Educational Technology Articles

1. Educational Technology Articles By: DeShea Jones LSIS 5614

2. Article 1 Does Technology Really Make a Difference? By: David Loertscher

3. Summary • This article looks at a study conducted by Cheryl Lemke, Ed Coughlin, and Daren Reifsneider of the Metiri Group • The purpose of the study was to examine research on the effect of educational technologies on student learning • The article briefly summaries what the research found and gives implications for teacher-librarians.

4. Background • Study is titled Technology in Schools: What the Research Says • The study was commissioned by CISCO Systems • It is an update of a study completed in 2006 • Looks at descriptive, co-relational, quasi-experimental, and experimental studies that met the authors' criteria for quality.

5. Technologies Reviewed • Interactive whiteboards • Classroom response systems ("clickers") • Video games • Simulations • Modeling • Augmented reality (AR) • Virtual worlds • Mobile devices • Calculators • 1: 1 ratio of computers to students • Virtual learning • Data visualization/analysis tools • Computer assisted instruction (CAl) • Educational television “For each of these technologies, the authors look at studies that relate to basic skills, higher level thinking, ICT, collaboration/participatory learning, and engagement in learning.”

6. Results • Across all content area technology does provide a small, but significant increase • Only when implemented with commitment and appropriate pedagogical shifts

7. Why Slow Integration of Tech? Lack of… • Access to reliable, up to date technology • Vision • Leadership • Teacher proficiency of integrating technology • Professional development • Resources • Innovative school culture

8. How technology is used matters • How technology is used is the best predictor of whether it is successful Examples: • Interactive whiteboard used the same as a chalkboard = no difference • Technology used for entertainment or to take up time = no value

9. Best Technologies Are… • Those that promote higher level thinking, imagination, creativity, and engagement. • Augmented reality and data visualization/analysis tools get higher marks.

10. Implications for Teacher-Librarians • Know wide variety of technologies and how they can enhance teaching and learning • Do not overwhelm staff with too many tools • Concentrate on what students need to learn and show teachers a few that are better than traditional ways • Start with a learning problem and find a technology to fit it

11. How to tell if tool is good? • The tool has introduced significant efficiency in various learning tasks enabling learning more in less time. • Engagement and motivation increase long after “spike” because it is new • Students and teachers utilize it to better understand • 21st century skills are enhanced

12. How to tell if tool is good? • A higher percentage of learners succeed with the tech tools than was experienced in a non-techie environment. • Brings success to a wide variety of learners (special education) • Data showing success is collected and handed out • If failure occurs figure out why, maybe it was misuse • Ask learners for advice and listen to it

13. Conclusions • Just getting a new technology and turning it on will not make a significant difference • Fear and reluctance to change create mediocrity • Get rid of the roadblocks and try new things • “The stakes are too high and the opportunities too exciting to sit on one's hands.”

14. Article 2 Moving Pictures: Interactive Whiteboards and Instruction By: Kathy Fredrick

15. Summary • This article gives a good summary of interactive whiteboards and their use in schools • There is a definition given, list of advantages, uses in a school library, acquisition information, information on training, and even information on technical support.

16. Definition • “Think of an interactive whiteboard as a device connecting computer images via a projector to a special board that has touch sensitivity.” • Manipulate with pen, finger, or other device (camera, student response system, slate, etc.) • Many different companies sell them (Smart Board, Promethean, Mimo, Eno)

17. Advantages • Students are visual learners • Provide larger screen than traditional classrooms, so text and images are larger • Can manipulate images easily • Provide differentiation: visual, kinesthetic, audio = learning can be extended • Brings learners in the classroom together

18. Advantages • Activities on IWB can be recorded and saved for later use (played back again to review or re-teach) • Files on IWB can be uploaded to the teacher’s website or other device • This means students can access the information outside of class or make up work if missed in class

19. Use in School Library • Work alongside teacher • Provide interactive websites to accompany what teacher is doing in class • Students can create presentations to share with the group • Project images, like maps • Share author interviews, share videos or have students make their own • Use online dictionaries

20. Acquisition • Argue that having a IWB in school library will benefit all teachers and allow them to learn the technology • Determine a location for a “presentation” space (speakers, IWB or screen with projector, all hooked up to a computer) • Grants are available • Have teacher “experts” teach others as more IWBs are acquired • Have shared space (on hard drive) so teachers can share IWB resources with each other

21. Training • Key element is training • Vendors usually provide basic training • Vendors usually have online webinars • Video clips can be found on YouTube and TeacherTube • Early adopters (teachers) can be trainers • Local universities or educational service agencies might provide workshops • Online forums (whether through vendor or independent)

22. Technical Support • Technical support will be critical • There should be replacement bulbs on hand • Most vendors provide support documents about the care and feeding of the boards

23. Conclusion • IWBs are best for people willing to change their instructional style • Early research shows increases in achievement when used effectively • IWBs can be used to demonstrate, display, experiment, and create • IWBs should not be used a glorified chalkboards • Users must be open to full range of interactivity

24. Citations Fredrick, K. (2010). Moving pictures: Interactive whiteboards and instruction. School Library Monthly, 26(10), 32-33. Loertscher, D. (2009). Does technology really make a difference? Teacher Librarian, 37(2), 48-49.