Digital Learning Environments

1. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Smith, S. (2013). Through the Teacher’s Eyes. Journal of Research of Technology in
Education, 46(2), 207-227. Retrieved December 1, 2013 from Business Source Complete.
Identification
Research
Summary
This article is based on a yearlong case study set in an after school program to test how integrating
technology into language arts curricula effected motivation and engagement of students. An experienced
seventh grade teacher by the name of Yvette Sampson struggled like many middle school teachers with this
very issue. Sampson invited the researcher to observe her method and to identify effective instructional
strategies that she could implement in her classroom curriculum. Sampson not only integrated technology into
the assignment, but wanted to integrate “hands on” bookmaking assignment as well. Technology, such as
MACbooks and digital paper making programs, instructional literature, and engineering activities were all
combined to test the progress. Due to lack of available research in the area of language arts with fabricated
technology programs, the researcher focused on occurrences of the teacher’s instructional strategies. The
researcher sought to identify dynamic patterns over a course of time. A thorough collection of data was
retrieved with observations, reflections, recorded dialogues, and interviews. The analysis resulted in the creation
of a pop-up book not only engaged a student, but also provided “unique stimuli for creative writing and original
work.” Benefits were clearly visible as literacy learning occurred during each meet and she expertly integrated
language arts concepts. The technology involved awakened curiosity, prepared students for 21st century skills,
and maintained student engagement.
Critique
I really enjoyed this article because it researches the everyday challenges of a middle school teacher:
“How do I engage my students with content I must teach?” Middle school students have a reputation of being
the hardest children to teach and reach. Psychological research gives us evidence of this age being very difficult
emotionally and mentally. Teachers are handed down standards by the state and are commanded to teach
despite the difficulties that are faced. Other educational professionals have stated we are crazy for doing it. This
research faces these challenges by using the same standards but adding in items that engage and motivate a
middle school student. After teaching six years, I knew from the beginning of the research that it would be a
success just by what Sampson was integrating. She found a way to combine technology with construction and
engineering all based around content she was to teach. Sampson also allowed the students to base the pop-up
book around their own interest. Students are not different than adults in the simple fact they like to be

2. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
stimulated and inspired. Once those two are in place, an abundance of work will flow. This is my experience.
The only issue I saw from the research revolved around the students chosen. I would have loved to have known
or seen the progress of a student with a very low lexile. I am no expert at research but maybe a pre and post year
STAR reading test could have been given to see results. Nonetheless, the approach Sampson used was very
effective in teaching stale standards and Smith’s research proved it.

3. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Sundeen, D & T. (2013). Instructional Technology for Rural Schools. Rural Special Education
Quarterly, 32(2), 8-14. Retrieved June 1, 2013 from Academic Search Complete.
Identification
Professional Practice
Summary
The article describes major difficulties that rural areas of our country face. It also lights the way to
overcome these technological obstacles and grants ideas of current and emerging technology, options for
acquisition, and resources for funding. Rural areas are known to have schools with low funding and lack of
resources due to issues such as lower student enrollment which causes a district to have fixed costs and lack of
industry resulting in more poverty. The goal of the schools is to help students stop the vicious cycle of their
deficiency. The article also explains another major issue facing the rural area. It is apathy of the educator’s
attitude towards integrating technology into the classrooms. Surveys also support that professional development
and support resources have to exist as well for instructional technology to be a success. This leads the article to
ask an important question. How can schools be beneficial in student success when they are not able to provide
the skills they will need for their future? The article explains the benefits of instructional technology such as
closing learning gaps whether it is in ability or language. It goes on to clarify how it transforms student learning
and awakens students who have apathy toward education. A variety of “workhorse” technology such as
document cameras, digital projectors, classroom response systems, and camcorders are described as good
options for rural schools due to its low cost and/or non-reliance on high speed internet. The authors list types of
emerging and more costly technology and how not all of the hype is necessarily producing positive effects on
student achievement. They state how the key may not be just the technology, but to find ways it can engage
student learning. Auctions, federal grants, and private grants are introduced in ways to overcoming the price of
technology. The article encourages how obtainable they are when it comes to integrating technology in the
classroom. The use of technology in these rural areas is imperative and one way to approach the issues is to
identify alternative sources of funding and methods of technology acquisitions. Limitations can vary compared
to an urban school, however resources located in the article lists various ways to overcome this
Critique
I am currently teaching in a rural area and found this article to hit many good points which could help
me strategize in technology acquisition. I found it useful in describing ways I could use current “workhorse”
technology and evidence to prove student success. I appreciated the advice of federal and local grants as well as
warnings of what limitations I may face in trying to obtain these grants. The authors mention many different
cost effective ways to integrate technology and I do plan on working to gain more access to these on top of what
currently exists in my classroom.

4. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Hedberg, J. G. (2011). Towards a Disruptive Pedagogy. Educational Media National, 48(1), 1-16. Retrieved
March 1, 2011 from Academic Search Complete.
Identification
TIP
Summary
This article focuses on teachers that are currently using instructional technology as support for their
curriculum rather than using dated traditional teaching processes. The author studies many cases of disruptive
innovation taking place in a classroom and how it is not only affecting the learner, but the educator as well.
Hedberg explains that with emerging technology, the classroom no longer needs to be teacher centered for
instruction, for that would almost be misuse of the newer technology, rather the instruction shifts towards being
student-centered. The cases he studies are of educators who had a willingness to try the newer technology as a
tool in their formal classroom setting. In contrast, the thought of new technology enhancing learning and
playing an extremely vital role in the classroom was not gaining universal support among most educators in
2010. These studies prove valid points. One being that you must prepare teachers how to use technology in the
classroom. This requires careful process of collaboration between teachers and experts. The more familiarity
teachers have with this technology, the more it will be used as supplemental tool in teaching. Hedberg also
shows different insights of the effectiveness of new technology. Some disagree with newer technology
investment, such as interactive whiteboards, stating that there is not enough research to support its success and
rigor. The study performed in this article proved so me opposition to statements such as these. The teachers in
this study were provided with all three requirements for successful classroom implementation of new
innovations. The result of the cases was that almost all educators had advanced to higher levels of use of the
digital technologies. Teachers who had more strongly embraced and effectively practiced the use of newer
innovations had enabled their students to become more engaged in their learning and to perform at higher levels
than before.
Critique
I felt this this article was an extremely hard read. I did understand the bottom line which I knew I could
write about sufficiently. I also believed it to be a good theory in practice by teachers taking research and
statistics that were already in place and opting to be a part of a case study to see if it rang true. The article
seemed to not stay focused. I did not even realize there was a case study involved until I read the last half of the
article. However, I did gain some good feedback from teacher’s thoughts after effectively using technology as
tool in their classroom. I have realized how a shift of education is at place from teacher centered to student

5. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
centered instruction. I believe I need to find that balance as an educator. My goal in the classroom is to be a
good facilitator or referee if you will, and new innovations can most definitely aid me along this journey.

6. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Maloney, C., Shapley, K., Sheehan, D. & Caranikas-Walker, F. (2011). Effects of Technology Immersion
on Middle School Students' Learning Opportunities and Achievement. Journal of Educational Research,
104(5), 299-315. Retrieved September 1, 2011 from Texas Center for Educational Research.
Identification
Research
Summary
This article revolves around a case study between 21 middle schools that received laptops for each
teacher and student with provided instructional resources, professional development, and technical support. This
was analyzed to see what sort of effect technological “Immersion” had on students learning opportunities and
student achievement. The article begins with prior studies that state how instructional technology experiences
are important because the research shows that students learn more when they are engaged in meaningful,
relevant, and intellectually stimulating work. It also helps with providing students with 21st century readiness.
A model of technology Immersion was explained and what role it played in the middle schools that were
studied. Of course technology use was increased due to the ratio of students to computer access. With that
capability, more independent work was able to be completed and more use of technology was used at home for
academic purposes. A strong shift from teacher-centered instruction to student-centered instruction took place.
More progress was observed in the areas of technology proficiency, student engagement, and academic
achievement. The article goes very in depth to explain how research was gathered and what types of schools
were in control groups. The conclusion of the author’s research was that the technological Immersion model
was successful at preparing students for the 21st century, opening them to world-wide cultures, expanded
learning outside of school, and shifted students towards a more productive and creative mindset and away from
drill and practice for tests.
Critique
I thought the authors did a great job of providing evidence of how beneficial technology is for today’s
students. Their research deemed to be in depth and appropriate for the task at hand. They were also very
thorough in providing results that were beneficial to the learner. My only negative critique in this article was the
lack of emphasis on the instructor. I firmly believe that a good instructor or teacher still makes one of the
biggest impacts on student achievement. Maybe this research was not the appropriate place to incorporate this,
but I feel as if a facilitator is still the core of education with or without technology. Maybe a good facilitator in
these control groups was implied. I still felt there was little mention of the educator other than they were given
the technical support and professional development needed.

7. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Peled, Y. & Camardese, A. (2014). Using Technology to Bridge Cultural Differences. Delta Kappa
Gamma Bulletin, 80(2), 21-34. Retrieved December 1, 2013 from Academic Search Complete.
Identification
Research
Summary
This unique research was studied to see how a technology based program called IB-SP (International
Book Sharing Program) promote understanding and appreciation of diversity and what technology and
communication issues needs to be addressed to promote this style of learning. Middle school students from
United States and Israel were used to evaluate this research. Educational twinning was introduced which is the
pairing of two classrooms from different geographic and national areas in order to instill added value to
traditional learning. This creates a classroom virtually without walls. Teachers and administrators from both
countries were given training over this foreign program to ensure proper use. This becomes a huge upgrade
from pen pal letters. Students are now able to talk to one another in real-time and email one another on a regular
basis using the appropriate technology given. The book that was wisely selected for both schools to read is
centered on an 11-year-old boy hiding in a Jewish ghetto during WWII. This gives both sets of student’s insight
into an interesting topic and much to talk about since WWII is a part of both students history. Educators were
easily able to cross-curricular teach by integrating reading, language arts, and social studies. Interviews and
questionnaires were put in place to find the benefits and weaknesses of this program. The findings were clearly
identified that students gained different perspectives and opinions from talking with students in foreign lands
and learned that is what made them unique. Student engagement and enthusiasm were at an all-time high for
both sets of students. It was noted that meaningful and purposeful learning was taking place in all aspects.
Critique
This article gave me a brighter look on learning in the 21st century. To be able to connect with another
peer half way across the planet to work on the same assignment is pretty spectacular. The article provided
enough details in defining the program and what role each person plays. It seemed that the educators were very
well prepared on both ends for this “pen pal” experience that used the latest technology in order for it to fit in
the 21st century. My dream would be to use a program like this in my own school. My first question that the
article does not address is the cost? How much did the workshops, Skype devices, software programs, etc. cost?
I feel as if that could have possibly been added under the section “limitations.” However, I do believe the
extraordinary benefits of learning from a diversity program, such as this, far outweighs any cost.

8. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Storz, M. & Hoffman, A. (2012). Examining Response to a One-to-One Computer Initiative. Research in
Middle Level Education Online, 36(6), 1-18. Retrieved October 1, 2012 from Academic Search
Complete.
Identification
TIP
Summary
This article examines a one-to-one computer initiative that was previously researched with showing
positive effects in an urban middle school. Because it of its positive impacts on education such as improved
classroom management, communication, and student learning experiences, a Midwestern urban school recently
launched a technology initiative aimed at developing 21st century skills. This initiative gave each middle school
student a laptop computer, which will be carried with them to through high school, and will be theirs to keep
upon graduation. The initiative was funded through two resources: state funds and federal dollars. So much
research has proven instructional technology has positive impacts on learning outcomes. This initiative was
districts way of making their vision come to life in preparing for student’s future. The authors of this article
work at a nearby university were asked to come and partnership with the schools involved benefiting the
principals, educators, and students. Once again, a number of workshops were provided in order to make the
transition to computer-based teaching easier. Many observers came in to study this project the district put in
place. Many observers noticed less collaborative work and more individual. They also didn’t see a strong shift
from teacher-centered to student-centered instruction as expected. This young age is often referred to the digital
natives, but several researchers found that students had much to learn about computers. Despite the researchers
negative findings, data proved success rates in many critical areas.
Critique
I found this article to be quite interesting. A five year long project in practice is rare when my
experience in school districts is nothing less than constant change. I have not seen districts follow through with
implementations for more than three years at a time. I question why the shift from teacher-centered to student-
centered failed. I would hope the article to explain why this may be by reflecting on past research. Even after
reading the article, I still question the effectiveness of this project. Does it outweigh the cost? What limitations
will you have when implementing this? This is troubling, especially when it comes to students transferring in
and out of district, theft, and damage. When students struggle to bring a pencil or own a jacket, how will this
transformation of learning impact them?

9. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Potter, S. & Rockinson-Szapkiw, A. (2012). Technology Integration for Instructional Improvement.
Performance Improvement, 51(2), 22-27. Retrieved February 1, 2012 from ERIC.
Identification
Professional Practice
Summary
This summary addresses the issues that revolve around misuse of technology due to lack of education
for facilitators. The biggest misuse of technology is the fact that many times technology goes unused. This
article identifies the primary reason for this. It addresses the importance of teacher’s attitudes and beliefs on
their use of technology in the classroom. More importantly, it addresses the failures of current professional
development and how to transform it so that dust no longer settles on the technology in your classroom. One of
the biggest issues with professional development is the “one-day and several-hour lecture approach with no
follow-up support.” Teachers need to have prior knowledge and build upon that. A community of teachers can
be a strong support to indorse this. Teacher-to-teacher mentoring can make the biggest difference when it comes
to integrating any new idea in a classroom and this still holds true in terms of technology. The article explains
that three aspects must be at work to make professional development effective for the facilitators: technology
operation, technology application, and technology support with a mentor. Teachers must learn how the
technology relates to their teaching standards and recognize the benefits so it will not go to waste. Another
obstacle that teachers face is the realization that they will be learners themselves which they feel relinquishes
their control over their classroom. That fear must be overcome within professional development so educators
can feel they have control over the technology instead of the other way around. This author conveys the
effective training will change the attitudes of teachers and teaching behavior.
Critique
I thought this article was very useful. I believe this should be studied by workshop facilitators in our
district so they may better enhance their effectiveness in our trainings. I thoroughly enjoyed how the
introduction of the article was a cute rendition of “The Night Before Christmas.” It contained a true message of
how far too many classrooms choose not to take advantage of the technology that is there for whatever reason.
I believe the article holds fidelity in its research on how adults learn. I am constantly learning how middle
schools students achieve success and how they obtain knowledge, but I was reminded in this article that adults
are constantly learning and have distinct needs in order to achieve the same success. However, the article did
not mention how to alter the mindsets of teachers who have had negative experiences with computers or other
types of technology. Will the mindset change in time? When reading this article, I compared my personal
experiences in professional workshops integrating technology and my only positive results came about when I
personally got my hands on it and took the time to learn it. Teachers ultimately need to gain their own personal
experience with the newer innovations that they are lucky to obtain.

10. Ashley Castellana
FRIT 7235- Article Summaries
Certification Area: Social Studies, Lit/Lang Arts,Middle Grades
Citation
Raths, D. (2013). Social Studies. T.H.E. Journal, 40(1), 26-30. Retrieved January 1, 2013 from ERIC.
Identification
Theory in practice
Summary
This article recognizes the benefits and challenges of offering access to collaborative learning tools.
Most of these tools are Web 2.0 tools such as blogs, wikis, and discussion boards. This article suggests that
schools are way behind in collaborating with technology and schools need to catch up. It shows students
connect all the time with social media outside of school, and education needs to find ways to integrate it into the
classroom. The article warns that limitations do exist and students need to be protected from inappropriate
material, but the good far outweighs the bad. The article follows four teachers’ methods for collaborating tools
within the classroom. The four tools being used are a full social media toolkit, online yearbook meetings, DIY
social media, and Edmodo. Each teacher gave their experience with using their tool and the explained the
impact it had on success for the activity.
Critique
This article was a good example to show what I may experience in using any one of these WEB 2.0
tools to collaborate in my classroom. I want to collaborate more and this article gave me a boost of courage by
having me entertain the thought that it could work successfully. The article did a great job of showing not only
different tools but a different outcome for each teacher, reminding me that I may have different result depending
on the tool chosen. This article reminded me that if I am not collaborating in my classroom, then my teaching
methods may become a bit dated.