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8484 articlereview ecb

  1. 1. Guidelines for Research Article Review Chart Reference Purpose Research Questions Participants Methods Data Analysis Limitations/ Results/ Implications Reliability/ Findings Validity Lee, K. (2009). The study sought to - The incorporation of 56 New Zealand year 7-8 The instructors were The focus of the data was None discussed - Responses made within Many college professors Technology lecturer investigate the integration technology into the (11-12 year old) students, given an initial the quality of response, the first few months were in the department of turned technology of technology education weekly schedule. 6 lecturers from a nearby questionnaire and follow not the quantity of more negative than the education are former teacher. International into the students’ weekly - The influence this college. up interviews to obtain responses. initial comments at the teachers; however, it may journal of teaching and schedule. The study immersion has on the viewpoints of the start of the investigation. be helpful to have them learning in higher focused on the instructors instructors. successes of the shadow teachers for a education, 20(2), 79-90. and their views of the integration courses. - After the first few while before they take on Retrieved from ERIC effectiveness of the months, positive classes of their own again. database. technology classes. comments became more This allows for the prevalent. professors to get “back into the swing of things” and evaluate the problems within the classroom that they are prone to experience. While implementing an instructor to teacher role, it’s important that the professors have an opportunity for support. Gray, L., Thomas, N., and This study sought to find The following topics were NCES identified 2,005 A national survey, The statements of “Adjustments for multiple The researchers provided Many differences were Lewis, L. (2010). out how many teachers addressed within the public elementary and conducted by the National comparisons made were comparisons were not the following findings found between low and Teachers’ use of are using technology in surveys: secondary schools in the Center for Education tested for statistical included in the data.” The (among others): high income schools in educational technology in their classrooms on a - Computers within the 50 states and the District Statistics (NCES), was significance at the 0.5 researchers also did not - 97% of teachers had at regards to the answers U.S. public schools: 2009. regular basis and what classroom and those of Columbia. These used at the individual, level using t-statistics. examine the relationships least one computer in the given. Therefore, the data National center for types of technology are available through mobile schools were asked to school, and district levels. between variables and classroom; 57% of supports that there are education statistics, available to teachers in labs. send sample lists of full- how this might affect the teachers could bring differences in terms of institute of education their schools. - Internet access for these time teachers. Of these The study focused on the data.” computers into the technological sciences, U.S. department computers. teachers, a sample group use of technology in the classroom. opportunities within low of education. Washington, - Availability and use of was selected and Spring/Winter 2009. - Internet access was and high income schools. DC. Retrieved from ERIC technology during questionnaires were sent available for 93% of the database. instructional time. to 4,133 teachers. The data was collected computers in the There were no - Availability and and analyzed using the classroom on a daily suggestions given in frequency of use of Fast Response Survey basis; 96% of the terms of future research. systems/programs on the System used by the computers that could be school/district network. NCES. brought into the - Availability of remote classroom had access to access for school/district the internet. programs. - Computers were used in - Types of software and the classroom during internet sites used in the instructional time: often classroom for preparation, (40%), sometimes (29%). instruction, and - These technologies were administrative work. used often: LCD/DLP - The frequency of projectors (72%); student use of technology interactive whiteboard during class. (57%), digital camera - Modes of technology (49%). used by teachers for - 97% of teachers had communication with remote access to email, parents. and 85% of these teachers
  2. 2. - Amount and types of used the email often or training to use technology sometimes. Brunvand, S., Duran, M, The purpose of this study - The impact of a cohort The three-year project The data was a mixture of The pre/post test data was One limitation identified The study found that, Since pre-service teachers & Fossum, P. (2009). was to investigate “the on “technology literacy followed 17 student qualitative and analyzed using a paired- is the small number of through the cohort are required to take a Preparing science impact of a professional and technology teachers, 17cooperating quantitative findings – pre samples t-test. participants. The programs, the confidence technology integration teachers to teach with development program integration among student teachers, 5 university and post surveys were researchers state that this and competence in course, it’s important that technology: Exploring a where K-16 networked teachers, cooperating faculty, and 3 student used along with journal The qualitative data was program (42 participants) integrating technology these students are learning K-16 networked learning learning community teachers, education and teaching supervisors. entries, portfolios, and measured by separating it would be “characteristic increased. how to properly integrate community approach. The approach was content faculty, and observations. as: reading, describing, of what might be technology into the Turkish online journal of implemented to provide student teaching classifying considered a pilot for a There were no significant classroom in a realistic educational technology, training and support for supervisors in a science more extensive study.” increases in the setting. 8(4), 21-42. Retrieved technology integration in education program,” Another limitation is that familiarity and use of from ERIC database. science education.” - The patterns in the study focuses on “ordinary” computer “technology integrated volunteers who all have functions. projects designed by the an interest in using project participants.” technology in science. - The types of This is described as “professional something that “may not development activities be representative of [that] promote and/or science educators in influence participating general.” science educators’ Finally, the data had too professional development few in each subgroup to on technology integration be analyzed by in the classroom.” subgroups. Bebell, D. & Kay, R. A program was piloted The study focused on: Five public and private After completion of the Factor analysis was An identified limitation is For the schools in the In addition to the (2010). One to one that provides a 1:1 ratio of - The trends in schools’ middle schools in pilot study, the students’ applied across the student the use of the MCAS as a pilot program, teachers students’ increase in computing: A Summary technology to student overall performance on Massachusetts were MCAS scores were survey items. measurement tool. The and students reported an motivation, etc, the of the quantitative results across five public and the Massachusetts selected for participation. compared to those in the researchers utilized a increase in use of teachers also experienced from the berkshire private middle schools in standardized test (MCAS) Two schools were comparison schools. computer writing survey technology. This led to an wireless learning Massachusetts. The study as “compared to selected as comparison as an alternative increase in student a change in their teaching initiative. Journal of focused on how teaching comparison schools and schools. In addition to this measurement. motivation and styles and strategies used technology, and learning is affected state trends.” quantitative data, engagement. within the classroom. As learning, and assessment, when students and - The components of the The study does not qualitative data was more technology is 9(2). Retrieved from teachers are provided with students’ technology uses specify how the schools collected in the form of integrated into the ERIC database. laptops and wireless in school or at home that were selected. teacher surveys, teacher classrooms, it is important internet. are related to the interviews, student that teachers evaluate performance on the surveys, student MCAS. drawings, and classroom their methods of teaching. observations. Shapley, K.S., Sheehan, A program was piloted in - The implementation Middle schools in Texas Teachers and students 5-point scales were used Not discussed The average level of One of the largest waves D., Maloney, C., & which each student at level of the Technology applied to become a Total were surveyed at the end for the student and support for Technology across the USA is the use Caranikas-Walker, F. high-need middle schools Immersion program. Immersion school. In of each school year over teacher surveys. Immersion and teachers’ of technology in the (2010). Evaluating was provided with a - The correlation between applying, they had to the 2nd, 3rd, and 4th year of Classroom Immersion classroom as a strategy the implementation laptop and appropriate strength of meet certain criteria in implementation. Measures of internal increased slightly, but the fidelity of technology wireless internet implementation and the order to receive the consistency were used, as level of Student Access for teaching and learning. immersion and its technologies. The study students’ reading and federal funding – low TAKS scores were used well as Alpha scale and Use declined slightly. Various technological relationship with focused on the teaching math test scores (TAKS). income, schools identified to assess knowledge. reliabilities. Teacher level companies – Apple, Dell, student achievement. and student achievement as needs improvement, implementation etc. – have created Journal of technology, and learning. and needs for technology. components were programs attempting to learning, and assessment, Final selection took inconsistent. tap into this niche in the 9(4). Retrieved from several factors into classroom. This study ERIC database. consideration – rating of their proposal, size, shows that merely location, diversity, and implementing technology academic achievement. In does not equate to higher addition, the need for a test scores and positive variety of geographical
  3. 3. locations within the state results. and the availability of comparable schools played into the selection. 21 middle schools from across Texas were chosen. There was a variety of rural, urban, and suburban within this group of schools. 2/3 of the schools were in small or very small districts (2,999 or less students), while 1/3 of the schools were in large districts (more than 10,000 students). Means, B. (2010). This study sought - Classroom-level and The article states that Classroom observations The information gained Not discussed. There was a relationship An implication discussed Technology and correlations between school-level practices that schools which had were used – both in through the observations between student gains and in the study was the fact education change: Focus reading/math software in are associated with higher implemented reading and utilization of the software and interviews were when they began utilizing that teachers “should be on student learning. the classroom with achievement gains in math software were and with the teacher coded. the software. When the urged to capitalize on the Journal of research on student learning gains. classrooms using reading targeted. The specific providing instruction. use of software was assessment data that technology in education, or math software. schools and methods for started earlier in the year, instructional software 42(3), 285-307. Retrieved selecting those schools Phone-interviews were the students saw more makes available.” from ERIC database. were not discussed. conducted. gains. Additionally, training and support cannot neglect classroom management. Suhr, K.A., Hernandez, The study seeks to - The difference in total This study took place in a CST scores as third grade CST scores were analyzed The variables among the There was a high level of There was a positive D.A., Grimes, D., & determine whether or not ELA score on the suburban school system in students and again as fifth using: ANOVA, students – SES, parents, engagement among the effect in the use of the Warschauer, M. (2010). a program in which each California Standards Test southern California with grade students. MANOVA, and multiple etc. Since SES students in the laptop laptop, but not after the Laptops and fourth-grade student has a laptop (CST) in a student from around 14,000 K-8 regressions information was not classrooms. first year. Given a new literacy: Assisting the computer leads to gains third to fifth grades students. Teacher and student provided, the students’ jump over the fourth- indicative of the high cost between laptop and non- surveys, teacher SES was estimated based The non-laptop group technology, it is important grade slump. Journal of of implementation. laptop groups. Two elementary schools interviews, classroom on the education level of experienced a slump in to give the program time technology, learning, and - The difference in subtest were selected for the observations, and teacher the parents. their fifth grade scores. to work – account for assessment, 9(5), scores. laptop program. and student artifacts. learning curves, etc. Retrieved from ERIC - Participation in the database. laptop program as a predictor in student scores. Weston, M. & Bain, A. This study seeks to - The type of classroom This study reviews other Analysis of data and Not relevant to this Not discussed. The belief that These types of programs (2010). The end of analyze the multitude of that needs to exist in order studies done with 1:1 reviews of 1:1 laptop discussion. “educationally beneficial should not be seen as “fix techno-critique: The studies focusing on 1:1 for 1:1 laptop initiatives initiatives. initiative programs uses of computers will alls” because they’re new. naked truth about 1:1 laptop initiatives and the to be successful. nationwide. emerge spontaneously Merely incorporating laptop initiatives and criticisms about the from … laptop educational change. programs. computers” is flawed. laptops into the classroom Journal of technology, does not equate higher learning, and assessment, test scores, more than any 9(6). Retrieved from other new strategy does. It ERIC database. is important that, along with the new strategy, proper implementation and teaching is being
  4. 4. done. Admiraal, W., Dam, G., The study analyzes - The relationship 81 9th grade students (ages 2 observations in each The researches coded the Small number of Both genders expressed Integration of technology & Heemskerk, I. (2009) whether “learning between using 14-15) in four schools. class. design of the tools. participants. positive feedback in is important for both male Gender inclusiveness in supported by computers” educational tools in the The schools are in two regards to the benefits of and female students. The educational technology is equally beneficial to classroom and different large cities and a small Interviews of teacher- Transcriptions of May not be representative technology usage in the performance of girls when and learning experiences both genders. learning experiences of town in the Netherlands. selected students (2 girls interviews into verbal of all students based on classroom, although they of girls and boys. Journal boys and girls. and 2 boys in each class). protocols and analysis of the fact that they are at targeted different aspects. using the technology of research on technology Schools were selected the interviews using code- schools which already use seemed to really increase in education, 41(3), because of their excellent and-retrieve software. technology. when their interests were 253-276. Retrieved from use of technology in the targeted. ERIC database. classroom. Adeeb, M. & Hussain, I. The study examines - The role of mobile 83 PhD scholars and 10 Surveys (Likert scales) Data collected was Though none were The findings supported With the use of mobile (2009). Role of mobile whether or not having technology in higher faculty members of the administered of both analyzed through discussed, the PhD that mobile technology is technologies being technology in promoting mobile technology education. Department of Education students and faculty applying the mean scores. students may not be appropriate for research prevalent among students campus-wide learning opportunities creates a - The current ways that at International Islamic members. representative of all and education throughout and faculty members, it environment. The turkish campus-wide learning mobile technology is University, Islamabad` students at the university. campus. online journal of environment. used. only makes sense that educational technology, - Students’ problems with It also was found to these types of technology 8(3), 48-56. Retrieved using mobile technology. promote effective should also be used in an from ERIC database. - Appropriate use of interaction among faculty educational setting. mobile technology in and students. higher education Karaman, S. & Celik, S. The study is investigating - The gains of prospective 29 of the 32 prospective Qualitative data gathered The data was broken None discussed. The findings indicated Rather than merely (2007). An exploratory perceptions about a teachers who participated computer teachers through surveys down and categorized that the students felt that learning the skills needed study on the perspectives course that was taught in the PBL course. enrolled in a specific before being analyzed. they were more engaged in order to do technical of prospective computer utilizing a project-based - The challenges computer course during in the learning and computer work, this type teachers following learning (PBL) approach. experienced. the 2004-2005 school A double blind analysis developed lifelong skills project-based learning. - The suggestions from year at Ataturk University was performed. that they would take with of learning allows for Springer science + the students to overcome in Turkey. them from the classroom. more engaged and deeper business media. Retrieved any challenges learning by the students. from ERIC database. Shriner, M., Clark, D., The study hoped to - The reasons that social Students (teachers) in a Qualitative data gathered Data was subjected to None discussed. The data collected The technological Nail. M., & Schlee, B., determine how teachers’ studies teachers seem to summer teacher academy through pre- and post- paired t-test analyses. through the research experiences of teachers Libler, R. (2010). Social perceptions of and self- be shying away from in Indiana. The workshop surveys. conducted supported the during the workshops studies instruction: esteem about the use of technology more than workshops were open to use of the workshops as a directly corresponded to Changing teacher content-specific teachers of other contents. teachers of all grades and way of instructing confidence in classroom technology were affected content areas. teachers on how to their classrooms. They enhanced technology. The through the completion of integrate technology into were able to implement Social Studies, 101, three technology All of the participants their classrooms. virtual field trips and 37-45. Retrieved from workshops. were teaching in a However, the study also activities that engaged the ERIC database. professional development found that the teachers students and offered them school associated with the were able to create a new perspective on the College of Education at meaningful assignments curriculum. Additionally, Indiana State University. when offered support through the workshops. it offered even veteran Each of the three teachers a new and workshops provided had a exciting way of different number of instructing the students. participants. Selwyn, N. & Husen, O. The research is focused - The proportion of school 1303 students from 3 Qualitative data gathered None discussed. The researchers identify - 22.6% of students stated The expectations that (2010). The educational on the perception of students that see a secondary schools in through online surveys one limitation being in the that being good at using technological competence benefits of technological secondary-students in correlation between their England – one from the fact that the data was self- technology helped people is in direct relationship to competence: An regards to the correlation technological competence Greater London area and reported by students. The do well at school. the academic success of investigation of students’ between their academic and their success in two from Cambridge. surveys did not collect perceptions. Evaluation success and their school. other data about their - 53.1% of respondents the student may not be an & research in education, technological - The ways in which these The ages ranged from education, so it is hard to stated that playing video idea held by the actual 23(2), 137-141. Retrieved competence. beliefs compare with their 11 – 16 make connections. games made children student. While this belief
  5. 5. from ERIC database. other beliefs of the use of aggressive. is popular in the media This paper is a technology. 51.5% male; 48.5% and in educational circles, highlighted version of a - The ways in which the female - 32.7% agreed that the students do not always larger study – beliefs about the screen media were more see this relationship. “Developing Media educational value of 77.5% white; 8.6% mixed important than books Literacy: Towards a technological competence race; 6.9% Asian; 5.5% Model of Learning is related to their black; 1.5% Chinese - 28.2% stated that young Progression.” demographic and socio- people were better at economic factors. 22.3% free and reduced using technology than lunch adults Delfino, M. & Persico, D. This article chronicles a - The advantages and Pre-service teachers being Qualitative data gathered Use and application of This was the first - The data shows gains in There is a lot of online (2007). Online or face-to- 5-year study of a course disadvantages of face-to- trained at 20 through surveys and means and standard experience that many terms of technologies training done with face? Experimenting with in educational technology. face courses vs. online Specialization Schools for questionnaires. deviations students had with online used from year 1 to year inservice teachers in Italy. different techniques in The study seeks to courses and various Secondary Teaching learning. 5. It only makes sense that teacher training. Journal identify the weaknesses of combinations of the two (SSIS) in Italy. i.e.: How often do you use preservice teachers should of computer assisted face-to-face and online methods. The large number of a computer? Year 1 (36% also gain experience with learning, 23, 351-365. methods of training. 100 – 150 students per participants. often), Year 5 (68% online learning. - The difficulties and year in the EdTech often) Additionally, this type of problems faced in the course. However, there was some learning and education implementation of these negative feedback truly serves to educate teaching styles. regarding the program - preservice teachers on Willingness to repeat the how they can effectively online experience: Year 2 use different technologies – blended f2f and online – in the classroom. 78.6% definitely yes, 21.4% yes, provided However, the researchers that… , 0% no. acknowledge that further Year 5 – blended f2f and studies and research are online – 52.8% definitely needed to better meet the yes, 38.9% yes, provided that … , 8.3% no. advantages of online training. Penuel, W., Boscardin, This study investigated - The purposes for which 584 elementary and Qualitative data gathered Utilized a categorical There is no way to know Data supported that the Getting teachers to C., Masyn, K., & how the use of student K-12 teachers use student secondary educators. through questionnaires. exploratory factor how representative this teachers sought to use change their beliefs about Crawford, V. (2006). response systems in response system analysis (EFA) sample is of all teachers student response systems student guided instruction Teaching with student elementary and secondary technologies. 35.7% - elementary using student response as a way to improve can be tough. These types response systems in schools affected their - The distinct “profiles of school Kaiser rule systems. learning and instruction, a of studies can show elementary and secondary instruction. use” of response systems 29.7% - middle school way to assess learning, teachers that using student education settings: A among teachers. 34.4% - high school Means and standard Most previous research is and a way to improve response as a way to survey study. Association - Whether or not profiles deviations focused on higher teacher efficiency. guide the lesson can be for educational are associated with education, not K-12. beneficial. communications and particular characteristics technology, 55, 315-346. of teachers. This study does not allow Retrieved from ERIC - Whether or not for investigation of the database. perceptions of the effect that the use of response systems on student response systems teaching and learning has on learning and correlate with profiles of teaching. use.

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