefits that come with face to face class
meetings and online learning. Overall research has shown that ICT is a potential resource that
can greatly benefit education by helping students develop skills in computer literacy, think
critically, and be more motivated and engaged in own learning and growth.
References
Luckhardt, C. (2014). Teaching historical literacy and making world history relevant in the
online discussion board. The History Teacher, 47(2), 187-196.
Safar, A.; AlKhezzi, F. (2013). Beyond computer literacy: Technology integration and
curriculum
transformation. College Student Journal, 47(4), 614-626.
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Chapter 5 - Nia Bravo
Technology is something that has changed human behavior, the way we analyze our
surroundings, and how we interpret a situation or environment. With so much technological
influence on humans, computers have crept their way into the educational system. From my own
experience I couldn’t imagine how I would have made it through high school and college
without a computer. For me personally, computers provided me with a quick and easy way to
find the answers I needed rather than searching for it in other places like the library. Some may
say that computers have been an advantage to students today, however, there is much
controversy about the increasing numbers of computer usage not only in the schools but in the
world. There is current research being done on what sort of an impact computers have in the
educational system.
A study done by Michela Ponzo (2011) contributed to the analysis of the impact of
computers on educational achievement (p.4). He focused on the differences in the frequencies
and the type of computer usage in the home and school setting for 15 year old Italian students in
their relation to school performance (Ponzo, 2011). They collected their data using surveys from
the program for International Student Assessment (PISA) and questionnaires from the
Information and Communication Technology (ICT). The results suggested that students who use
their computers frequently at home are more likely they are to receive higher test scores.
However, there was a negative correlation with the amount of computer usage in the home and
performance. According to Ponzo (2011) the more students use their computers at home for
leisure activities instead of educational activities, the more their student achievement decreases.
This study seemed confusing at first because it seemed as if there were measuring so many
different variables, but after reading over it a few times the results seem to be a great
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contribution to future research on this topic. However, since this study was done on 15 year old
Italian students I believe the generalizability for American students is very low. In regards to
this, I believe that American 15 year old students spend most of their time actually watching
shows online from sites that stream television shows and movies. In other countries computers
may be used for leisure purposes but not necessarily for watching television shows.
With the results from the Ponzo (2011) study suggesting more leisure time leads to less
student success, I couldn’t help but wonder why? Students usually spend a significant amount of
their day in the classroom attempting to soak up information from teachers, what is the
difference between sitting in front of a teacher and sitting in front of a computer? I would like to
see a study that focuses on the brain activity during leisure activities on the computer in
comparison to students in the classroom. In order to get a better understanding on the effects of
leisure time (computer video games) on the computer I read through an article by Erin C.
Hastings et al. (2009) about the relationship of game play and school performance. This study
helped me focus more on the “why?” questions I had about leisure activities on the computer.
According to Hastings et al. (2009) results showed that time spent playing games was related
positively to aggression and negatively to school performance. Most games played today
especially the popular games, are full of violence which reflects the behavior of the audience
playing the game. A huge amount of the audience playing these games are children and in this
study there was a positive correlation to violent behavior and gaming, with a negative correlation
to academics. However, like the Ponzo (2011) study results showed that if educational games
were played on computers there was a positive correlation to school academics. In analyzing
both of these studies it has led me to believe that there is a significant amount of research on
computers and education, however, different studies are showing different results. There are
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mixed results leaving no certain conclusion about the impact computers have on education.
Despite mixed results computer usage for any purpose is continually increasing, I wonder what
this will do for our future.