Article Reviews
CSE 610 Week 1
Krista Franklin
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Table of Contents
Krista Franklin ....................................................................................................................... 3
Kristina Stone ........................................................................................................................ 6
Lauren Colton ...................................................................................................................... 11
Mohammed Alsalman ......................................................................................................... 13
Nadiyah Alanazi................................................................................................................... 17
Nia Bravo ............................................................................................................................ 20
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Krista Franklin
Computers in Education
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
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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
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=JnNpdGU9ZWhv
c3QtbGl2ZQ%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-0c75480f-949b-1eb837a8e022%40sessionmgr4005&vid=13&hid=4101>
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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 multimillion 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
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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, 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
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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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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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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
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secondary education. Students need to be able to use ICT for academic and career
success. This article 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
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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 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.
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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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Nadiyah Alanazi
One-to-One Computing and Learning Has It Lived Up to Its Expectations?
There were no clear conclusions on the result of using one-to-one computing
programs in learning and there were some researches fund that high achievement and
other researches fund lower or no achievement. Also, some researches found some
achievement on one subject but on the other side low achievement on other subject.
According to the author there are several factors that make the one-to-one computing
programs successful in learning.
Goal is the first and the most important factor of successful of one-to-one
computing programs and has to be supported by teachers and school administrators.
Moreover, training is the key factor of successful of using technology in learning and if
teachers’ lack of training for sure the program will not reach its goal. In general,
teachers are not familiar with the new technology and they need some ongoing
technical support to help them with their daily work. Also, any computing program need
sold infrastructure in order to work effectively and efficiently.
The author emphasize on having good resources on the students devices in
order expand the benefit from the new technology in learning. Nevertheless, the author
suggest that schools do not have close some collaboration and social networks, but
instead of that teach students how to use them to improve their learning.
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WHY WE NEED HIGH-SPEED SCHOOLS
In this article the author compare the traditional classrooms, where students
complete the lesson all together and move to the next one as whole, and the new
classroom where student can work on her/his machine and spending time as he or she
needs and moving to the next lesson without waiting for other students. According to the
author, the new technology will play an important part in learning and both of students
and teachers need to be familiar with the new style of learning to gain more advantages
in short time.
The new technology could safe time in assessment students and it will provide
wide choices of tests and real life problems in order to improve the assessment quality.
The author emphasize on school access to broadband and how it is important to make
the new technology active and helpful. The percentage of school that has Internet
connection meets their teaching needs is only 20 percent. Some schools especially in
rural or low-income have very low connection to Internet, which minimize any successful
of nay computing programs.
The author put more weight on schools, districts, parents and technologists to
decide which level of connection of Internet needed to maximize the benefit of learning
education programs.
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Resources
Ramig, R. (2014). One-to-One Computing and Learning Has It Lived Up to Its
Expectations? Internet@Schools, 21(2), 6-8.
Duncan, A. (2013). WHY WE NEED HIGH-SPEED SCHOOLS. Scientific
American, 309(2), 69-71.
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Nia Bravo
Computers in Education
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
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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
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
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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 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.
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Reference Page
Hastings, E. C., Karas, T. L., Winsler, A., Way, E., Madigan, A., & Tyler, S. (2009).
Young
children's video/computer game use: relations with school performance and
behavior. Issues In Mental Health Nursing, 30(10), 638-649.
doi:10.1080/01612840903050414
Ponzo, M. (2011). Does the way in which students use computers affect their school
performance?. Journal Of Economic & Social Research, 13(2), 1-27.