TECHNOLOGY USE IN

SECONDARY EDUCATION CLASSROOMS

CATHERINE R. LUSARDI

Mentor

Paul Beaudin, PhD

THESIS PAPER

SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE HONORS PROGRAM

OF IONA COLLEGE

NEW ROCHELLE, NY

2010

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ACKNOWELDGEMENTS

Completing this thesis would not have been possible without the support of my

family, friends and professors.

First of all, I would like to thank my parents for giving me the opportunity to

obtain my undergraduate degree and for encouraging me to join the Honors Program at

Iona College. Their support is one of the main reasons for my success in completing both

my undergraduate degree and this thesis.

I want to thank Professor Beaudin for all of the support that he provided me with

in completing my thesis. He was an outstanding resource and provided great support to

me throughout this process. I would also like to thank Dr. Zaino and Dr. Williams for the

support they provided through the Honors Department.

Thank you to all the teachers who opened up their classrooms to me so I could

observe and gather data for my research. Their willingness to help not only impacted my

thesis, but inspired me to be as open in the future when I have a classroom of my own.

To Dr. Steven Mills, thank you for allowing me to use your survey and matrix as

a part of my research. Altering the Technology Integration Standards Configuration

Matrix made my research focused and streamlined the process. My research would not

have been as organized without it.

Lastly, thank you to my family and friends for the emotional support that you

have provided me as I completed my thesis. I would not have been able to do so without

the help of all of you. A special thank you to Chris Barbino for always helping me with

my thesis and providing any feedback that I needed.

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TABLE OF CONTENTS

Page

LIST OF FIGURES v

ABSTRACT vi

CHAPTER I: INTRODUCTION 1

Statement of the Problem 1

Research Questions 2

Theoretical Rationale 2

Definition of Terms 3

Limitations of the Study 4

Significance of the Study 5

CHAPTER II: REVIEW OF THE LITERATURE 6

Technology Integration 7

Limitations in Using Technology 8

Classroom Blogs 9

Audience Response Systems 12

Interactive Whiteboards 16

Podcasting 18

YouTube 20

Summary 21

CHAPTER III: METHODOLOGY 22

CHAPTER IV: ANALYSIS OF RESEARCH FINDINGS 26

Observations 29

iv

Surveys 33

Summary 36

CHAPTER V: DISCUSSION AND CONCLUSIONS 37

Summary and Analysis of Findings 37

Implications for the Field of Education 39

Recommendations for Future Research 41

REFERENCES 43

APPENDIX A 46

APPENDIX B 47

APPENDIX C 49

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LIST OF FIGURES

Figure 1. Cumulative Frequency Bar Graph of Off-Task Students 33

Figure 2. Female Score Results 34

Figure 3. Male Score Results 35

Figure 4. Frequency Graph of Male vs. Female Score Results 35

Figure 5. Cumulative Frequency Graph of Teaching Experience 36

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ABSTRACT

Since technology has become a major part of everyday life, it is no wonder that it

is being seen more and more in classrooms across the curriculum. Technology

integration has become a prevalent topic in education over the past few years. The New

York State Department of Education has even created technology standards to be

implemented in classrooms state-wide. Some of the technological tools being used in

today’s classrooms include interactive whiteboards, classroom blogs, audience response

systems (clickers), podcasting, and video sharing websites such as YouTube. This study

takes an in-depth look at how each of these technologies can be used in the classroom

through a literature review. This study also examines how teachers use technology in

their classrooms. Ten different high school math teachers were observed, from three

different school districts, to see what technology was available to them, and how they put

it to use in their lessons. Forty-three high school math teachers were also surveyed, using

the Technology Integration Standards Configuration Matrix (TISCM) obtained with

permission from Dr. Steven Mills, to ascertain teachers’ attitudes toward technology and

how they integrated technology on a daily basis. The purpose of this study is to analyze

how technology can best be used to enhance student engagement.

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INTRODUCTION

With technology such an important part of our lives, how should technology best

be used in the education of our children? Education is thought to be the process of

preparing children for the “real world” and giving students the tools they need to live and

function on their own. Through the education process, children become literate, but

being literate no longer means simply being able to read and write. There are many new

forms of literacy, including technology or information literacy. Being so dependent on

technology, then, it is worthy of study how it might best integrated into the classroom.

Not only does technology prepare students for the “real world,” but it also actively

engages them in their own learning.

Technology is continuously changing with new advances being made on a

constant basis. In the past, teachers used a chalkboard during their lessons. The

overhead projector was then introduced, and teachers used that new form of technology

for giving notes. Technology has since come a long way and teachers now employ the

use of computers, interactive white boards, and the internet along with other available

resources to use when preparing their lessons.

Students who are engaged and motivated tend to have more success in the

classroom. Keeping students engaged during a 45-minute period can be a daunting task,

but with the use technology teachers may engage students more readily. Technology has

the potential for interactive and engaging lessons. This, along with the practicality of

technology, should encourage teachers to integrate these resources into the classroom on

a regular basis.

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The purpose of this thesis project is to examine the use of technology in the

classroom by analyzing literature, observations and surveys. The end result of this

analysis is a coherent plan for how technology should be integrated into the classroom.

Observations of high school mathematics classrooms were conducted to see how

technology is being used in the classrooms. Not only is the integration of technology be

noted, but also its impact on student engagement. Additionally, surveys of teachers were

conducted to assess their beliefs and their comfort level with technology use in the

classroom.

Research Questions

The literature review and research conducted will attempt to answer the following

research questions:

1. What effect does technology use in the classroom have on student achievement

and engagement?

2. What best practices do teachers exhibit in the use of technology for

achievement and engagement?

Theoretical Rationale

The idea of using technology in the classroom and integrating it on a regular basis

is supported by the theory of experiential learning and learner-centered education.

Technology use allows teachers to reach out to the needs of different learners. Not every

student is a visual learner or audio learner and, therefore, teachers should differentiate

their teaching styles in order to reach every student’s needs. Henson (2003) claims that,

“For educational systems to serve the needs of every learner, it is essential that every

instructional decision focuses on the individual learner—with an understanding of the

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learning process” (p. 6). Technology can aid teachers in reaching the needs of all the

students.

Frances Parker, a pioneer in the progressive school movement, believed that “rote

memorization” and drill activities were not the way for students to learn. He believed

that understanding was not driven by understanding, but rather by activities and other

methods of learning (Henson, 2003). With the use of technology, teachers can begin to

differentiate instruction and move away from rote memorization and day after day of

direct instruction. Technology allows for interactive lessons where students become

engaged in what they are doing.

The theory of Constructivist Learning, derived largely from Piaget’s work, can be

used to support the use of technology in the classroom to further student learning. Piaget

believed that learners need to construct their own knowledge and that learners would not

immediately understand material being taught to them (Powell & Kalina, 2009).

Technology allows students to look at material from different perspectives and obtain a

complete understanding. By using technology, learners can see material from different

angles and create their own knowledge and understanding of the material.

Definition of Terms

Audience Response Systems. More commonly referred to as clickers, wireless

hand held devices about the size of a small calculator used for students to respond to

questions or other activities as designated by the teacher (Kenwright, 2009; Barber &

Njus, 2007).

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Blogs. Frequently updated Internet postings, archived typically in reverse

chronological order, which sometimes may contain hypertext links to websites or other

blogs (MacBride & Luehmann, 2008; Read, 2006).

Classroom Blogs. “A blog attached to a specific section of a specific class”

(MacBride & Luehmann, 2008).

Interactive Whiteboards. A combination of computer, touch sensitive whiteboard,

and a LCD projector integrated into one collaborative system (Ozel, Yetkiner & Capraro,

2008).

Podcast. An audio recording that can be posted to a blog or website (Davis &

McGrail, 2009).

YouTube. “A video-sharing Website founded in 2005” (Mullen & Wedwick,

2008).

Limitations of the Study

The research conducted for this study will be unable to be generalized on a

national basis as the research is being conducted in the New York area. Additionally, the

results obtained from the surveys will reflect the attitudes of those who completed them,

high school mathematics teachers from private schools. Conducting the survey as a

voluntary response also places a limitation on the research, but the sample size will be

large enough to be significant.

There is a common perception that private schools have more funding, however,

in Nassau and Westchester Counties were the observations were conducted, private and

public schools typically receive equal funding due to the economic privilege of many of

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the public school districts in these areas. For this reason, the technology observed in the

research is not necessarily only found in private schools in this area.

Although technology was observed on a first-hand basis, instant response

technologies, better known as “clickers,” or classroom blog systems were not observed

due to the fact that these particular teachers did not utilize such technologies. Although

such limitations do exist, these particular types of technologies will still be examined

through the literature.

Significance of the Study

This study is significant in that technology is always changing and it is appearing

in classrooms now more than ever. With technology becoming a convention in the world

of education it is important that teachers realize what is available to them and how to

utilize to best meet the needs of their students. This study will take a look at a wide

spectrum of technology that is available as well as seeing how technology is currently

being used in classrooms. This information can be used to help teachers alter their

methods to enhance student engagement.

Since technology in the classroom is something relatively new, there is an

increasing amount of literature on this topic in that as educators, we are still learning

about the resources available. Some of the literature available focuses on one particular

type of technology, however, this study will provide readers with an overview of a

variety of technologies that exist.

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LITERATURE REVIEW

With technology such a major part of every aspect of our lives, it is no wonder

that it is being seen more and more in schools. Educators have a responsibility to prepare

students for the future and technology is a very real component of that future (Mullen &

Wedwick, 2008). The phenomenon of technology and preparing students for the future is

at the forefront of education; it has become such an important topic that the New York

State Department of Education has developed standards for educational technology.

Over the past decade, these standards have been developed not only to implement

technology into the classroom, but to ensure that by the end of eighth grade all students

are computer literate (“Education technology”). In the 21st century, many almost

everything in our world is becoming digitized and students, the leaders of tomorrow,

should become familiar with technology and these new advancements. Modern

technology should be implemented into classroom instruction in order for students to

develop the skills needed in our new digital society (Mullen & Wedwick, 2008).

Literacy is defined as the ability to read and write, but this new type of literacy is

developing as our society makes new technological developments. Teachers are not only

faced with the task of educating students to read and write, but also educating students to

be technologically literate, as well. The definition of literacy is no longer the traditional

definition of reading and writing, the definition is now expanding to computer literate and

technologically literate. Mullen and Wedwick (2008) argue “being literate no longer

only involves being able to read and write. The literate of the twenty-first century must

be able to download, upload, rip, burn, chat, save, blog, Skype, IM, and share.” The

main goal of literacy, no matter what type, is to be able to communicate effectively

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(Jones-Kavalier & Flannigan, 2008). Digital literacy, computer literacy or technological

literacy all enhance a person’s ability to communicate by adding another dimension to the

arsenal of skills a literate person already possesses.

Not only is it necessary to incorporate technology into the classroom for the

benefit of the students, but for the benefit of the teachers as well. Technology can be

used to help teachers be more interactive, effective, and engaging (Yu & Smith, 2008).

According to the New York State Department of Education, educational technology is

defined as “using multimedia technologies or audiovisual aids as a tool to enhance the

teaching and learning process” (“Definitions and terminology”). Additionally,

technology allows teachers to reach to different types of learners (Gorder, 2008). Not all

students learn the same way and with the use of technology, teachers can adapt their

lessons to a multitude of needs for their students. With such a mutually beneficial

relationship, teachers should be willing to integrate technology into their classroom

activities.

Technology Integration

When using technology in the classroom, it is important to distinguish between

technology use and technology integration. Technology use is just that, using

technology; it means much more to integrate technology. Integration involves daily use

of technology in reforming the everyday classroom routines (Gorder, 2008). Ozel,

Yetkiner and Capraro (2008) claim that there are five phases for properly integrating

technology. These five phases employ the following questions: Why should I use a

technology-based method? How will I know students have learned? What teaching

strategies and activities will work best? Are adequate hardware, software and technical

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support available? What worked well and what could be improved? By examining each

of these questions, a teacher is not just using technology, the teacher is thoughtfully

planning how technology can be used in the lesson in order to best suit the needs of the

students.

Limitations in Using Technology

Technology in the classroom is very useful, but as with anything, there are

always limitations. One of the major concerns for many school districts is the cost that

coincides with implementing new technology. There is the cost of purchasing materials

to use technology, such as computers and interactive whiteboards, but there is also the

cost of the software. As the software becomes updated, or new technologies become

available, school districts then need to accrue the cost of updating the technology already

put in place in their districts. With funding limitations in place, it is important that

schools utilize free resources available to them on the internet (Mullen & Wedwick,

2008).

Another major limitation for school districts, aside from funding, is the training or

professional development available for teachers. Once school districts equip their

buildings with the latest technology, teachers must learn how to use these technologies in

order for it to benefit the students. According to Gorder (2008), “teachers know their

content and pedagogy, but when it comes to technology, teachers often learn along with

the students” (p. 63). With a lack of training for the faculty, it can be difficult for them to

integrate technology because they are focused on learning how to use it, as opposed to

integrating it properly into their lessons (Jones-Kavalier & Flannigan, 2008). Not only

can the lack of training affect how teachers integrate technology, but it can also cause

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interruptions during a lesson. For example, if a teacher is using an interactive whiteboard

and they do not know how to utilize a certain feature, or there is a malfunction that they

are not trained to fix, it takes time away from their lesson to stop and learn how to do it

(Somyurek, Atasoy, & Ozdemir, 2009). These interruptions, due to a teacher’s

inexperience, can cause students to become off-task and essentially lose focus in the

lesson.

Classroom Blogs

Blogs are a collection of postings that contain text, pictures, media, and hypertext

links which can be archived (Gorder, 2008; MacBride & Luehmann, 2008). The original

intent of blogs was that they would be a public forum, although that can be changed if

desired; blogs can be made “invisible to the public” (Wang & Hsua, 2008). Classroom

blogs have become more popular over the past few years and their popularity is only

expected to grow (Read, 2006). Teachers who use blogs have seen benefits in their

classes, such as the motivation for students to write better and increase participation

(Davis & McGrail, 2009; MacBride & Leuhmann, 2008). Since blogs are simply

postings on the internet, teachers have the flexibility to design them as they wish and

cater them to the specific needs of the class and the students.

Comparisons have been made between blogs and other online discussion tools,

such as discussion board websites like Blackboard. While there are similarities between

blogs and websites such as Blackboard, there are a few key differences that have been

noted that give teachers the upper hand when using blogs. For example, on a discussion

board, the postings are private and students no longer have access to them once the

project, or class, has ended (Wang & Hsua, 2008). With blogs, students are able to view

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postings even after the class has ended, allowing them to look back and reflect at later

points in life, or even use the blog as a resource down the road in their educational career.

Another benefit of blogs, that is not available with discussion boards, is their layout.

Creators of blogs are able to make custom layouts and organize the blog in whatever

manner they think is most beneficial for their use. These examples have convinced some

researchers that blogs are better educational tools than discussion boards (Wang & Hsua,

2008).

While blogs can have many different objectives, an underlying advantage that has

been seen through the use of blogs is the students’ writing. According to Read (2006),

teachers have noticed that “students respond well—even, and perhaps especially, students

who are not avid writers” (p. 44). The reasoning behind why students write better on

blogs is unknown, but some have speculated. Wang & Hsua (2008) point out that writing

allows people more time to reflect and articulate what they are trying to say, as compared

to other forms of communication. With blogging, not only are students writing so they

have time to think about what they want to convey to the reader, but there is not a strict

time constraint as there would be in a traditional classroom environment. Consequently,

it leaves the students with even more time to reflect and prepare exactly what they want

to say. Another suggestion as to why students write better on blogs is the extended

audience that is involved with blogging (Davis & McGrail, 2009; MacBride &

Luehmann, 2008). With most blogs being a public forum, there is a larger audience and

more reasons for students to write better.

Teachers can develop blogs in any manner they like, as simple as a forum where

students can bounce ideas off each other, or as in depth as having multiple sections with

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different purposes and/or assignments. Blogs can be used as an informative site for

teachers to post homework, a classroom calendar or other necessary documents (Mullen

& Wedwick, 2008). Class discussions are often cut short due to time constraints, but

blogs give both students and teachers an outlet to continue the discussion outside of class

(MacBride & Luehmann, 2008; Wang & Hsua, 2008). Mullen and Wedwick (2008) use

an example of one teacher who used a blog for students to write book recommendations

and discuss current events. One math teacher had a section in his classroom blog to post

optional enrichment problems for students to try on their own (MacBride & Luehmann,

2008). These examples demonstrate how blogs can be designed to work with any subject,

grade, or class.

A case study done involving a teacher who used his blog for his Pre-Calculus

class demonstrated the use of a blog in a variety of ways. His blog contained ten

different sections, all with a different purpose. One of the sections was known as scribe

posts where students would take turns writing a post about what occurred during their

math class that day. Examples of these scribe posts included summaries, notes, and

sample problems. Not only did this section of the blog make students active participants,

but it also gave the students in the class a way to review each day, or at the end of a unit

(MacBride & Luehmann, 2008).

Some teachers choose to use a classroom blog as a part of the writing workshop

so frequently referred to in English Language Arts classrooms. In this case, blogs allow

students to receive feedback on their particular writing. According to Read (2006),

“sharing time at the end of writing workshop can be a powerful motivator for children to

write and improve their writing”(p.44). Many secondary school teachers do not complete

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the writing workshop with their students as deeply as elementary school teachers. Read

argues that blogs can help to revive the use of the writing workshop. For example, blogs

eliminate the time constraint for completing the process in class. They also eliminate the

fear that some adolescents develop of face-to-face sharing.

With blogs, there is the option to open it up to parents, faculty members, or even

other classes. This feature can be helpful in creating a pen-pal forum for younger grades,

a school newsletter collaboratively created by multiple grades, or a cross-discipline

project with collaboration of classes for older grades (Wang & Hsua, 2008; Witte, 2007).

For example, the Talkback Project was a blog created in 2005 where middle school

students and pre-service teachers participated in a pen-pal type activity. In this particular

project, both the students and the pre-service teachers were reading the same novels and

were then asked to have conversations about the novel via the blog. The participants in

this project not only learned about the novel, but were able to make a connection to

others outside of their classroom that they would not have otherwise been able to do in a

regular classroom setting (Witte, 2007).

Audience Response Systems

Audience response systems, more commonly known as clickers, are wireless hand

held devices—about the size of a small calculator—used for students to respond during a

lecture in which their response is electronically transmitted to a computer (Kenwright,

2009; Salend, 2009). Their use ranges from simply taking attendance, to having students

respond to multiple choice questions posed by the teacher. One of the major reasons

teachers use these devices is to make their lesson more interactive (Barber & Njus, 2007).

Clickers are known to promote active learning and have become popular over the past

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few years in an attempt to make lectures more engaging (Martyn, 2007). Another major

advantage of clickers is their ability to provide immediate feedback to teachers, and even

to the students if desired (Kenwright, 2009; Salend, 2009; Ozel, Yetkiner & Capraro,

2008).

Clickers can be assigned to individual students and recorded with the unique

number on each device. By assigning each clicker to a specific student, it not only holds

the students accountable, but it also allows the teacher to use software to monitor each

student’s responses (Kenwright, 2009). The software used with audience response

systems allows for the responses to each question, from each clicker, to be recorded and

saved. The data can then be used to form a variety of different analysis and summary

reports (Barber & Njus, 2007).

The flexibility of audience response systems allows a teacher to alter their use of

the clickers based on their lesson. The clickers can be used to quiz students as a self-

assessment or as a formative assessment (Kenwright, 2009). Quizzing students using the

clickers allows a teacher to gauge how many students are prepared for the class, or have

completed the reading material without taking the time to individually ask each student a

separate question. Another benefit of using clickers to ask questions to the class is the

comparison available not only to the teacher, but to the students as well. After the

students respond to a question, the results can appear on a computer and be projected

onto a screen for the entire class to view the summary. For example, a teacher can set it

up so that the results appear in a bar graph depicting how many students answered a, b, c

or d on a multiple choice question. By providing these results to the students, it allows

them to see where they are compared to other students in the class (Kenwright, 2009).

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Allowing students to view the results from the questions has a few additional

benefits aside from being able to gauge their answer as compared to the class. Students

are able to answer questions without the fear of being ridiculed. If a teacher asks the

same multiple choice question by polling the students and having them raise his hands,

there would be no sense of anonymity. With the clickers, the students can feel

comfortable that they will not be ridiculed for being the only student to raise their hand

for choice b when everyone else raised their hand for choice c (Martyn, 2007). Clickers

can also build a sense of camaraderie within the class. Some teachers argue that their

students bond together in the hope that everyone will get the answer right, that when

100% of the class answers the question correctly there is a sense of accomplishment and

the students enjoy that (Kenwright, 2009).

Kenwright (2009) argues that teachers who use audience response systems see

increased participation and attendance. In a typical classroom lecture setting, when a

teacher asks a question, only one or two students are called on to answer. By using

clickers, the teacher can poll the entire class, giving each student a chance to answer

(Martyn, 2007). This method keeps the same students from answering questions class

after class, allows shy students to answer questions without needing to speak in front of

classmates, and keeps the teacher from needing to call on students reluctant to answer

(Kenwright, 2009; Salend, 2009; Martyn, 2007).

It is no wonder that clickers are becoming more and more popular in classrooms.

There are, however, some key things to consider when you are implementing this

technology into your lesson. You should not rely solely on clickers for a 40-minute

period simply because there is a new form of technology in the classroom; there needs to

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be a balance between the use of the clickers and the regular material (Kenwright, 2009).

Teachers can proceed just as they would with direct instruction, instead of asking

questions and having students raise their hands, the clickers would be used. This means

that if you are using a presentation, the question slides should be used sparingly. There

should also be time allotted to explain the answer and have a discussion if necessary

(Martyn, 2007).

If you are using slides to present the results to the students, there are a few key

organizational points to keep in mind. For example, the first slide should have the

question, the second slide should display the results, and the third slide should have the

correct answer highlighted or emphasized in some way (Martyn, 2007). Another

suggestion, specifically for use in math classrooms, is to add an additional slide with the

solution or to work out the solution on a whiteboard or chalkboard at the side of the

classroom (Kenwright, 2009). This further explanation provides reinforcement for the

students and also allows them to find their error, especially if they chose the “common

mistake” multiple choice answer.

As with any lesson, the teacher should always be prepared. When implementing

clickers into the classroom, there are a few things to prepare. Not only should questions

be prepared and put into the lecture beforehand (Kenwright, 2009), but teachers should

also practice using the clickers in the classroom setting to make sure there are no glitches

(Martyn, 2007). It can sometimes help to set up the software on a laptop and use that

laptop for the lecture so that no files or software need to be transferred from a home

computer to a computer in the classroom. A common mishap with clickers occurs when

multiple teachers use the same set of clickers because they can be set to different

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channels (Kenwright, 2009). Mishaps such as that, as well as other general technological

troubleshooting problems, can be avoided by having a dry-run in the classroom the

technology will be used.

Interactive Whiteboards

An interactive whiteboard (IWB) is a combination of a projector and touch

sensitive whiteboard that is attached to a computer, allowing the user to navigate through

documents without the use of a mouse or keyboard (Ozel, Yetkiner, & Capraro, 2008;

Schweder & Wissick, 2008). The software that accompanies the interactive whiteboards

can be controlled through either the computer or the board itself (Somyurek, Atasoy, &

Ozdemir, 2009). Interactive whiteboards can be used just as a regular whiteboard, but

can also be used to draw upon numerous other resources to enhance lessons.

One major anticipated benefit of using interactive whiteboards is increased

student motivation and student engagement. Students become engaged in the lesson

based on the colorful graphics used, the ability to move elements on the screen, or other

resources used (Wood & Ashfield, 2008). Interactive whiteboards not only make

engaging students easier, but they can also make accommodating for students with

learning disabilities easier as well (Schweder & Wissick, 2008). Features included on

interactive whiteboards and their software allow teachers to make accommodations for

those students who may need differentiated instruction.

Teachers can use interactive whiteboards to display images just as they would

with an overhead projector or handouts. However, Wood and Ashfield (2007) argue that

“images displayed on the IWB were often of better quality than alternative resources such

as overhead transparencies, posters and photocopied worksheets” (p. 91). Using

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worksheets in class can be beneficial because students have their own personal copy of a

chart or political cartoon, but reinforcement can be used with interactive whiteboards.

Displaying the handout or worksheet on the whiteboard can provide additional support

for those who need it. A teacher can use the whiteboard with the worksheet displayed on

the screen while students follow along at their desks with the same worksheet (Schweder

& Wissick, 2008).

The extent of students following along at their desks does not stop at worksheets.

If students are learning to do something on computers in a lab or laptops in the

classroom, the teacher can model the process at the interactive whiteboard (Schweder &

Wissick, 2008). In this case IWBs can eliminate confusion. If a student does not

understand the instructions, he or she can simply watch how the teacher completed the

task and mimic it at his or her own computer. The same goes for graphing or using a

compass in a mathematics class. Teachers can demonstrate how to use tools and

complete processes at the board and students can follow at their desks.

Interactive whiteboards can also be used to show multimedia presentations either

from textbook and publishing companies or from online resources (Schweder & Wissick,

2008). These presentations can be incorporated into lessons to reach out to different

types of learners. Using presentations such as these can allow teachers to vary their

teaching styles and not use direct teaching on a regular basis.

Not only can images be displayed on the whiteboard, but anything displayed on

the whiteboard can be printed out and given to the class if necessary as well. Each

document used on the whiteboard can be saved and retrieved at a subsequent time, or

printed out (Somyurek, Atasoy, & Ozdemir, 2009; Schweder & Wissick, 2008; Wood &

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Ashfield, 2008). Documents can be altered and annotated to display new developments

in a topic as students learn them, or even annotated to reflect class discussions.

Researchers have also found that lessons with IWBs flow better and have fewer

pauses in the learning (Zevenbergen & Lerman, 2008). There is a certain amount of time

used during class periods to write notes on the board or to write example problems on the

board. With the use of interactive whiteboards some of that time can be eliminated. For

example, in a mathematics class time spent writing out problems from a worksheet can

take time. Instead a teacher can have these problems already loaded into the software and

displayed on the board.

Podcasting

Podcasting is nothing more than the creation and distribution of an audio

recording (Davis & McGrail, 2009; Richardson, 2006). In some ways podcasting and

blogs are connected because blogs can be a means by which podcasts are distributed.

They are similar in that both blogs and podcasting allow people to voice their opinions,

but the manner in which they do so is different. Blogs allow users to read and write,

while podcasts allow users to talk and listen. Much like blogs, the use of podcasts in the

educational atmosphere is open to interpretation and can be tailored to each teacher’s

need.

Creating a podcast is not extremely difficult, and does not require much extra

software or equipment. In order to create a podcast, you need a digital audio recorder

(such as a microphone) connected to a computer, a site to broadcast on (such as a blog),

and someplace to save your file (Davis & McGrail, 2009; Richardson, 2006). There are

even websites such as Audacity that work with drivers that can be downloaded for free to

19

help you streamline the process (Davis & McGrail, 2009). Since downloading these tools

is free, podcasting is truly available to anyone, even if you do not already have the

software necessary on your computer.

Podcasting can be used for many different needs and, therefore, implementing this

technology into the classroom can be a fairly easy process. This process allows students

immediate feedback (Davis & McGrail, 2009). Podcasts also give them something to

revisit, since the audio file can be saved and listened to as frequently as desired. With

benefits such as these and the availability of podcasting, it can be used in any manner a

teacher wishes. Podcasts can be used for a teacher to record a famous speech for students

to listen to; they can be used for teachers to record a lesson in the event that they are

absent from class; podcasts can be used as a part of the writing workshop; and, they can

even be used for students to do homework assignments or projects.

Using podcasts in the classroom may seem difficult, but it can be put into practice

quite easily. For those teachers who use blogs, they can infuse the podcasting right into

their blog. For those teachers who do not use blogs, they can easily create a forum to

broadcast their podcasting. Once a teacher decides to employ this type of technology in

the classroom, it can be intimidating as to how to utilize the technology without falling

behind in the curriculum or even how to use the technology creatively. For that exact

purpose, there is a website that can be used as a resource to help teachers get started on

using podcasts in the educational world. “Education Podcast Network” was established

in 2005 in order to bring educators together who are all using this technology

(Richardson, 2006). This website offers a directory of educators using podcasting as well

as “suggested classroom uses broken down both by grade level and subject” (p. 115).

20

In one class of fifth-graders, the teacher used podcasting to assist the students in

the revising stage of the writing process. For many students, when a teachers asks them

to “proofread” they simply glance over their work without delving into the deeper

revising necessary. In this particular example, the teacher recorded podcasts of a reading

of each student’s writing. This allowed the students to get an understanding of how a

reader would actually be reacting to the story. Students are hopefully able to recognize

when there is confusion in their writing versus when their writing is clear and engaging

(Davis & McGrail, 2009).

YouTube

YouTube is a video sharing website, founded in 2005, available to anyone who

has access to the World Wide Web (Mullen & Wedwick, 2008). This website can be

used for a range of things; anything from a music video to a political speech to an

amateur movie can be found on YouTube. With such a wide range of applications,

teachers are just beginning to unravel the potential benefits of using YouTube during a

lesson.

Anyone who accesses YouTube can search the large database of videos for his

particular need, or a user can set up an account and save selected videos to that account

(Mullen & Wedwick, 2008). If teachers search for videos in preparation for their lesson,

they can save the video to the created account, thus eliminating time spent in class to

search and select the correct video.

While YouTube may be a well known website, there are other websites available

that teachers can use as resources. For example, there are websites such as TeacherTube,

SchoolTube, United Streaming, and Google Video. Although these other websites are

21

not as well known or frequented by as many visitors as YouTube, that should not

discredit their ability in aiding teachers with lessons. In fact, websites such as

TeacherTube or SchoolTube are school safe websites and student friendly. Therefore, if

one is having students search for videos on their own, it would be best for them to use

one of those school safe websites (Mullen & Wedwick, 2008).

Summary

There are numerous different types of technology available to teachers, each of

which can be used in a different way to help cater to the needs of students. Technology

can be immensely helpful in the development of lessons, provided that the teacher uses

technology in a constructive manner. Benefits of integrating technology into the

classroom on a regular basis are not limited to teachers; using technology on a regular

basis also helps to prepare students for the technology-centered world they will enter

upon leaving the classroom. For these reasons, it is important to research how

technology can be implemented into classrooms and schools. Additionally, it is the

responsibility of those using the technology to make sure they have the proper

background and/or training in order to use the technology without taking away from the

overall meaning of the lesson. Technology is meant to enhance lessons, not hinder them.

22

METHODOLOGY

The purpose of the research conducted was to assess how technology is used in

the secondary mathematics classroom. The overall purpose of the research was to gather

information to help propose a method of how technology can be used in the classroom.

The research was broken down into two parts: the first consisted of observations and the

second consisted of surveys. Before the research was conducted, approval was received

from the Iona College Human Subjects Review Board (Appendix A).

The qualitative aspect of the research consisted of classroom observations,

whereas the surveys formed the quantitative aspect of the research. The purpose of the

surveys, as with most surveys or questionnaires, was to convert information into data,

especially frequency data (Tuckman, 1999). For the purpose of this study, it was

important to look at the frequency of use of technology by the teachers who participated

in the survey. On the other hand, the observations were used primarily to describe what

was occurring in the classrooms and look for an explanation as to how and why the

technology was being used. Tuckman (1999) claims qualitative research such as

observations “attempts primarily to describe, focuses on process, analyzes its data

inductively, and seeks meanings in events” (p. 423). Therefore, the combination of these

two methods of research will give both quantitative and qualitative data; the observations

will hopefully provide meaning to the surveys completed by teachers.

Observations were conducted in various high school mathematics classrooms in

three high schools in Nassau and Westchester Counties; a total of twenty observations

were conducted. These observations were conducted at a suburban Catholic high school

on Friday, April 30, 2010, a Westchester public high school on Monday, May 3, 2010

23

and a Long Island public high school on Tuesday, June 1, 2010 and Wednesday, June 2,

2010. The schools in which the observations were performed were chosen based on

professional contacts and the appropriate permission was obtained from the cooperating

teachers.

For each class period, the same observation report (Appendix B) was used to

record activities in the classroom. The first part of the report consisted of information

about the school, teacher and class. The technological resources available in the

classroom were also recorded. The observations focused on the technology used during

the class period. Therefore, there was a checklist employed to record which technologies

were utilized by either the teacher or the students in the classroom. The options for

technology use ranged from an overhead projector, to interactive whiteboards or

SmartBoard technology, to interactive classroom response technology. There was also a

spot to record any additional technology used by the teacher or students that was not

already on the checklist. The second major component of the observation report was to

record the attentiveness of the students. In order to evaluate whether students were

engaged in the lesson, a count was done to see how many students appeared to be off-task

at ten minute intervals.

The second component of the research was the survey. Surveys were sent out to

sixteen high school math departments for teachers to complete. These particular schools

were selected because they were private schools in the geographic area of Iona College.

Private schools were chosen because the procedure to obtain permission to survey

teachers facilitated the potential for a higher response rate than may have been the case in

public school districts. An existing survey, Technology Integration Standards

24

Configuration Matrix (TISCM), was used with a few minor alterations. The survey and

matrix (Appendix C) were obtained from Dr. Steven Mills of the University Center of

Southern Oklahoma. Dr. Mills and Robert C. Tincher conducted research using this

particular survey and published their findings in the article “Be the Technology: A

Developmental Model for Evaluating Technology Integration.” The TISCM was a 19-

item checklist, each item worth up to four points, with an overall range of scores from 0

to 76.

Each of the surveys included a cover letter to the teachers explaining the purpose

of the survey and asking them to take the time to complete it. Teachers were asked to

complete the survey on a voluntary basis and return the completed survey. Once the

surveys were received, the matrix (Appendix C) was used to give each survey a score and

each of those scores were logged. The matrix rubric was used to give each survey, or

checklist, a score. The purpose of the survey was to record the highest level of use for

each component on the survey. According to Mills and Tincher (2003), “if a teacher

responded to a checklist component by marking responses 2 and 3, the response was

recorded as a 3” (p. 390). Once every survey had been scored, a comparative analysis

and statistics were then completed.

Both the observation portion and the survey portion of this research had

limitations. Observations in mathematics classrooms usually do not involve the use of

interactive classroom response technology or a classroom blog. Therefore, the

observations that were completed did not include all potential technology available to

classroom teachers. According to the Student Technology Survey conducted by the New

York State Department of Education in 2009, the most commonly used technologies

25

inside school were computers/laptops, interactive whiteboards, blackboard site/infinite

campus, phones/cell phones, and overhead projectors (“Regents Statewide Learning

Technology Plan”). However, the technology which was observed is the most commonly

used and is, therefore, possibly the convention for most secondary teachers.

Additionally, the survey portion of the research had limitations in that it was a voluntary

response survey. Since teachers were not required to complete the survey and return it,

there was not a 100% response rate. There were a total of 43 returned surveys for a

response rate of 34%. The sample size for this particular survey only pertained to the

view of teachers from private schools in the area.

26

ANALYSIS OF RESEARCH FINDINGS

Over the course of the twenty classroom observations, there were certain

commonalities between the technology used by the various teachers. Additionally, the

differences in technologies and differences in teaching strategies allowed for a

comparison. These similarities and differences formed a wide spectrum of how to

integrate technology into the classroom.

Although technology in the classroom can very helpful in aiding a teacher with

student engagement, it is not without some minor challenges. For example, interactive

whiteboards sometimes need to be calibrated. If this happens and you do not recalibrate

the board, where you write on the screen will not be where it shows up; instead, it will be

off by a few inches. If this occurs during a lesson, a teacher can stop in the middle of it

to recalibrate the board. However, in the middle of a lesson it takes time and also allows

the students to lose focus. One of the teachers that was observed formed the habit of

calibrating the board in preparation for each class. This teacher calibrated the board

either between periods or during the first minute or two of class, while the students were

settling down and taking out their books. Since the teacher was doing it on his own time,

he did not lose any teaching time and the students were not distracted in the middle of the

lesson.

There are multiple companies that produce interactive whiteboards and over the

course of the twenty observations there were two different products used. Two schools

used the popular SmartBoard, whereas the third school used a Promethean Board. With

these different products come a few slight variations in the way the technology works.

For example, the SmartBoard has four different color markers and an eraser, whereas the

27

Promethean Board has one universal marker. While there are some benefits to have a

universal marker for the Promethean Board, there is one major downfall. The universal

marker runs on batteries, and it is the teacher’s responsibility to make sure that the

marker is charged. When the battery is not charged the marker can be temperamental and

may react in the same manner as when the SmartBoard needs to be recalibrated.

Another difference between the SmartBoard and Promethean Board is the “extend

page” feature. This particular feature allows the teacher to continue on the same page

and use the scroll on the right hand side of the board to see what was done previously.

The SmartBoard technology is equipped with this feature, but during the observations it

did not appear that the Promethean Boards had a compatible feature. This feature is

particularly useful when you are working on a problem and do not want to switch back

and forth between pages. It is much easier to scroll up and down than switch between

pages. In a math class it is especially helpful when there are multiple parts to a problem

that are related to each other. In cases where teachers did not use the “extend page”

feature, they moved to the chalkboard or whiteboard and completed the problem there.

That is a viable option; however, it is nice to have the option of extending the page on the

interactive whiteboard.

There are endless features on the interactive whiteboards that can aide teachers in

their lessons across the disciplines, but there are certain features that are extremely

helpful in math classrooms. For example, there is a feature on these products that allows

you to display graph paper. Students benefit from this because they can follow along

with the graph that the teacher makes on the board, but it is also helpful for teachers

because they do not need to waste time creating their own set of axes. Other features

28

helpful in a math classroom, especially in geometry, are the toolbars that allow you to

make shapes and lines without drawing them freehand. These features are similar to

those used in Microsoft Word or other compatible software such as that. Another key

feature for geometry is the compass tool. This feature on the software can be used to

show students how to use the compass properly complete the constructions required of

that course. Not only are students able to watch, but teachers can use it on the board and

follow along as the students complete the constructions at their desk. Other general

features of the interactive whiteboard software include adding textboxes, highlighting

text or pictures and moving them, using a drag tool to move items on the screen and

magnifying text on the screen.

Texas Instruments, a major calculator company, has created software for teachers

to use in conjunction with the interactive whiteboards. Teachers can select the calculator

program to be displayed on the board and use the touch-screen technology to use the

calculator just as if you were using while holding it in your hand. This technology is

extremely helpful and 95% of the teacher observed used this software. It is helpful for

students to follow along at their desks while the teacher is using the calculator at the

board. Using the calculator is especially helpful when the students are learning new

commands on the calculator and need help navigating to find it.

Technology in the classroom is a great resource and while there may be setbacks,

finding a way to compensate for those setbacks is a key skill that needs to be acquired.

When technology is used in a constructive manner it is the most effective. During the

observations there were teachers that utilized the numerous features outlined above and

there were also teachers that used the interactive whiteboard the same way they would

29

used a chalkboard and whiteboard. Those teachers that made the most of the technology

were the ones that kept the students most engaged.

Observations

Twenty classroom observations were conducted at three locations. Within those

twenty observations there were a total of ten different teachers with varying math classes.

Four teachers were observed at a suburban Catholic high school, three teachers at

Westchester public high school, and three teachers at a Long Island public high school.

In order to keep the confidentiality of the teachers who participated in this study,

pseudonyms will be used.

Mr. Jones was observed teaching both Advanced Placement Calculus and 9th

grade Algebra at the Catholic private school in Westchester County. The technological

resources available to Mr. Jones in his classroom included a laptop, a television, and an

interactive whiteboard, more specifically a SmartBoard. In both classes Mr. Jones used

the SmartBoard to project the worksheet that the students were reviewing. This allowed

Mr. Jones to read the question and work out the answer on the worksheet just as the

students had for homework. Additionally, the students would be able to follow along at

their desks. Mr. Jones also used the calculator program in both classes for the students to

see what should be displayed on their calculators. This feature was particularly helpful

for the Algebra class because they were learning new commands on their calculators.

Mr. Smith is a teacher of 9th

grade Geometry who had a laptop, SmartBoard, and

television available to him in his classroom. During the observation of Mr. Smith, he was

conducting a lesson on locus points. For this lesson the students needed their own

compass to complete the worksheet. Using the SmartBoard and its accompanying

30

software, Mr. Smith was able to demonstrate with an electronic compass how the

students should find the locus points. The use of the compass with the SmartBoard was

not only beneficial for students to follow along at their desks, but the students were

intrigued by the use of the compass which kept them engaged in the lesson.

Mr. Miller, also a teacher at the Catholic high school, was observed in his 10th

grade Geometry class. Available to Mr. Miller in his classroom was a laptop,

SmartBoard, and television. The main use of technology in Mr. Miller’s classroom was

for direct instruction. Mr. Miller had the notes for the chapter already uploaded to the

SmartBoard. Students were able to copy these notes down without waiting for Mr. Miller

to write them on the chalkboard. Although Mr. Miller had all of the notes prepared for

the class, he did not want the students copying everything at once. Mr. Miller used the

electronic shade on the SmartBoard to show the students one section of notes at a time.

This allowed for Mr. Miller to explain portions of the notes and make connections for the

students before they moved onto the subsequent section.

Mrs. Kelly is the teacher of a Math 3 class, which is a non-Regents track class for

juniors. The technological resources available in her classroom included a television,

laptop, and SmartBoard. Mrs. Kelly also used the SmartBoard to provide the students

with notes for the lesson. In addition to notes, Mrs. Kelly was able to use examples from

a different textbook than the students normally used. Rather than printing a copy of the

example problems, Mrs. Kelly used the SmartBoard to project the worksheet and students

were able to complete the work in their notebooks.

Mr. Anderson is a teacher at the Westchester high school. He was observed

during his Algebra II/Trigonometry class and his Pre-Calculus class. In both classes

31

there was a computer, SmartBoard, and overhead projector available to Mr. Anderson.

Prior to each of his classes, Mr. Anderson calibrated the SmartBoard in the hopes of

preventing any problems with it during his lesson. Although his classroom was equipped

with an interactive whiteboard, Mr. Anderson chose not to neglect the overheard

projector. The overhead projector was used to display answers from the test or worksheet

and the SmartBoard was used in coordination with the calculator program. This setup

allowed for Mr. Anderson to show students the work on their calculator without

switching back and forth between the answers and the calculator program.

Mrs. Brown, a teacher at the Westchester high school, was observed during her

collaborative Geometry class which was an inclusion class with a co-teacher. Although

Mrs. Brown had a computer and SmartBoard available to her, she did not rely solely on

the SmartBoard. Instead, Mrs. Brown switched back and forth between the use of the

SmartBoard and the whiteboard located just to the side of it. The lesson during the

observation focused on graphing circles. Mrs. Brown used the SmartBoard to aid her in

drawing circles as well as using the graph paper feature on the board. In order to keep

students engaged and make the lesson interactive some students were called to the board

to show their answers for the worksheet they were working on at their desks.

Mr. Johnson, also a teacher at this school, was observed during his Geometry

class. Mr. Johnson had a computer, SmartBoard, and overhead projector in his

classroom; however, he did not use any of these resources available to him. During the

first half of the class, Mr. Johnson reviewed a test from the previous week and the second

half of the class the students were copying notes on a new topic. Mr. Johnson could have

32

displayed the notes on the SmartBoard or the overhead projector, but he chose to write

the notes by hand on the chalkboard.

Ms. Young is a teacher of Pre-Geometry and Integrated Algebra at a public school

in Nassau County. Ms. Young’s classroom was equipped with a television, computer,

overhead projector, and Promethean Board. During the observations of Ms. Young her

Integrated Algebra classes were reviewing for their Regents exam. For the majority of

the class time students were able to come to the interactive whiteboard to write formulas

or complete problems. The students seemed very attentive and there were a large

percentage of students willing to volunteer to come up to the Promethean Board to do a

problem. The Promethean Board allowed for Ms. Young to have the worksheet

displayed for the students and add notes or definitions to the review sheet for the students

to copy down.

Mr. Jackson, also a teacher at this Long Island school, was observed in his junior

Pre-Calculus Honors class. The technological resources available to Mr. Jackson in his

classroom included a television, computer, overhead projector, and Promethean Board.

Mr. Jackson used the interactive whiteboard to show the students how to solve a problem

both algebraically and graphically. Although Mr. Jackson was using the Promethean

Board, it was mostly used as an extension of the whiteboard. He did not use all of the

features available to him.

Mrs. Scott, the teacher of a Pre-Geometry class at the same school, had a

television, computer, overhead projector, and Promethean Board available to her in her

classroom. Mrs. Scott was observed twice, both in the same classroom with the same

available resources, but in one class she chose not to use any technology. In her other

33

6 7 7

0

6 5 6

3

46

6

4

3

8 5

4

0

5

10

15

20

25

30

0 1 or 2 3 or 4 5 or 6

Nu

mb

er

of

Occ

urr

en

ce o

f O

ff-T

ask

Stu

de

nts

Number of Students Off-Task

end of class

30 minutes

20 minutes

10 minutes

class Mrs. Scott only used the interactive whiteboard for the graph paper. Mrs. Scott

completed the problem on the whiteboard algebraically and then moved to the

Promethean Board to graph any necessary components to the problem.

The following table and graph show the number of times students were recorded

as being off-task. The horizontal axis represents the number of students: 0 off-task, 1-2

students off-task, 3-4 students off-task, and 5-6 students off-task. Based on the numbers,

it appears that teachers have a more difficult time keeping students engaged at the

beginning and end of class periods.

Figure 1: Cumulative Frequency Bar Graph for Off-Task Students

Surveys

Surveys were sent out to twelve different private schools asking mathematics

teachers to voluntarily respond to the technology matrix. The experience of teachers who

responded to the survey ranged from two years to fifty-five years. Grade levels ranged

Time elapsed

34

0 to 9

10 to 19

20 to 29

30 to 39

40 to 49

50 to 59

60 to 69

70 to 76

from middle school through twelfth grade, and subjects included Algebra, Geometry,

Calculus, Pre-Calculus, Trigonometry, AP Statistics and AP Calculus. The highest

possible score on the survey was a 76 (based on the 19 questions with a highest possible

score of 4 points on each question); the scores tabulated from the respondents ranged

from a 1 to a 72. The mean score was a 41.7 with a standard deviation of 16.1, the

median was a 43, and the mode was a 58.

Out of the 43 respondents, 22 were female, 19 were male, and two did not

indicate their gender. Figure 2 shows the breakdown of scores among female

respondents and Figure 3 represents the responses of the males. Additionally, Figure 4

shows a comparison of the male and female scores. Based on the charts below, the male

scores were more evenly distributed than the female scores. The scores of the female

respondents were bunched together in the range of 30 to 59.

Figure 2: Female Score Results

Survey Score

35

0 to 9

10 to 19

20 to 29

30 to 39

40 to 49

50 to 59

60 to 69

70 to 76

0

1

2

3

4

5

6

7

8

0 to 9 10 to 19

20 to 29

30 to 39

40 to 49

50 to 59

60 to 69

70 to 76

Fre

qu

en

cy

Score

Female

Male

Figure 3: Male Score Results

Figure 4: Frequency Graph of Male vs. Female Score Results

There was a wide range of experience among the teachers who responded to the

survey. The least amount of experience was two years as compared to the most years of

experience which was fifty-five. The cumulative frequency graph below, Figure 5,

shows the breakdown of survey scores as compared to their years of teaching experience.

Survey Score

36

While the survey scores of 0 to 9 all came from teachers with 26 or more years teaching

experience, based on these results, it cannot be generalized to say that the greater years of

teaching experience, the lower the score on the survey.

Figure 5: Cumulative Frequency Graph of Teaching Experience

Summary

Based on both the surveys and the observations, it can be seen that technology is

not integrated in all classrooms. Some teachers use technology on a regular basis, other

teachers use technology occasionally, and other teachers do not feel comfortable using

technology in the classroom. Simply because technology is available to a teacher, that

does not mean that the technology is being used, nor does it mean that the technology is

being used to its fullest potential. Technology should be made available to all teachers,

as well as training on the technology so that teachers will feel more comfortable with the

technology and use it on a regular basis.

0

2

4

6

8

10

12

14

0 to 9 10 to 19

20 to 29

30 to 39

40 to 49

50 to 59

60 to 69

70 to 76

Nu

mb

er

of

Teac

he

rs

Survey Score

40+ yrs

36-40 yrs

31-35 yrs

26-30 yrs

21-25 yrs

16-20 yrs

11-15 yrs

6-10 yrs

0-5 yrs

Years Experience

37

CONCLUSION

This study examined technology use in the classroom to ascertain what effect

technology has on student achievement and engagement. The literature review involved

an in-depth analysis of a sampling of technologies for their potential use in the classroom.

Student engagement was assessed through observations. Surveys offered a look at

technology from the perspective of the teacher. Results from the survey showed how

often teachers use particular technology, their comfort with that technology, and their

overall attitude toward technology integration. The combination of these three research

methods allowed for a comparative analysis of technology in the classroom. The

research shows that technology can be engaging, if used in the proper manner and if used

to its fullest potential.

Based on the research, it can be concluded that technology does have an effect on

student engagement. In fact, there is a positive correlation between the two. When

teachers are properly trained on how to use the technology and they integrate it into the

classroom, they achieve the best results. Teachers who knew how to use the technology

to its fullest potential and knew how to compensate upon encountering a problem had the

most effective and engaging lessons.

Summary and Analysis of Findings

The comparison between the literature, observations, and surveys showed

similarities. Those points that appeared in all three are more important and deserve more

emphasis than those which did not. The literature suggested that a major limitation in

using technology was training for the teachers. Researchers believe that teachers are

sometimes not properly trained on how to use the technology and stopping to learn

38

something or fix a problem can impede a lesson’s effectiveness (Somyurek, Atasoy, &

Ozdemir, 2009). This hypothesis was supported by the observations. When a problem

occurred with the technology, the teacher became frazzled. Sometimes the students even

needed to explain how to solve the problem. In the time it took for the teacher to fix the

problem, the students got off-task. Not only did the teacher take time to fix the problem,

but the teacher then needed to take additional time to focus the students again.

The more comfortable the teachers are with the technology, the more effective the

lesson can be. During the observations some teacher exhibited great confidence whereas

others looked very apprehensive about using the technology. In some cases, the

technology was available, but the teacher chose not to use it. Those teachers who

completed the survey and received a score at the lower end of the spectrum often

indicated that they did not use the technology available to them. One possible reason

behind this is the lack of training provided for teachers. The availability of technology

does not mean that teachers know how to use it and integrate it into the lessons.

Research on interactive whiteboards highlighted different benefits of using the

technology. One feature mentioned in much of the literature is the ability to have a

worksheet or images displayed on the board. Many teachers use this feature in the

classroom and that was certainly the case in the observations conducted. Just as

Schweder & Wissick (2008) suggested, the worksheet had great clarity and the students

were able to follow along at their desks, eliminating any confusion and providing

reinforcement. Other features demonstrated on the whiteboard during the observations

included using the compass for geometry, using the graph paper, and displayed

supplemental material.

39

In most instances, if the teacher was using technology, the students were engaged.

Students appeared to be more engaged when the interactive whiteboard was being used as

more than just an extension of the chalkboard or dry erase board. For example, the

teacher who used the compass on the interactive whiteboard had the most attentive

audience. Moreover, a teacher who involved the students and had them come to the

board had more engaging lessons than those who did not. According to researchers such

as Wood and Ashfield (2008), the colorful graphics, images displayed, and the ability to

manipulate things on the screen engage students in the lesson. These observations

coincide with the literature in that students are more engaged when they are actively

participating. The phenomenon of using the compass on the interactive whiteboard

presented a “game-like” scenario for the students.

The findings from the observations and surveys do not align perfectly with the

literature because the literature looked at more types of technology than the observations

accounted for. However, many common conclusions were discovered between the

literature and the research findings. Generally, the observations were supported through

the research.

Implications for the Field of Education

The research completed in this study shows that technology can be a helpful

resource for teachers. Although technology can be helpful, that is only the case if it is

used properly and the user feels comfortable with it. If a teacher is not comfortable with

using the technology, it can become a burden and cause frustration. In order to avoid that

scenario, school districts should offer training and professional development to better

equip teacher with the knowledge they need to use the technology. For example, an

40

interactive whiteboard is simply a replacement for a chalkboard or dry erase board until

the teacher learns how to use its features.

Technology is a great asset to the classroom for numerous reasons.

Differentiating instruction is a major focus of educators and technology can be used to

help in doing so. Not only does the use of technology reach out to different types of

learners, but certain strategies can be used to help students with special needs. It can

even be helpful with something as minor as a student who has organizational problems

and difficulty taking notes. If a teacher used something such as an interactive whiteboard

for the lesson, the notes from the board can be printed out and given to that student.

There is an endless amount of resources available on technology, written for a

wide ranged audience. Research shows that from novice teachers to experienced

teachers, technology can be used by anyone. Although the use of technology is highly

encouraged in education today, with so many different levels of technology integration,

teachers have a large sampling of technology to choose from. For example, a teacher

who is not too familiar or comfortable with technology may opt to use a video sharing

website whereas a teacher who is more technologically savvy may create a classroom

blog. Technology use is in high demand, but there is a variety of technological

innovations to accommodate the various experience levels of the users.

When it comes to using technology, teachers are not as isolated as they may feel.

There are many resources available on the internet and experienced colleagues may be

well-versed in technology. Developing an effective and purposeful lesson using

technology is not difficult. School districts can create a database of sample lessons using

technology for each subject accessible to teachers. There are already websites available

41

such as “Education Podcast Network” which is used as a sharing site to help educators

who use podcasting (Richardson, 2006). The forum districts use to create this database is

not of concern; however, it is important that districts have at least one resource for their

teachers.

Recommendations for Future Research

Technology is continuously changing; there are new advances or updates for older

technology. With these constant updates, research should be completed to assess how the

new forms of technology can be used in the classroom. It is important that the research

grows at the same pace as the technology. The development of new technology is

exponential and in order for these new advancements to be used to their fullest potential,

research needs to be done in a timely manner. Without research on these topics,

educators are navigating in the dark on how to put the new forms of technology to use in

the classroom.

Using technology in the classroom can feel like a burden for some teachers.

Many teachers need training on how to use the technology resources as well as how to

integrate them into their classroom. Providing teachers with case studies on teachers who

use certain types of technology can be extremely beneficial. As new technologies

become available, research on both the technology an its usage is imperative. It is

difficult to find a case study on just one type of technology and, therefore, to measure the

effectiveness of any one innovation.

This particular study focused on the correlation between technology use and

student engagement, but there are other aspects of education that could be examined.

Research should be done to see if there is a correlation between technology use and

42

student achievement. Do students perform better on tests because they learned in a

classroom that used technology? The comparison of the two classes in a study such as

this may offer insight into how technology use can enhance student success.

43

REFERENCES

Barber, M., & Njus, D. (2007). Clicker evolution: Seeking intelligent design. CBE-Life

Sciences Education, 6, 1-8.

Davis, A., & McGrail, E. (2009). “Proof-revising” with podcasting: Keeping readers in

mind as students listen to and rethink their writing. The Reading Teacher, 62(6),

522-9.

Definitions and terminology of educational technology and technology education. (2009).

EdTech. Retrieved from New York State Department of Education website:

http://emsc.nysed.gov/technology/initiatives/definition.html

Education technology learning standards for students. (2009). EdTech. Retrieved from

New York State Department of Education website: http://emsc.nysed.gov/

technology/initiatives/literacy.html

Gorder, L. M. (2008). A study of teacher perceptions of instructional technology

integration in the classroom. The Delta Pi Epsilon Journal, L(2), 63-76.

Henson, K. T. (2003). Foundations for learner-centered education: A knowledge base.

Education, 124(1), 5-16.

Jones-Kavalier, B. R., & Flannigan, S. L. (2008). Connecting the digital dots: Literacy of

the 21st century. Teacher Librarian, 35(3), 13-6.

Kenwright, K. (2009). Clickers in the classroom. TechTrends, 53(1), 74-7.

MacBride, R., & Luehmann, A. L. (2008). Capitalizing on emerging technologies: A case

study of classroom blogging. School Science and Mathematics, 108(5), 173-83.

Martyn, M. (2007). Clickers in the classroom: An active learning approach. Educause

Quarterly, (2), 71-4.

44

Mills, S. C., & Tincher, R. C. (2003). Be the technology: A developmental model for

evaluating technology integration. Journal of Research on Technology in

Education, 35(3), 382-401.

Mills, S. C. (2000). Technology Implementation Standards Configuration Matrix.

Lawrence, KS: University of Kansas, Life Span Institute.

Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the

classroom with youtube, digital stories, and blogs. Clearing House, 82(2), 66-9.

Ozel, S., Yetkiner, Z. E., & Capraro, R. M. (2008). Technology in K-12 mathematics

classrooms. School Science and Mathematics, 108(2), 80-5.

Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism: Developing

tools for an effective classroom. Education, 130(2), 241-50.

Read, S. (2006). Tapping into students’ motivation: Lessons from young adolescents’

blogs. Voices from the Middle, 14(2), 38-45.

Regents statewide learning technology plan. (2010). Retrieved from

http://www.regents.nysed.gov/meetings/2010Meetings/February2010/

0210bra3.pdf

Richardson, W. (2006). Blogs, wikis, podcasts and other powerful web tools for

classrooms. Thousands Oak, CA: Corwin Press.

Salend, S. J. (2009). Technology-based classroom assessments. Teaching Exceptional

Children, 48-58.

Schweder, W., & Wissick, C. A. (2008). Teaching content with interactive whiteboards.

Journal of Special Education Technology, 23(1), 54-8.

45

Somyurek, S., Atasoy, B., & Ozdemir, S. (2009). Board’s IQ: What makes a board

smart? Computers & Education, 53, 368-74.

Tuckman, B. W. (1999). Conducting educational research (5th ed.). Belmont,

CA:Wadsworth Group.

Wang, S.-K., & Hsua, H.-Y. (2008). Reflections on using blogs to expand in-class

discussion. TechTrends, 52(3), 81-5.

Witte, S. (2007). “That’s online writing, not boring school writing”: Writing with blogs

and the talkback project. Journal of Adolescent & Adult Literacy, 51(2), 92-6.

Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative

teaching and learning in literacy and mathematics: A case study. British Journal

of Educational Technology, 39(1), 84-96.

Yu, C., & Smith, M. L. (2008). Powerpoint: Is it an answer to interactive classrooms?

International Journal of Instructional Media, 35(3), 271-82.

Zevenbergen, R., & Lerman, S. (2008). Learning environments using interactive

whiteboards: New learning spaces of reproduction of old technologies?

Mathematics Education Research Journal, 20(1), 108-26.

46

APPENDIX A

47

APPENDIX B

Name of School _______________________________________________

Name of Teacher ______________________________________________

Date ________________________

# of students in the class ____________

How is the classroom set up?

What technological resources are available in the classroom?

Technology Use

Overhead Projector

Computer

Internet

PowerPoint

Microsoft Word

Microsoft Excel

SmartBoard

Calculator (on the computer or smartboard)

YouTube

VCR/DVD Player

Interactive Labs

Classroom Blogs

Interactive Classroom Response Technology (clickers)

Other _____________________________

Other _____________________________

48

How many students appear to be off-task? (intervals of 10 minutes)

After 10 minutes? ____________

After 20 minutes? ____________

After 30 minutes? ____________

At the end of class? ___________

Additional comments?

Does the homework involve the use of technology? Yes No

Notes:

49

APPENDIX C

TECHNOLOGY INTEGRATION SELF-ASSESSMENT

TEACHING EXPERIENCE (YEARS):____________

SCHOOL DISTRICT: ___________________________________

GRADE LEVEL/SUBJECT:_______________________________

GENDER (optional): __Female __Male

The purpose of this survey is to determine the existing level of technology integration among

classroom teachers. Please complete the following survey by marking all skills you can

ACTUALLY perform or have performed for each of the 19 items on the questionnaire. On survey

items for which you have no experience, mark as “None of the above.”(Approximate time to

complete the survey is 8-12 minutes).

1. Operate common technology devices including computer keyboard, mouse, monitor,

printer, video camera, digital camera, VCR, scanner, or projection device.

____a. Use mouse and/or keyboard function keys to select a screen icon.

____b. Connect keyboard, mouse, monitor, and printer to computer.

____c. Connect a projection device to computer and project monitor image to a screen.

____d. Create a picture with a digital or video camera OR scan an image with a scanner and

transfer to a computer file.

____None of the above

2. Perform basic file management tasks using a Windows and the Novell network.

____a. Save an application file (word processing, spreadsheet, database) to a location on a local

drive.

____b. Search for a file by name, type, or date.

____c. Create a folder on a local drive and copy/save files in the folder.

____d. Locate, copy, or move files from a local computer drive to a network drive or folder.

____None of the above

50

3. Apply trouble-shooting strategies for solving routine hardware and software problems

that occur in the classroom.

____a. Properly shut down and restart computer when computer hangs or locks up.

____b. Determine if a computer is logged-on to a computer network.

____c. Remove a paper jam from a printer; install paper and ink cartridge in a printer.

____d. Download and install software updates or install software updates from a local or network

drive.

____None of the above

4. Use software productivity tools to prepare publications, analyze and interpret data,

perform classroom management tasks, report results to students, parents, and/or other

audiences, and/or produce other creative works.

____a. Load application software (word processing, spreadsheet, database) and enter information.

____b. Create a word processing document and format for printing.

____c. Create a spreadsheet using calculations and computation functions and format for printing.

____d. Prepare a report in a word processing document that includes a table that is imported or

pasted from a spreadsheet or database file.

____None of the above

5. Use the SmartBoard technology during the class.

____a. Have a SmartBoard in the classroom.

____b. Use the SmartBoard in the capacity of a chalkboard.

____c. Use the Smartboard for things such as notes and in class examples and allow students to

use these features as well.

____d. Utilize the SmartBoard on a daily basis in tasks such as drawing tables, charts, shapes,

copying and/pasting, saving notes, and allow the students to use the features of the board

as well.

____None of the above

51

6. Use technology to communicate and collaborate with peers, parents, and the larger

community to nurture student learning.

____a. Send an email message to an existing name on the school network address book.

____b. Add a name and address to an email address book OR set email program to use signatures

and apply a signature to all email messages.

____c. Add and retrieve an attachment to/from and email message.

____d. Prepare an email distribution list and send an email message to every contact on the list.

____None of the above

7. Use technology to locate, evaluate, and collect educational research/best practices

information from a variety of sources.

____a. Browse the Internet to locate useful information using specific URLs.

____b. Perform a search using an Internet search engine or perform a search of an academic

database, on-line library catalog, or CD-ROM reference materials.

____c. Subscribe to and read electronic newsletters or journals related to an area of education.

____d. Subscribe to and participate in discussion groups or chat rooms of practitioners or subject-

matter experts.

____None of the above

8. Practice and model responsible use of technology systems, information, and software.

____a. Be familiar with school district acceptable use policy (have read it).

____b. Read and discuss school district acceptable use policy with students at least once each

semester.

____c. Develop classroom guidelines and procedures for students for computer and network use

based on school district acceptable use policy and copyright and licensing restrictions.

____d. Develop classroom guidelines and procedures for students for computer and network use

based on school district acceptable use policy and copyright and licensing restrictions.

Provide orientation on proper use of equipment and software.

____None of the above

52

9. Facilitate equitable access to technology resources for all students.

____a. Some students use a classroom computer or go to computer lab after completion of

classroom learning activities.

____b. Some students use a classroom computer or go to computer lab to reinforce or supplement

learning objectives.

____c. All students use one or more educational software packages to reinforce or supplement

learning objectives.

____d. All students regularly use a classroom computer or go to computer lab to perform learning

activities related to specific learning objectives.

____None of the above

10. Manage student learning activities in a technology-enhanced learning environment.

____a. Students use a classroom computer or computer lab on their own to perform activities

unrelated to classroom learning activities.

____b. Students use a classroom computer or computer lab on their own as an instructional

supplement.

____c. Conduct and facilitate student learning activities using educational software on a

classroom computer or in the computer lab occasionally (monthly).

____d. Conduct and facilitate student learning activities using educational software on a

classroom computer or in the computer lab or on a regular (weekly) basis.

____None of the above

11. Evaluate and select informational and educational resources based on the

appropriateness to learning objectives, hardware requirements, and software features.

____a. Describe one technology resource that teacher would like to use for instruction or

classroom learning activities.

____b. Describe two or more technology resources and how they relate to learning objectives that

teacher would like to use for instruction or classroom learning activities.

____c. Develop a technology plan for classroom or lab including hardware requirements and

software features.

____d. Develop a plan with a budget to purchase technology for classroom or lab including

hardware requirements, software features, and relation to learning objectives.

____None of the above

53

12. Demonstrate strategies to assess the validity and reliability of data gathered with

technology.

____a. Describe two or more criteria or strategies students should use for critically evaluating the

quality, reliability, and validity of web page content.

____b. Establish and communicate criteria and strategies to students for determining the quality,

reliability, and validity of web page content.

____c. Establish and communicate criteria and strategies to students for determining the quality,

reliability, and validity of web page content. Develop a printed list of appropriate web

sites and search engines for use with related classroom learning activities.

____d. Establish and communicate criteria and strategies to students for determining the quality,

reliability, and validity of web page content. Develop an electronic list or database (word

processing document, spreadsheet, database, or HTML) of appropriate web sites and

search engines for use with related classroom learning activities.

____None of the above

13. Use multiple technology contexts and a variety of productivity tools to provide

classroom instruction.

____a. Use supplemental materials in teacher’s manual to reinforce or supplement classroom

instruction.

____b. Use word processing to create worksheets, handouts, and tests or use videotapes and/or

CD-ROMs to reinforce or supplement classroom instruction.

____c. Use a multimedia presentation application or web pages to create and present instruction

on a single topic.

____d. Use a multimedia presentation application or web pages to create and present instruction

on multiple topics.

____None of the above

54

14. Employ technology in classroom learning activities in which students use technology

resources to solve authentic problems in various content areas.

____a. Students use a classroom computer or go to computer lab after completion of classroom

learning activities.

____b. Students use a classroom computer or go to computer lab to reinforce or supplement

learning objectives.

____c. Integrate at least one project per semester that is a technology-based, authentic learning

experience (application) established for targeted curriculum themes or learning objectives

into classroom instruction.

____d. Integrate two or more technology-based projects per semester that are authentic learning

experiences (applications) established for targeted curriculum themes or learning

objectives into classroom instruction.

____None of the above

15. Use technology resources to provide learning contexts requiring the use of problem

solving, critical thinking, informed decision-making, knowledge construction, and creativity

by learners.

____a. Students use a classroom computer or go to computer lab after completion of classroom

learning activities.

____b. Students use a classroom computer or go to computer lab to reinforce or supplement

learning objectives.

____c. Integrate at least one technology-based project per semester that requires students to solve

problems or formulate decisions into classroom instruction.

____d. Integrate two or more technology-based projects per semester that require students to

solve problems or formulate decisions into classroom instruction.

____None of the above

55

16. Implement technology-based learning experiences that utilize a variety of grouping

strategies to address the diverse learning needs of students (e.g. cooperative learning,

project-based, collaborative, individualized, learner-centered).

____a. Allow students to work in pairs or small groups on the computer to learn or use

educational software.

____b. Occasionally use a team-learning (small group) strategy to complete a technology-based

learning activity.

____c. Routinely (quarterly or more) use individual and cooperative learning strategies (may

include collaborations with external sources) that result in the completion of technology-

based products of learning.

____d. Create an individualized learning plan for each student and track accomplishment of

learning goals in the plan using a computerized productivity tool.

____None of the above

17. Apply multiple methods of evaluation and assessment to determine learners' use of

technology for learning, communication, and productivity.

____a. Evaluate student technology skills using objective tests only.

____b. Evaluate student technology skills using objective tests and subjective evaluation of

student-produced materials.

____c. Evaluate demonstrations of student technology skills using checklists, rubrics, and

benchmarks to facilitate student in assessing his/her own performance.

____d. Use action research methods to determine whether technology and classroom teaching

methods are impacting student learning.

____None of the above

56

18. Engage learners in the development of electronic portfolios that document their

technology-based educational experiences.

____a. Maintain a cumulative folder of various student technology-based products of learning.

____b. Maintain an electronic file of various student technology-based products of learning.

____c. Students are required to maintain an electronic portfolio of technology-based products of

learning using a word processing document.

____d. Students are required to maintain an electronic portfolio of technology-based products of

learning using web pages or a multimedia presentation application and demonstrate

technology skills and experiences.

____None of the above

19. Use technology resources and productivity tools to collect, analyze, interpret, and

communicate learner performance data and other information to improve instructional

planning, management, and implementation of instructional/learning strategies.

____a. Write evaluations of student work or progress and notes to parents using word processing

and/or email.

____b. Use an electronic gradebook (or spreadsheet or database) to keep track of student grades.

____c. Use an electronic gradebook (or spreadsheet or database) to keep track of student grades

and track student mastery of learning objectives.

____d. Maintain and aggregate performance data for students in electronic files. Modify

classroom and individual instruction based on analyses of student performance data.

____None of the above

57

Technology Integration Standards Configuration Matrix

TECHNOLOGY

IMPLEMENTATION

COMPONENT

4

IDEAL USE

3

MODERATE USE

2

MINIMAL USE

1

UNACCEPTABLE USE

0

NO USE

1. Operate common technology devices

including computer keyboard, mouse,

monitor, printer, video camera, digital

camera, VCR, scanner, or projection

device.

Create a picture with a digital

or video camera OR scan an

image with a scanner and

transfer to a computer file.

Connect a projection device

to computer and project

monitor image to a screen.

Connect keyboard, mouse,

monitor, and printer to

computer.

Use mouse and/or keyboard

function keys to select a

screen icon.

None of

these

2. Perform basic file management tasks

on a computer and local area network.

Locate, copy, or move files

from a local computer drive to

a network drive or folder.

Create a folder on a local

drive and copy/save files in

the folder.

Search for a file by name,

type, or date.

Save an application file

(word processing,

spreadsheet, database) to a

location on a local drive.

None of

these

3. Apply trouble-shooting strategies for

solving routine hardware and software

problems that occur in the classroom.

Download and install software

updates or install software

updates from a local or

network drive.

Remove a paper jam from a

printer; install paper and ink

cartridge in a printer.

Determine if a computer is

logged-on to a computer

network.

Properly shut down and

restart computer when

computer hangs or locks

up.

None of

these

4. Use software productivity tools to

prepare publications, analyze and

interpret data, perform classroom

management tasks, report results to

students, parents, or other audiences,

and produce other creative works.

Prepare a report in a word

processing document that

includes a table that is

imported or pasted from a

spreadsheet or database file.

Create a spreadsheet using

calculations and computation

functions and format for

printing.

Create a word processing

document and format for

printing.

Load application software

(word processing,

spreadsheet, database) and

enter information.

None of

these

5. Use the SmartBoard technology

during the class.

Utilize the SmartBoard on a

daily basis in tasks such as

drawing tables, charts, shapes,

copying and/pasting, saving

notes, and allow the students

to use the features of the

board as well.

Use the Smartboard for

things such as notes and in

class examples and allow

students to use these features

as well.

Use the SmartBoard in the

capacity of a chalkboard.

Have a SmartBoard in the

classroom.

None of

these

6. Use technology to communicate and

collaborate with peers, parents, and

the larger community to nurture

student learning.

Prepare an email distribution

list and send an email message

to every contact on the list.

Add and retrieve an

attachment to/from and email

message.

Add a name and address

to an email address book

OR set email program to

apply a signature to all

email messages.

Send an email message to

an existing name on the

school network address

book.

None of

these

58

TECHNOLOGY

IMPLEMENTATION

COMPONENT

4

IDEAL USE

3

MODERATE USE

2

MINIMAL USE

1

UNACCEPTABLE USE

0

NO USE

7. Use technology to locate, evaluate,

and collect educational research/best

practices information from a variety of

sources.

Subscribe to and participate in

discussion groups or chat

rooms of practitioners or

subject-matter experts.

Subscribe to and read

electronic newsletters or

journals related to an area of

education.

Perform a search using an

Internet search engine OR

perform a search of CD-

ROM reference materials

or on-line library catalog.

Browse the Internet to

locate useful information

using specific URLs.

None of

these

8. Practice and model responsible use

of technology systems, information,

and software.

Develop classroom guidelines

and procedures for students

for computer and network use

based on school district

acceptable use policy and

provide orientation on proper

use of equipment and

software.

Develop classroom

guidelines and procedures

for students for computer and

network use based on school

district acceptable use.

Read and discuss school

district acceptable use

policy with students at

least once each semester.

Be familiar with school

district acceptable use

policy (have read it).

None of

these

9. Facilitate equitable access to

technology resources for all students.

All students regularly use

classroom computer or go to

computer lab to perform

learning activities related to

specific learning objectives.

All students use one or more

educational software

packages to reinforce or

supplement learning

objectives.

Some students use

classroom computer or go

to computer lab to

reinforce or supplement

learning objectives.

Some students use

classroom computer or go

to computer lab after

completion of classroom

learning activities.

None of

these

10. Manage student learning activities

in a technology-enhanced learning

environment.

Conduct and facilitate student

learning activities using

educational software on a

classroom computer or in the

computer lab or on a regular

basis.

Conduct and facilitate

student learning activities

using educational software

on a classroom computer or

in the computer lab

occasionally.

Students use a classroom

computer or computer lab

on their own as an

instructional supplement.

Students use a classroom

computer or computer lab

on their own for activities

unrelated to classroom

learning objectives.

None of

these

11. Evaluate and select informational

and educational resources based on the

appropriateness to learning objectives,

hardware requirements, and software

features.

Develop a plan with a budget

to purchase technology for

classroom or lab including

hardware requirements,

software features, and relation

to learning objectives.

Develop a technology plan

for classroom or lab

including hardware

requirements and software

features.

Describe two or more

technology resources that

teacher would like to use

for instruction or

classroom learning

activities.

Describe one technology

resource that teacher would

like to use for instruction or

classroom learning

activities.

None of

these

59

TECHNOLOGY

IMPLEMENTATION

COMPONENT

4

IDEAL USE

3

MODERATE USE

2

MINIMAL USE

1

UNACCEPTABLE USE

0

NO USE

12. Demonstrate strategies to assess the

validity and reliability of data gathered

with technology.

Communicate criteria and

strategies to students for

determining the quality of

web page content; develop an

electronic list or database (text

or HTML document) of

appropriate web sites and

search engines for use with

classroom learning activities.

Communicate criteria and

strategies to students for

determining the quality of

web page content. Develop a

list of appropriate web sites

and search engines for use

with classroom learning

activities.

Establish and

communicate criteria and

strategies to students for

determining the quality,

reliability, and validity of

web page content.

Describe two or more

criteria or strategies

students should use for

critically evaluating the

quality, reliability, and

validity of web page

content.

None of

these

13. Use multiple technology contexts

and a variety of productivity tools to

provide classroom instruction.

Use a multimedia presentation

application or web pages to

create and present instruction

on multiple topics.

Use a multimedia

presentation application or

web pages to create and

present instruction on a

single topic.

Use word processing to

create worksheets,

handouts, and tests OR

use videotapes and CD-

ROMs to

reinforce/supplement

classroom instruction.

Use supplemental materials

in teacher’s manual to

reinforce or supplement

classroom instruction.

None of

these

14. Employ technology in classroom

learning activities in which students

use technology resources to solve

authentic problems in various content

areas.

Integrate two or more

technology-based learning

experiences per semester into

classroom instruction that are

established for targeted

curriculum themes or learning

objectives.

Integrate one technology-

based learning experiences

per semester into classroom

instruction that is established

for targeted curriculum

themes or learning

objectives.

Students use a classroom

computer or go to

computer lab to reinforce

or supplement learning

objectives.

Students use a classroom

computer or go to computer

lab after completion of

classroom learning

activities.

None of

these

15. Use technology resources to

provide learning contexts requiring the

use of problem solving, critical

thinking, informed decision-making,

knowledge construction, and creativity

by learners.

Integrate two or more

technology-based projects per

semester into classroom

instruction. requiring students

to solve problems or

formulate decisions.

Integrate one technology-

based project per semester

into classroom instruction

requiring students to solve

problems or formulate

decisions.

Students use a classroom

computer or go to

computer lab to reinforce

or supplement learning

objectives.

Students use a classroom

computer or go to computer

lab after completion of

classroom learning

activities.

None of

these

60

TECHNOLOGY

IMPLEMENTATION

COMPONENT

4

IDEAL USE

3

MODERATE USE

2

MINIMAL USE

1

UNACCEPTABLE USE

0

NO USE

16. Implement technology-based

learning experiences that utilize a

variety of grouping strategies to

address the diverse learning needs of

students (e.g. cooperative, project-

based, collaborative, individualized,

teams).

Create an individualized

learning plan for each student

and track accomplishment of

learning goals in the plan

using a computerized

productivity tool.

Routinely use individual and

cooperative learning

strategies that result in the

completion of technology-

based products of learning.

Occasionally use a team-

learning (small group)

strategy to complete a

technology-based learning

activity.

Allow students to work in

pairs or small groups on the

computer to learn or use

educational software.

None of

these

17. Apply multiple methods of

evaluation and assessment to

determine learners' use of technology

for learning, communication, and

productivity.

Use action research methods

to determine whether

technology and classroom

teaching methods are

impacting student learning.

Evaluate demonstrations of

student technology skills

using checklists, rubrics, and

benchmarks to assist students

in assessing their

performance.

Evaluate student

technology skills using

objective tests and

subjective evaluation of

student-produced

materials.

Evaluate student

technology skills using

objective tests only.

None of

these

18. Engage learners in the development

of electronic portfolios that document

their technology-based educational

experiences.

Students are required to

maintain an electronic

portfolio of technology-based

products of learning using

web pages or a multimedia

presentation application and

demonstrate technology skills

and experiences.

Students are required to

maintain an electronic

portfolio of technology-

based products of learning

using a word processing

document.

Maintain an electronic file

of various student

technology-based products

of learning.

Maintain a cumulative

folder of various student

technology-based products

of learning.

None of

these

19. Use technology resources and

productivity tools to collect, analyze,

interpret, and communicate learner

performance data and other

information to improve instructional

planning, management, and

implementation of

instructional/learning strategies.

Maintain and aggregate

performance data for students

in electronic files. Modify

classroom and individual

instruction based on analyses

of student performance data.

Use an electronic gradebook

(or spreadsheet or database)

to keep track of student

grades and track student

mastery of learning

objectives.

Use an electronic

gradebook (or spreadsheet

or database) to keep track

of student grades.

Write evaluations of

student work or progress

and notes to parents using

word processing and/or

email.

None of

these