ANNOTATED BIBLIOGRAPHY
Velasco, R. C. L. (2018). infusing classrooms with web 2.0 technologies: The idea of using Web 2.0 technologies in educational settings should be embraced. Technology & Engineering Teacher, 77(6), 36–39. Retrieved from http://db25.linccweb.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=128057740&site=ehost-live&scope=site
“According to the article, the idea of using Web 2.0 technologies in educational settings should be embraced, as the evolution of digital technologies may leave teachers behind in applying the most effective strategies to help students succeed in today’s ever-growing global society.” The database said “Experimenting with Web 2.0 tools such as blogs and wikis may be good starting points, especially for teachers who have yet to integrate such technologies in their classrooms. Blogs provide opportunities for optimal learning experiences and increased engagement. Wikis can be used as effective collaboration tools while also promoting problem-solving skills. Teachers of technology and engineering may find it useful to incorporate Web 2.0 tools in global collaborative classroom projects. “
Lazaros, E. J. (2012). using freely available Internet resources to promote the study of science and technology in the elementary classroom. Children’s Technology & Engineering, 17(2), 14–17. Retrieved from http://db25.linccweb.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=84205701&site=ehost-live&scope=site
“This database discusses freely available internet resources to promote the study of science and technology in the elementary classroom. The site also says elementary teachers can actually mix in the study of science into the curriculum and promote the study of science so that it is perceived to be exciting by elementary students. Math and science, to most children is perceived as boring and even difficult. Through interactive Internet resources available within the Science Kids website, students at the elementary school level can be introduced to scientific concepts in the classroom. Science Kids is the home of science & technology on the Internet for children around the world. They have science experiments, cool facts, online games, free activities, ideas, lesson plans, photos, quizzes, videos & science fair projects to help students engage in fun learning. The database even said “Exposing students at a young age to scientific concepts may help to promote an interest in advanced science courses later in school or even a career in a scientific field in the future.”
Abramovich, S., & Connell, M. L. (2014). Using Technology in Elementary Mathematics Teacher Education: A Sociocultural Perspective. ISRN Otolaryngology, 1–9. https://doi-org.db25.linccweb.org/10.1155/2014/345146
The database said “a main belief of mathematics education is the important role of technology at all grade levels. The current technological changes combined with the changes in the mathematics content and instructional method require elementary mathematics teachers to be able to design technology intensive lessons for exploration and discovery of these concepts through appropriate computer applications., most computer applications provided for mathematics education consist of software designed for a specific educational purpose: the solution in a can scenario.the database said Economic constraints often stand in the way of incorporating such special purpose software into an instructional setting. This paper discusses an alternative to this traditional approach which shifts the instructional focus specific computer applications to more sophisticated uses of general purpose software. In particular educational uses of spreadsheets will be developed as an exemplar for this approach. The awareness of what can be created by using a spreadsheet is, however, of much greater importance than specific syntactic structures involved. “
Polly, D., & Rock, T. (2016). Elementary Education Teacher Candidates’ Integration of Technology in the Design of Interdisciplinary Units. TechTrends: Linking Research & Practice to Improve Learning, 60(4), 336–343. https://doi-org.db25.linccweb.org/10.1007/s11528-016-0059-y
“The databases authors evaluate 85 elementary education teacher candidates’ integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student teaching internship. The authors did an inductive analysis of the units revealed that teachers used a wide variety of technologies with a large dependence on Internet-based technologies, interactive whiteboards, and iPad applications. results found that most of the technology uses were lower-level and focused on only basic skills. However, chi-squared tests for independence found statistically significant relationships between numerous factors and when technology was used in ways that addressed higher-order thinking skills. Much has been written in the past decade about Technological Pedagogical Content Knowledge (TPACK) and its benefit as a framework for knowledge related to technology integration. it is important to acknowledge that the effective inclusion of technology in the interdisciplinary units reflects knowledge of the integrated TPACK, in which teacher candidates include technology in a way that supports the teaching and learning of content with effective pedagogies (Niess 2005; Polly 2011a).”
Bencze, J. (2010). Promoting student-led science and technology projects in elementary teacher education: entry into core pedagogical practices through technological design. International Journal of Technology & Design Education, 20(1), 43–62. https://doi-org.db25.linccweb.org/10.1007/s10798-008-9063-7
“this database claims future elementary school teachers often lack self-efficacy for teaching science and technology. Theyre anxious about encouraging children to carry-out student-directed, open-ended scientific inquiry and/or technological design because it is difficult for student–teachers to gain practical experience facilitating student-led project work during practicum sessions.” "The International Journal of Technology and Design Education encourages research and scholarly writing covering all aspects of technology and design education. The journal features critical, review, and comparative studies. The Editorial Board views the teaching of technology and design as an emergent rather than an established practice, with many open issues requiring research. Among these issues are the preparation of technology teachers, the assessment of technological competence, and the relationship of technology to other curriculum elements, notably science. “
Brown, R., Ernst, J., Clark, A., DeLuca, B., & Kelly, D. (2017). best practices: Technology education courses and classrooms naturally lend themselves to providing active learning opportunities for students. Technology & Engineering Teacher, 77(2), 30–34. Retrieved from http://db25.linccweb.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125430768&site=ehost-live&scope=site
“The article presents information on best practices in technology education so that active learning opportunities are given to students. Best practices include classroom management, collaborative learning, creation of learner satisfaction and sustainable learning for students. According to the authors, differentiating teaching is necessary for success of all students. Today's students are expected to enter the workplace with necessary 21st century skills including higher-order thinking and problem-solving skills. To ensure student success beyond the classroom while at the same time engaging students in their own learning, educators must design lessons and activities that allow students the opportunity to practice critical-thinking skills. Technology education courses introduce and repeatedly reinforce systematic problem-solving processes, which naturally require students to demonstrate higher-order and critical-thinking skills.“
Liu, F., Ritzhaupt, A., Dawson, K., & Barron, A. (2017). Explaining technology integration in K-12 classrooms: a multilevel path analysis model. Educational Technology Research & Development, 65(4), 795–813. https://doi-org.db25.linccweb.org/10.1007/s11423-016-9487-9
“This database did a research study that was to test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher’s use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher’s experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools.”
BROWN, P., & KEEP, E. (2018). Rethinking the Race Between Education & Technology: Experts differ widely in their predictions about how technological innovation will change the labor market, but they all see a need for changes in education. Issues in Science & Technology, 35(1), 31–39. Retrieved from http://db25.linccweb.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=133097077&site=ehost-live&scope=site
The article reports on impact of technological innovation over labor market as well as association between education and technology. It mentions information on rising income inequality in the U.S. as a result of the declining education system to keep pace with technological innovation and the rising demand for higher-level skills. It presents information on impact of digital innovation over educational and economic policies.
Yükseltürk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language Education Course. Journal of Educational Technology & Society, 21(3), 159–173. Retrieved from http://db25.linccweb.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=130867682&site=ehost-live&scope=site
“this data base discussed a study on the effects of game-based language learning with Kinect technology on students' self-efficacy beliefs and attitudes toward English. The results revealed that there was a significant positive increase in some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to the average scores of the students in the control group. The study explains why game-based learning activities with Kinect technology should be integrated into the foreign language courses.” Kinect technology is a good source of technology to increase student learning.
McDermott, P., & Gormley, K. A. (2016). Teachers’ Use of Technology in Elementary Reading Lessons. Reading Psychology, 37(1), 121–146. https://doi-org.db25.linccweb.org/10.1080/02702711.2015.1009592
Proponents claim technology will transform classroom teaching and improve children's engagement and learning. ] After 25 hours of observation we found teachers used technology to display multimedia content, generate interactive learning activities, focus student attention, display texts for shared reading, and individualize children's learning activities. Primary-grade reading lessons were often more participatory and multimodal than those in the intermediate grades.