running head: the integration of educational...

The Integration of Educational Technology 1

Running head: THE INTEGRATION OF EDUCATIONAL TECHNOLOGY

The Integration of Educational Technology into the Intermediate LoS Elementary Curriculum

Jennifer Pattison

Indiana University Purdue University Fort Wayne


The Integration of Educational Technology into the Intermediate LoS Elementary Curriculum

Abstract

Recent research supports educational technology as an effective tool to improve student learning

and motivation. University professors practicing in higher education, not the elementary setting,

have authored much of the research on best practices in educational technology. The purpose of

this action research paper is to investigate research on educational technology and technology

usage within my own teaching environment to create an action plan to better integrate

educational technology into the LoS (Levels of Service) intermediate elementary curriculum. I

used multiple data collection strategies including teacher and student surveys, a reflective teacher

journal, artifacts of student work, and audio/video recordings to research how my LoS colleagues

and I used educational technology, specifically computer-based technology in our instructional

practice and the students’ responses to those practices. I then developed an action plan to expand

computer-based technology usage, improve teaching strategies used in educational technology

instruction, and eliminate problems with current educational technology usage.

Contextualization

My interest in educational technology began four years ago when I entered the

Elementary Transition to Teaching Program at Indiana University Purdue University in Fort

Wayne, Indiana. Educational technology, also referred to as instructional/learning technology is

the study and practice of improving student learning and performance by creating, using, and

managing technological processes and resources for classroom instruction. My experiences have

provided me with the opportunity to work in a number of professional learning communities as a

teacher, student teacher, and substitute teacher. I am currently teaching as an LoS (Levels of


Service) Catalyst. Our school district uses the Levels of Services talent development model to

discover, develop and apply the many talents of our elementary students. I work with

kindergarteners through sixth graders at all academic levels, yet my primary focus is running the

school’s pullout high ability program. On my scholarly practitioner journey I have become

increasingly aware of the variance, or lack of variance of technology implementation in

instructing elementary students. While some educators still see technology as a separate subject

to be taught during scheduled computer lab time, researchers such as Ringstaff and Kelly (2002)

view technology integration as the use of computer-based tools to teach educational curriculum

while developing student technology skills. Computer-based technology encompasses software,

hardware, Internet applications, and computer-based multimedia as tools for learning.

Technology is merely a means not an end for achieving instructional goals. When we have the

technology to create diverse, engaging, collaborative, and democratic learning communities for

our children we should be establishing best, or at the very least, better practices that will provide

teachers with a practical means of integrating technology into the curriculum. Staples, Pugach,

and Himes (2005) stated:

The reality is that although technology always needs to serve the curriculum first, it also

requires … teachers to invest real time and effort, real fiscal and human resources in

acquiring and learning to use the technology itself and keeping up the technology

precisely so that it can serve the curriculum. (p. 306)

This action research paper addresses the issue of how to better integrate educational technology

into my practice. It investigates how as a teacher, I can use educational technology in the

intermediate elementary curriculum to increase student interest and learning.


Review of the Literature

A popular buzzword in education these days is best practices. Many consider best

practices as constructivist techniques, methods, processes, or activities that are believed to be

more effective at delivering a particular outcome. However, research on best practices in

technology integration seems difficult to find. Ertmer, Gopalakrishnan, and Ross (2001)

examined how teachers, who were perceived as exemplary technology-using teachers by their

peers, taught with technology and compared their practices to corresponding printed literature on

best practices. They found a discrepancy exists since teachers’ use of technology reflected more

the teachers’ personal beliefs about teaching, learning, and specific teaching contexts and did not

readily match descriptions of best practices in literature. Researching technology integration

from a constructivist viewpoint Taylor, Casto, and Walls (2004) found that grant money, used to

purchase computer software and finance teacher training resulted in a significant increase in

teacher and student use of technology and pre- and post-students learning with technology versus

no technology. They also noted positive student evaluations of instructional units with a

technological learning component. This positive effect that educational technology has on

student learning and attitudes warrants further research on how to increase its usage in classroom

instruction.

Research on successful technology integration is more plentiful. O’Bannon and Judge

(2004-2005) focused their research on examining a model developed to guide the

implementation of the project Preparing Tomorrow’s Teachers to use Technology (PT3) and its

ability to improve teachers’ use of integrating technology into their practice. Their findings

supported that this model improved teachers’ technical skills and their ability to use technology


in their instructional practice. They also found that teachers learned and adopted technology best

through training and support that was mentored and collaborative. One theme that continually

emerged in the above studies was the call for professional training. Glazer, Hannafin, and Song

also (2005) addressed this issue in their paper on technology integration through collaborative

apprenticeships. They found that effective professional learning experiences could be transferred

to instructional practices through apprenticeships and modeling of educational technology. When

teachers obtained learning experiences within the context of their teaching practice they had the

chance to reflect, modify, and improve their practices. Many of these researchers cited are

practicing university professors who have not dealt with the reality of implementing their

research into the elementary classroom. My research will look at how LoS catalysts, the

elementary inservice teachers, and I are using educational technology while planning the LoS

curriculum.

I am attempting to develop a deeper understanding of how I as elementary teacher can

use educational technology, specifically computer-based technology, to improve my teaching

methods and student learning. The ultimate goal is to have a teacher leadership voice within the

LoS program to promote better practices in using education technology by observing and

listening to student and teacher voices. To guide me through this process I will investigate how

my colleagues and I currently use educational technology in LoS instruction and what LoS

students’ perceptions and attitudes towards teacher technology usage are.


Methods

Participants and Setting

Members of the action research group include thirty students from my LoS (3rd- 6th

grade) pullout classes. The student make up is twelve 3rd graders, six 4th graders, nine 5th

graders, and three 6th graders. Our school demographics show that 95% of the students are of

Caucasian background and 47% of the students are eligible for free or reduced lunches. We have

a consistent history of making AYP (Annual Yearly Progress). This small rural school hosts one

class each of grades Kindergarten through sixth. Other participants include the school system’s

four elementary Los catalysts (including myself) and the school’s four inservice intermediate

teachers. As LoS catalysts we meet monthly to collaborate, plan, and reflect on the LoS

curriculum. The four inservice teachers confer regularly with me to ensure that the curriculum

and lessons in LoS match and build on what is taking place in the students’ regular classroom. A

primary goal of LoS is to provide more in-depth projects and learning opportunities to challenge

our high ability students.

Data Collection

The primary data collection strategies used for this study are based on Mills’ (2007) three

qualitative action research data collection techniques: experiencing, enquiring, and examining.

Experiencing is a direct observation technique; therefore I chose to be a participant observer by

incorporating reflective technology journal entries into my lesson plan book. The enquiring

technique is when the researcher asks the questions. This was accomplished by the completion of

student and teacher online technology surveys. Examining techniques require using and making


records. For my data this includes audio/visual recordings as well as collected artifacts of student

work. I used multiple data sources to increase the validity of my research.

Data Sources

Audio and Video Recordings - Tapings of my LoS lessons using educational/instructional

technology for performance poetry, biography reports, PowerPoint presentations, and

Google Earth tours.

Journal- Anecdotal notes and observations of technology lessons from my classroom

entered into a daily lesson plan book. Observations included student responses, success or

lack of success of lesson, and notes for improvement.

Surveys – Student and teacher surveys were filled out online and created using Google

Docs. Participating students and teachers answered questions and wrote short responses

to determine their perceptions and attitudes toward educational technology usage. The

teacher and student surveys appear in Appendix A.

Artifacts – LoS student work from my classroom including: a) Word processed readers

response letters, biography reports, and writing assignments and b) Blogs used for

literature circles discussions

Data Analysis and Interpretation

While analyzing the data I looked for key phrases and responses that matched or

contradicted each other. I tried organizing my data several different ways from the themes that

emerged. I omitted much of the data I collected and narrowed it down to what is presented. In the

end, I choose the themes that I thought best served my purpose for writing this paper, which is to

come up with an action plan specific to my practice for integrating educational technology.


I then coded the data under emerging themes. The three most recurring themes were: a)

computer-based technology usage b) teaching strategies used in educational technology

instruction, and c) problems with current educational technology usage. Organizing the data

under these three themes allowed me to compare teacher and student responses side by side,

interpret the data as cohesive units, and create a framework for the action research plan.

Computer-based Technology Usage

Computer software and Internet applications were the most commonly used computer-

based technology by teachers for student instruction. Survey results showed all teachers were

comfortable using Microsoft Office Word and PowerPoint. Software receiving mention but not

used with any consistency included Publisher, Excel, Photo Story, and Google Earth. The data

shows student exposure to computer software other than Office products is very limited.

There was no consistency of Internet website usage amongst teachers. Websites with two

or more responses were: Google, PBS, Wikipedia, and Read/Write/Think. Several other websites

were listed but used by only one or two teachers. Students listed a far greater number of

commonly used websites. Listed in order, the most common sites were: Google, Spelling City,

Dictionary.com, Funbrain, YouTube, and Fact Monster. Interestingly with the exception of

Google these sites did not match sites on the teacher list.

When asked what technology they liked using best computers and IPods topped student lists

followed by SmartBoards, and software games. The omission or lack of computer-based

multimedia tools showing up in student and teacher survey results is a concern when over 80%

of students felt they learned more in lessons using educational technology and 90% responded

that these lessons were more interesting. When asked why, one student responded, “Technology


is new, and just more interesting. Plain old by the book is boring because it's the same every

time!” Students commonly used the terms: interesting, not boring, and faster to state their

positive opinions about technology in the classroom. I observed in my class that students were

consistently more eager to get started and stay on task when using technology versus using paper

and pencil or even hands-on manipulatives. When asked if they would like more technology in

the curriculum 80% responded positively.

Looking at computer-based technology, particularly Internet and software usage there needs

to be a collaboration or organization amongst the faculty. A consensus needs to be made to

introduce software other than Microsoft Office into the Los Curriculum. Website usage should

be better monitored and teacher approved websites should be identified and made easily

accessible for student usage. An effort to incorporate more desirable interactive technology such

a SmartBoards, IPods, and Skype shows promise for increasing student interest and challenging

gifted students.

Teaching Strategies Used in Educational Technology Instruction

Both students and teachers agreed that over 50% of educational technology time was

spent in a whole group setting. This was followed by individual student time on computers at

close to 40%. Very little time was spent in small group or partner learning. This should be

rethought since over 50% of the students felt they learned best when grouped with a partner

during technology instruction. Working independently and working in small groups were the

next highest responses. It bears noting that working in a whole group setting received zero

student responses.


While both student and teacher participants concurred on technology usage for introducing,

reinforcing, and teaching lessons, their opinions differed on the use of technology for

assessment. Students saw AR (Accelerated Reading – a software monitored leveled reading

program) quizzes, as a form of assessment and teachers did not. When students were asked to

explain, they felt it assessed their reading comprehension and they liked that it gave them

immediate feedback. Journal observations noted that online assessments were desirable for these

reasons: 1) feedback was immediate, 2) students could monitor their own learning, 3) students

experienced fewer distractions, and 4) teachers’ time grading was reduced. Students also liked

using video recordings to evaluate their work. Observations noted that when student projects

were video taped students exhibited higher level thinking skills when evaluating and critiquing

their personal work as well as that of their peers. Student motivation to redo and improve was

enhanced by analyzing their presentations.

Problems with Current Educational Technology

Problems or barriers to educational technology usage cited in order were: lack of

preparation time, lack of class time, resources unavailable, and professional development. One

teacher remarked,

“I think that the resources are there but you have to know what you are looking for and

find the right person to help you. I think it would be better if the school would have professional

development to show us the resources available.”

More than one of my journal entries noted that a lesson fell short because I wasn’t as competent

as I should have been with the technology before using it for group instruction. It was


embarrassing to be in front of the class and not have a program respond as intended; also

valuable instructional time was lost.

Journal observations noted system and hardware problems were a constant challenge to

lesson success. Maintenance shut downs were routine. Computers ran slow and took over five

minutes for students to log on. Common websites such as Wikipedia and Google Docs were

blocked from student access. All these factors combined to interfere with effective technology

usage and lesson execution.

Another glitch arose as part of our online literature circles using Moodle, an electronic

whiteboard to blog our readers’ discussions. Students commented in class that they missed the

live discussions and face-to-face interaction with their classmates. Students who did not have

Internet access at home sometimes blogged less, felt left out in forum discussions, and found it

more difficult to keep up with assignments.

Teacher leaders need to be identified and mentoring workshops scheduled. From the

student perspective teachers need to remember technology is a mere tool and not a miracle

solution to the problems in classroom instruction. Students require human interaction with peers

and teachers. Students without Internet access participating in virtual learning communities need

to have extra computer time made available at school. Problems with system blockages and

limitations need to be addressed with the technology administrators and communication

improved. The findings in this section are supported by Breslow’s (2007) research that

successful educational technology meets a specific educational need poorly met or unmet by

traditional media and must work properly/not be overused or else it can be detrimental to

learning.


Teachers and students seem to be in complete agreement that technological based lessons

are more interesting, exciting and have a higher level of participation. One teacher stated, “They

are more willing to volunteer, there’s more movement, and discussion is deeper with visual aids

and interactive resources available on the computer.” Therefore it is now time to take what I

have learned and create a plan of action.

Action Plan

Based on the themes that emerged from my study, I plan to integrate the following

changes into my LoS educational technology curriculum for the upcoming school year.

Expand Computer-Based Technology Usage by:

o Creating lessons, projects, and activities that implement software such as Google

Earth, Google Docs, Microsoft Photostory, and Microsoft Movie Maker into the LoS

curriculum.

o Working with the school system’s other LoS Catalysts and Instructional Technology

Advisor create an approved list of websites and educational games to increase and

improve Internet usage. Post the lists, brief descriptions, and hyperlinks on the main

LoS webpage for ease of student access.

o Incorporating more interactive multimedia technology by creating a Moodle page for

each intermediate LoS class. Use Skype to videoconference lessons with classes

outside our building. Increase SmartBoards usage by taking virtual fieldtrips and

recording lessons as a resource, for playback during student work time.

Improve Educational Technology Teaching Strategies by:


o Decreasing the amount of time spent in whole class instruction and increasing the

amount of time spent working as partners. Arrange computer centers that allow for

two students per computer and have all computer centers facing the SmartBoard.

o Using technology to assess student work. Creating and posting quizzes on Moodle to

shorten feedback time, save teacher time, make assessments available as students are

ready, and avoid classroom distractions. Videotaping and using rubrics for student

assessments.

Eliminate current technology usage problems by:

o Collaborating and sharing technology lesson plans with other LoS instructors to

address lack of preparation time.

o Scheduling technology professional development time into our monthly LoS

meetings. Inviting the Instructional Technology Advisor to provide demo lessons in

our teaching classrooms using computer-based technology available in our school

system.

o Having a back up plan or a component to every lesson that does not involve

technology to avoid wasting precious instructional time when the system is down.

Learning more about the system’s limitations by meeting with the school systems

technology coordinator at the beginning of the year.

o Limiting technology usage in literature circles to every other class to allow students

to have face-to-face interaction with peers and the teacher.

o Meeting with classroom teachers and the school technology advisor to arrange for

students who do not have internet access at home to be allowed to use computer lab


time and free class time to access their grade level Moodle page and complete

assignments.

Final Thoughts

The work I have done here has deepened my commitment to improving my teaching

practice and the education of my students through the integration of educational technology into

the LoS curriculum. I will continue to monitor and reflect on the progress of my action plan

throughout the coming school year and beyond. Teacher leaders and researchers need to be at the

forefront to see its implementation into elementary high ability programs so these children, our

future leaders, will be challenged, motivated, and their talents fully developed. Educational

technology is a constantly changing and growing field in education. Future research might entail

developing an action research plan within my school to integrate and coordinate educational

technology throughout our building.


References

Breslow, L. (2007). Lessons Learned: Findings from MIT initiatives in educational technology.

Journal of Science Education and Technology, 16 (4), 283-298.

Ertmer, P., Gopalakrishman, S., & Ross, E. (2001). Technology-Using Teachers: Comparing

perceptions of exemplary technology use to best practice. Journal of Research on

Computing in Education, 33 (5), from

http://www.iste.org/jrte/33/5/newhouse.html

Glazer, E., Hannafin, M., & Song, L. (2005). Promoting Technology Integration Through

Collaborative Apprenticeship. Education Technology Research and

Development, 53 (4), 57-67.

Mills, G., (2007). Action Research A Guide For The Teacher Researcher. Upper Saddle River, NJ: Pearson Education, Inc.

O'Bannon, B., & Judge, S. (2004-2005). Implementing Partnerships Across the Curriculum with

Technology. 37 (2), 197-213.

Ringstaff, C., & Kelley, L. (2002). The Learning Return on Our Technology Investment.

Retrieved September 19, 2009, from WestEd: http://www.wested.org/cs/we/view/rs/619

Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the Technology Integration

Challenge: Cases from three urban elementary schools. Journal of Research on

Technology in Education, 37 (3), 285-310.

Taylor, L., Casto, D., & Walls, R. T. (2004). Tools, Time and Strategies for Integrating

Technology Across the Curriculum. Journal of Constructivist Psychology, 17, 121-136.


APPENDIX A

Student Technology SurveyHow comfortable are you using technology?

Very comfortableSomewhat comfortableNot comfortable

Please check all the forms of technology you use in the classroom.Select as many as apply

Ipods/mp3 playersPersonal computersLaptop computersSmartBoards/interwrite boardsVideo equipmentElectronic whiteboards (Moodle)InternetOther:

What computer software have you used more than once during classroom instruction?Select all that apply

Microsoft wordPowerPointPublisherExcelGoogle earthPhotostoryOther:

What websites have you used more than once?Select all that apply

NCTM illuminationsPBSFunbrainRead Write ThinkGoogleSpelling CityDictionary.comWikipediaFact MonsterYou TubeOther:

How often do you personally get to use technology in class during the day?

0-12-34-56+

Does technology help you learn better?

YesNoUnsure


Explain or give an example for the above answer.

Are you more likely to pay attention to a lesson that includes educational technology?

YesNoUnsure


In your classroom what percent of the time spent using technology do you work independently (by yourself), with a partner, in a small group, or as a whole class?

0-10% 11-25% 26-50% 51-75% 76-100%Independently

PartnersSmall groupWhole class

In what classroom environment do you learn or work best with technology? Independently, partners, small group, whole classWhat educational technology do you like best and why?Educational technology is technology used for learningHow is educational technology used in your classrooms?Select all that apply

To memorize facts (flashcards, memory games)To research/learn new information or skillsTo problem solveTo build on your current understanding (interactives, games)To test your knowledge (quizzes, tests)To share information/communicate with classmates and teachers (blogging)Other:

Would you like to use more educational technology in your lessons?

YesNoUnsure


Are you given opportunities to lead classroom technology lessons?For example: PowerPoint presentations, making videos, taking digital pictures, leading a small group, blogging

YesNo


TEACHER TECHNOLOGY SURVEY

How many times a day do you use computer-based tools for classroom instruction?This includes SmartBoards, Internet, software, hardware, websites, iPods, and video/audio taping.

01-34-67-910+

How many times a day do students use computer based tools for educational purposes?01-34-6

What computer software programs do you use consistently for instruction?Examples: Excel, Word, Publisher, PowerPoint, Photostory, Iphoto, Other (be specific)What websites do you and your students use for instruction on a consistent basis?Examples: Spelling City, Google Earth, Google Lit Trips, PBS, NCTM, ReadWriteThink, A+ Math, Fun Brain, Other (be specific)From your observations are students more or less actively engaged in lessons using technology? *Please give specific examples from your classroom.

In your opinion, do students retain knowledge, learn faster, or attain a higher level of learning using technology?Give examples either way, from your classroom.

When students use computer based tools what percentage of time is spent using them as individuals, with a partner, in small groups, or as a whole class?Percentages should add up to 100

1-10% 11-25% 26-50% 51-75% 76-100%

IndividualPartnersSmall groupWhole classIs computer based instruction teacher or student led and to what percentage?Teacher Led - teacher is instructing, Student Led - students instructing self or other students

0-10% 11-25% 26-50% 51-75% 76-100%

Teacher ledStudent led

What are the barriers to using educational technology in the classroom?Select all that apply

Prep timeProfessional developmentTechnology resources not available


Not enough class timeUncomfortable with technologyLack of administrative support

Do you know what technology resources are available in your school and how to use them? If not, how could the school do a better job providing you with the information? If yes, how did you find out the information?

Do you feel comfortable using computer based tools for instruction? If not, what would make you more comfortable? If so would you be willing to train co-workers or lead a workshop?Please be as specific as possible.

Do you implement "best practices" when using computer based technology? If so, please give specific examples from your classroom. If not, why?Best practices: student centered, collaborative, research based, higher level thinking skills.

Do you feel most of the teachers in your school use best practices when using technology for instruction?Yes or no, and explain

I use educational/instructional technology to: *Select all that apply

Introduce lessonsReinforce lessonsTeach lessonsAssess lessons

Do you use educational technology to teach problem solving and critical thinking skills? If so, please give examples from your classroom. *Examples: web quests, video making, project based

Do you use educational technology as a reward for positive classroom behaviors? Why or why not?Examples: PAT - preferred activity time, free time, recess

Please select all the forms of technology that you use for classroom instruction.SmartBoard/Interwrite BoardComputer SoftwareIPodsAudio/Video recordersInternet WebsitesInternet Search EnginesElectronic Whiteboards of Blackboards

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