TECHNOLOGY USE IN CLASSROOMS
CS610 – COMPUTERS FOR EDUCATORS
WESTERN OREGON UNIVERSITY
Jiaying Zhao
Jessica Walters
Karen Nelson
Jennifer Cerf
Technology in the Classroom
Content
Jiaying Zhao…………………………………………………………………..... 3
Jessica Walters………………………………………………………………..
7
Karen Nelson………………………………………………………………….. 10
Jennifer Cerf…………………………………………………………………..15
2
Technology in the Classroom
Jiaying Zhao
CSE 610
Professor Denvy Saxowsky
With the advent of interne technology,
language learners to participate in an
computer-based instruction has been widely
instructional videoconference with native
used in language classrooms. Computer
speakers.
technologies have dramatically changed the
The authors assert that computer
way people gather information, conduct
visuals are always reported in computer-
research and communicate with others
assisted language learning literature, but the
worldwide. Therefore teachers seem to be
reports on the use of comic strip creation
incorporating
tools are very limited.
technology into
The language aims of
their daily lessons
using comic strip
more today than in
involved the practice of
the past. Using
summarizing,
technology in the
paraphrasing, restating
classroom provide
and quoting. Kilickaya
more opportunities for both teachers and
and Krajka attempt to explore and examine
students. The first article I chose discussed
whether students’ grammar and sentence
the process of second grade students
writing are improved by creating and
creating comics on the computer. The
sharing their own comic strips. 25 Turkish
second article shared how an EFL teacher
EFL learners will be asked to create a comic
developed a program that allowed second
strip on a website after teacher introduces a
3
Technology in the Classroom
grammar form or function. Kilickaya and
elementary classroom is helpful to teach
Krajka point out that participants express
grammar and vocabulary. Therefore, the
their enjoyment using comic strips, and their
authors agree that comic strip creation
grammar and writing are improved through
should also be integrated into grammar as
creating their own comic strips. Kilickaya
well as other activities related to reading and
and his colleague also notice that
writing.
participants are given more opportunities to
Another great article talked about
have more authority over their own learning.
how videoconference instructions via
Creating their own comic strips allow
distance technology offer a student-centered
learners have control over the content of the
active learning. Wu and other authors
materials, which makes this kind of
introduce that the teachers in traditional
computer-based materials is student-
classroom attempt to shift the focus of the
centered and enjoyable. Considering the
class from lecture and rote learning to active
sentences used in the comics, Kilickaya and
learning through bilingual curricula and
krajka analyze that students can produce
technology-assisted teaching. Wu and his
longer utterances than they normally did in
colleagues notice that videoconference
their traditional writing; the structures of
instructions need to be designed well so that
sentences are more complex in the comic
students can connect new knowledge to their
strips than those in the traditional writing.
own knowledge. The initial presentation
Overall, the authors believe that
should be given by native speakers on some
participants show positive attitudes towards
topics, and local teachers scaffold during the
comic strip creation, and the use of
videoconferences and they gradually
electronic comic strip creation in a
4
Technology in the Classroom
withdraw the support to encourage students
direct correlations of motivation, confidence
to become independent in their interactions.
and ability of students. Wu and other authors
Through the videoconference
imply that some specific conversational
instructions, the writers indicate that
training like videoconferences help students
confidence in using English comes from the
develop their English proficiency and
learners’ ability to understand English
motivation. To construct a more effective
conversations, to speak accurate English,
teaching setting, the teachers’ pedagogical
and enjoyment. Additionally, ability to
design should employ scaffolding and
understand English conversations is highly
collaborative learning to make students have
related to motivation to learn English. Wu
effective interactions in the target language.
and his colleagues point out English ability
The authors stress that successful
is the most important factor showed from
communication is a valuable component of
instructional videoconferences, while
an instructional design that builds ability
motivation is the indirect factor impacting
through strengthening motivation and
on learners’ ability and confidence. This
confidence.
student-centered, active learning results in
5
Technology in the Classroom
References
Kilickaya, F., & Krajka, J. (2012). Can the use of web-based comic strip creation tool facilitate
EFL learners’ grammar and sentence writing? British Journal of Educational
Technology, 44(3), 90-94. doi:10.1111/j.1467-8535.2012.01298.x
Wu, V., Yen, L., & Marek, M. (2011). Using online EFL interaction to increase confidence,
motivation, and ability. Educational Technology & Society, 14(3), 118-129.
6
Technology in the Classroom
Jessica Walters
CSE 610
4/4/14
Technology Integration in the Classroom
The two articles I read addressed the
Armstrong (2014) states the indented
issue of technology integration in
purpose of her article is to, “start the
educational both generally and in a more
conversation in districts where little is being
blended pedagogical approach. The first
done, or where technology investment has
article was Technology in the Classroom It’s
been postponed or feared” (p 39). The use
Not a Matter of ‘If,’ but ‘When’ and ‘How’.
of technology is rapidly changing how
It is written by Alice Armstrong and
teachers are presenting material in the
contains general technology integration
classroom and how students are receiving
ideas. The second article was Beyond
and communicating their learning. While
Computer Literacy; Technology Integration
integrating technology resources with more
and Curriculum Transformation by Ammar
traditional teaching tools engages students in
Safar and Fahad Alkhezzi. This was a
a new way, it does not happen without some
research study done at a University in
challenges. Among these challenges is the
Kuwait to evaluate and identify the “effect
need for effective training and technical
and usefulness of a blended pedagogical
support.
approach of teaching and learning on
I find this to be a challenge with
students’ academic achievement, motivation
technology integration in my school district.
and attitudes” (Safar & Alkhehezzi, 2013).
For example, several years ago the district
administrators wrote a grant to acquire
7
Technology in the Classroom
interactive SMART Boards for every
and instruction. They studied 128 female
classroom. The integration occurred over
university students in an undergraduate
two years. Currently, the oldest boards are
computing course. The content was taught
beginning to need maintenance or
by the same instructor using different
replacement parts and there are very little
delivery methods for instruction. A blended
funds for this
pedagogical
purpose. Now
approach was used
there is
with the
frustration over
experimental group
the fact that
and a more
teachers have
traditional face-to-
come to rely on
face, instructor-led
this technology,
approach was used
but have to find
with the control
alternative ways
group. The blended
of providing instruction when they become
method utilized online instruction,
dysfunctional. The result is the SMART
educational software and internet based
Boards are not being used to their full
testing along with a traditional learning
potential in the classroom.
environment, testing methods and
The focus of the research conducted
curriculum. Additionally, the instructor
by Safar and Alkhehezzi centered on the use
became a facilitator of learning who
of information and communication
provided resources, monitored learning
technology and its integration in curriculum
progress, inspired students and identified
8
Technology in the Classroom
instructional and student needs. The results
online forums. Participation in these courses
of the study shows that students enrolled in
is often measured through written responses
the experimental group submitted projects
to materials and other class members. A
with better quality, earned higher final
response that could be verbalized in a few
grades, attended more online training
minutes takes twice as long to write and
courses and had higher attendance and
upload.
participation (Safar & Alkhehezzi, 2013).
Technology integration can be
The participants outscored the control group
beneficial and holds great potential to
on academic achievement, motivation and
positively impact students. Motivation,
attitudes.
participation, engagement and academic
I find the results of this study to be
achievement could all be impacted by the
very interesting. I have been a participant in
integration of technology into more
many online courses that blending
traditional teaching pedagogy. However,
technology integration with more traditional
like all changes in life, integration will come
teaching methods over the course of my
at a cost and with significant challenges that
educational career. While I would not argue
school districts, administrators and teachers
with the results of this study in a general
will need to work hard to overcome for the
sense, it has not necessarily been true in my
benefit of their students.
personal experiences. Although, the benefit
References
Armstrong, A. (2014). Technology in the
classroom It’s not a matter of ‘if,’ but
‘when’ and ‘how’. Illinois School Board
Journal, 81(7), 39-46.
of an online course is the flexibility that it
affords, I have found that the personal
interaction is severally lacking along with
Safar, A. H., & Alkehezzi, F. A. (2013).
Beyond computer literacy: technology
integration and curriculum transformation.
College Student Journal, 47(4).
the time that is required to participate in
9
Technology in the Classroom
Karen Nelson
Professor Denvy Saxowsky
Ed 610
April 10, 2014
The article, “Beyond Elementary Classroom
use of Web 2.0 is impacting future trends in
Walls: Exploring the Ways Participation
pedagogy; though these insights must be
within Web 2.0 Spaces are Reshaping
viewed with respect for the limited size of
Pedagogy” documents the experiences of
the teacher group involved.
four elementary teachers as they integrate
According to the participating
Web 2.0 technologies in their lessons. Based
teachers, Web 2.0 is providing a way to
upon the experiences of these four teachers,
engage students by offering opportunities
author Krystal Phirangee identifies ways
for peer to peer communication in a non-
that the use of Web 2.0 is changing teaching,
threatening space. This technology is
learning and the concept of classroom.
allowing students to construct knowledge
Phirangee describes Web 2.0 as “…an
using text coupled with technological media
interactive and social platform where users
such as video, pictorial images and music
produce their own content through
that captivate students and motivate them to
information sharing and collaboration on the
engage more deeply in the learning process.
Internet” (2013, p. 299), as opposed to
Additionally, the limits of the classroom or
simply publishing and updating “…a
school and its resources are greatly
website without…any…dialogue from
expanded through the use of Web 2.0; with
others” (2013, P. 299), as was the case with
this technology, students have access to
Web 1.0. Data collected from the four
materials, social contacts and tutoring
teachers yields some insight into how the
devices that cannot be provided within the
10
Technology in the Classroom
walls of a traditional school. Students are
behaviors was underscored by all four
not the only beneficiaries of this technology;
teachers. Another area of concern expressed
teachers find that they have new and varied
was the need for teachers to be properly
resources available to meet diverse student
trained in the use of newer digital
needs. Participating teachers acknowledged
technologies before attempting to use them
that Web 2.0 is shifting the roles of both
in the classroom, to avoid both teacher and
teacher and student to create a learning
student frustration.
The second article, “Learning by
environment that is more student centered,
with the teacher acting as a facilitator in the
Choosing: Fourth Graders use of an Online
learning process. The teachers expressed the
Multimedia Tutoring System for Math
necessity for balancing the use of digital
Problem Solving” offered a detailed view of
technologies with
how multimedia programs
traditional print sources
benefit students in a
of information. They also
specific academic
concurred that
discipline, whereas the first
technology must be
article gave a general
carefully selected to
overview and was more
support instructional goals in order to both
subjective in nature. The second article
engage students over time and enhance
provided a synopsis of a research study
learning outcomes for students.
involving the use of an online multimedia
Concern about supervising student
program entitled, 4MALITY, which was
conduct online and teaching students to
implemented with eight classrooms of fourth
maintain safe and respectful online
grade students in Massachusetts.
11
Technology in the Classroom
Researchers were curious to learn how
word problems through the use of the
fourth grade students would use the program
4MALITY program, it is interesting to note
to help solve math word problems and
that the low AYP group ultimately
whether students would make use of the four
outperformed the high AYP group. One
different coaching styles offered.
explanation offered by the researchers for
Researchers attempted to determine how the
this outcome was that the low AYP group
element of choice inherent in the 4MALITY
had a “…longer, more consistent
program would affect learning outcomes for
involvement with the system and may have
the students involved. For this research
reached a higher level of familiarity and
project, two groups of students were studied;
comfort with online math learning…” (2014,
one with a low 2010 AYP math rating and
p. 61), compared with the high AYP group.
one with a high AYP math rating. Students
An important consideration with any new
were taught to use the program
pedagogical approach is allowing students
independently and could move at their own
sufficient time to gain comfort and fluency;
pace through eleven learning modules.
when new technologies are introduced,
Students were able to rework incorrectly
students must be given sufficient time and
solved problems and could choose whether
practice so that manipulating the technology
or not to use any of the four available online
does not take precedent over the academic
coaches. The coaches offered different
skill targeted for improvement.
strategies for students to try to aid in the
The 4MALITY program appears to
development of personal solutions to each of
offer an effective way to both provide
the problems. While all student groups
choice for students and differentiated
improved their performance in solving math
instruction to meet varied needs and learning
12
Technology in the Classroom
styles of students in the area of math
which may help students become more
instruction. This multimedia system was
flexible in their approach to problem
beneficial in raising student test scores while
solving. Because students work
encouraging students to invest in the
independently through the modules, they are
learning process in a reduced anxiety
not subjected to comparing their skill with
environment. The program provides students
that of other students, which may prevent
with the opportunity to try different
some students from becoming discouraged.
approaches for solving the same problem
13
Technology in the Classroom
References
Phirangee, K., (2013). Beyond the elementary classroom walls: Exploring the ways participation
within Web 2.0 spaces are reshaping pedagogy. Journal of Educational Multimedia and
Hypermedia, volume 22, (number 3), 299-316. Retrieved from
(http://ezproxy.wou.edu:3085/j/JEMH/v22/n3)
Malloy, R.W., Rassaq, L., & Edwards, S.A., (2014). Learning by choosing: Fourth graders use of
an online multimedia tutoring system for math problem solving. Journal of Interactive
Learning Research, volume 25, (number 1), 51-64. Retrieved from
(http://ezproxy.wou.edu:3085/j/JILR/v/25/n/1)
14
Technology in the Classroom
Jennifer Cerf
CSE 610
Week 1
April 10, 2014
Article 1
The advancements in technology
more sophisticated than ever. Turkish
over the past decade have brought rise to
households are now able to afford computers
several opportunities to improve academic
and willing to purchase them in hopes of
achievement. In addition, our adolescents
improving their children's academic
are spending more and more time using
achievement in school.
technology for entertainment purposes.
The positive outcomes of ICT
Educators are researching ways to find a
outweigh the negatives. It’s all about finding
healthy compromise and use technology as a
that balance between academia and
way to enhance and improve student
entertainment. Our children have access to
academic achievement. Delen (2011)
media everywhere they go (cell phones,
conducted a study in which a positive
television, McDonalds even has T.V.’s now,
correlation was found between student’s
computers, XBox). It’s the parent’s job to
exposure to technology and their academic
monitor their usage. Delen’s (2011) study
achievements in math and science. This
used the following demographics: children’s
study took place in Turkey among 4,9996
age, gender, race/ethnicity, and
ninth grade students. Delen (2011)
socioeconomic status (Roberts et al., 1999,
immediately points out how ICT
p.9). He also points out, how the overall
(Information & Communication
economic health of a country can influence
Technologies) are becoming cheaper and
student academic achievement in relation to
15
Technology in the Classroom
ICT. Further, Becker (2000) points out that
variation and limitation in computer usage.
children are more likely to use their
In order to achieve these successful results,
computers for entertainment than academic
our students must be guided by formal
purposes. They require guidance and
instruction and taught how to integrate their
motivation to use the computer to further
love for computers with academia.
their academic skill sets.
I introduced my son to computers
There are undeniably many positive
early on. He continues to excel in math and
uses for computer technology in relation to
science. In addition, he plays a game called
academic achievement. The teacher must tap
Magic the Gathering which involves a lot of
into the student’s personal interest and
strategy. Some of his friends do not have
combine that with his/her lesson plan.
access to technology at home. Delen (2011)
Hamlen (2011) and Li & Atkins (2004)
talks about how CIT in the classroom can
studied how computer games can positively
help to reduce the achievement gap among
influence cognitive development.
students who do not have access to CIT at
Subrahmanyam (2001) studied how using
home. This study also showed that students
the computer to multitask can improve a
home computer usage was more strongly
student's visual attention skills.
tied to their academic achievement than their
Papanastasiou (2003) study demonstrated
computer usage at school (Delen, 2011).
how CIT leads to higher levels of science
Turkey schools lack funding for adequate
literacy. Lastly, Lee (2009) outlined how
computer technologies in every classroom.
just one hour per day on the computer can
Studies such as this also point to the
enhance a students math scores. All of these
importance of integrating technologies into
studies point to a considerable amount of
our classrooms and using our students prior
16
Technology in the Classroom
experience with computers to inform our
curriculum.
As I mentioned earlier, in my article
1 review, my son was introduced to
computer systems early on in his childhood.
Article 2
My second article took on the subject
Today, he excels in mathematics and science
and loves playing games like Magic the
of computer technologies and mathematics
Gathering that challenge his analytical
and swapped their focus. This study also
thinking skills. His ability to understand and
took place in Turkey but with 122
enjoy math also influences his higher-
undergraduate students in the CEIT
ordered thinking skills. It’s a two-way street.
(Computer Education and Instructional
Tekerek (2011) points to a study by Islek
Technology) center of four Turkish
(2007) which demonstrated that students
universities. Students in this department are
with powerful math knowledge are more
trained to teach computer technology and
likely to be analytical thinkers.
fill-in for computer instructors in the grade
This study considered many
school system. Tekerek (2001) studies the
demographics including the undergraduate
undergraduate’s attitudes toward math and
students gender, type of high school they
how this informs their ability to be
graduated from, their high school GPA,
analytical thinkers. Turkey’s CEIT center is
YSG-1 score (equivalent to SAT), fathers
the only school of its kind around the world.
and mothers education levels, and college
This approach to studying student’s attitudes
entrance scores for information technologies
about math informs their abilities to use
and math (Tekerek, 2011). The studies
technology to teach grade level students.
outcome showed a high correlation between
the fathers education level and the students
17
Technology in the Classroom
academic success in math. But, the students
Exposure to Technology and Their
positive attitudes towards math could be
Achievement in Science and Math.
contributed to their mothers lack of
Turkish Online Journal Of
education. In addition, good grades
Educational Technology - TOJET,
contributing to students positive attitudes
10(3), 311-317.
towards math.
Intrinsic motivation is very important
Tekerek, M., Yeniterzi, B., & Ercan, O.
(2011). Math Attitudes of Computer
to academic achievement. My son witnessed
Education and Instructional
me attending college for the past 6 years.
Technology Students. Turkish Online
His ability to work through and solve
Journal Of Educational Technology -
complex problems eliminated any form of
TOJET, 10(3), 168-174.
math anxiety or negative feelings about the
subject. My son always says, “Math just
makes sense. There is no wrong answer.” He
has a more difficult time with abstract ideas
related to his language arts homework. This
study shows how a positive attitude towards
math can lead to higher ordered thinking and
analytical skills which are transferable to
any subject matter and real life problems.
References
Delen, E., & Bulut, O. (2011). The
Relationship between Students'
18