Educational Technology Articles

By: DeShea Jones

LSIS 5614

Does Technology Really Make a Difference?

By: David Loertscher

Article 1

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.

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.

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 thatrelate to basic skills, higher level thinking, ICT, collaboration/participatorylearning, and engagement in learning.”

Results

Across all content area technology does provide a small, but significant increase

Only when implemented with commitment and appropriate pedagogical shifts

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

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

Best Technologies Are…

Those that promote higher level thinking, imagination, creativity, and engagement.

Augmented reality and data visualization/analysis tools get higher marks.

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

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

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

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.”

Article 2

Moving Pictures: Interactive Whiteboards and Instruction

By: Kathy Fredrick

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.

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)

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

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

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

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

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)

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

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

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.