educational technology articles
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Educational Technology Articles. By: DeShea Jones LSIS 5614. Article 1. Does Technology Really Make a Difference? By: David Loertscher. Summary. This article looks at a study conducted by Cheryl Lemke, Ed Coughlin, and Daren Reifsneider of the Metiri Group - PowerPoint PPT PresentationTRANSCRIPT
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Educational Technology Articles
By: DeShea Jones
LSIS 5614
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Does Technology Really Make a Difference?
By: David Loertscher
Article 1
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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.
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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.
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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.”
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Results
Across all content area technology does provide a small, but significant increase
Only when implemented with commitment and appropriate pedagogical shifts
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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
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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
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Best Technologies Are…
Those that promote higher level thinking, imagination, creativity, and engagement.
Augmented reality and data visualization/analysis tools get higher marks.
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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
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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
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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
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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.”
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Article 2
Moving Pictures: Interactive Whiteboards and Instruction
By: Kathy Fredrick
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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.
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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)
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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
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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
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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
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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
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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)
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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
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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
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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.