EDEL 522 Group

Research
Project
By: Lindsey - Accessibility
Sara - Privacy, Safety, and Social
Networking
Megan - Developmental
Appropriateness
Ester - Gender Differences

Accessibility: Summary of Articles

Green, T. (2005). Using technology to help english language students develop language skills: A home
and school connection. Multicultural Education,13(2), 56-59.
English Learners need to be able to communicate with one another, and computers can allow them to
do so. Liaw (1997) conducted a study in which he looked at whether computers increased verbal
exchange for English Learners. He videotaped them while they read stories in groups of three. He
determined that verbal interaction and language functions can benefit ELs. A study of fifth graders by
Kang and Dennis (1995) in Korea revealed that English Learners benefit from learning vocabulary in
context on the computer. In reading, computers provide immediate feedback and allow older students
to be more interested in the books they read. Trenchs (1996) did a study on ELs and their writing, and
found that those who emailed her while learning Spanish improved their writing structure ; the
students could see the structure of the questions Trenchs emailed to them. Home involvement is an
important component of computer-based learning.

Accessibility: Summary of Articles

Inan, F. A., Namin, A. S., Pogrund, R. L., & Jones, K. S. (2016). Internet use and
cybersecurity concerns of individuals with visual impairments. Educational Technology
& Society, 19 (1), 2840.
Twenty students over the age of 18 with visual impairments were surveyed using
questionnaires. The survey determined their understanding of Internet use, the
relationship between metrics related to Internet use and cybersecurity-related
knowledge, skills, confidence, and attitudes. Results showed that the participants utilized
assistive technologies, computing devices, and software applications. The majority of
participants used the Internet for reading and writing emails. They reported that they
experienced security-related issues and the improper design of the Web pages and felt
concerned or very concerned. They had mean scores of 2.24 to 2.51 for cybersecurity
knowledge, skills, confidence, and attitudes.

Privacy, Safety, Social Networking:

Summary of Articles
Barbour, M. K., & Plough, C. (2012). Odyssey of the mind: Social networking in cyberschool. International Review Of
Research In Open And Distance Learning, 13(3), 1-18.
This study shows the use of social networking at a k-12 charter school that is all online. The school wanted to provide
students with a forum for them to have social interactions with their peers and be able to talk and relate to other
students. The study was split into three phases using action research methodology. Phase 1 and the first semester of
Phase 2 served as an introduction to social media for a small amount of students involved. The second semester of
Phase 2, the implementation of the social network, was opened to all students and data was collected. Finally, Phase 3
included revisions to the use and policies of the social network based on the results of the study. The results of the
study were that students felt that the social network provided them with a more relaxed environment to work with
teachers and a place to spend time socializing with others. This study is interesting to me because it shows the use of
social media with students who only go to school online. The study showed they were able to find a positive social
media platform that was safe and that allowed students to not only talk to their peers but also to their teachers.

Privacy, Safety, Social Networking:

Summary of Articles
Cardon, P., & Marshall, B. (2015). The hype and reality of social media use for work collaboration and team
communication. Journal of Business Communication, 52(3), 273.
The purpose of this study was to explore the use of different social media platforms as a way of collaborating
and communicating at different organizations. The researchers found that email was the most common way of
communicating with others so they wanted to see if other social media platforms had a better effect on
collaboration and communication. This study used a survey to ask students about their use of social media, the
effectiveness of it, and their attitudes towards it. The findings of the surveys came back very strongly in favor
of using social media platforms in the business world. This study interests me because I wanted to see not only
the effects of social media in a school setting but also in the business world. Living in the 21st century I am
eager to see where technology takes us.

Developmental Appropriateness:
Summary of Articles
Walsh, M., & Simpson, A. (2013). Touching, tapping ... thinking? Examining the dynamic materiality of touch pad devices for
literacy learning. Australian Journal of Language and Literacy, 36(3), 148-157.
The purpose of this article is to examine the relationship between literacy and touch screen technology. This article addresses
how children read and write using digital, mobile media. Specifically, the impact of touch technology on student reading
practices. This article focuses on data collected from 28 year 5 students in Sydney, Australia. In 2012, these 28 students were
issued their own iPads. Teachers gathered and recorded observations once a week during literacy lessons as students
researched, designed, and read digital texts. Data was collected in the form of field notes, as well as, video, and still images.
Researchers looked for reading behaviors through the teachers use of fixed screen and dynamic screen texts (iPad) during
literacy lessons. The researchers found that students engaged in traditional reading practices while searching websites and books
for information. Students had to use a range of both reading and digital skills to complete their tasks. Traditional and digital
reading processes were interdependent and interrelated. The researchers argue that the data shows metatextual awareness as
students used physical and meaningful movement to connect and organize information. The use of touch played a key role in
students communication along with visual and written language.

Developmental Appropriateness:
Summary of Articles
Graber, D., & Mendoza, K. (2012). New media literacy education (NMLE): A developmental approach. Journal of
Media Literacy Education, 4(1), 82 - 92.
This article begins by mentioning that digital literacy skills are required for participation in today's world. These
skills are social in nature and involve ethical thinking skills. The question proposed in this study is how do we
cultivate ethical thinking skills? The article refers to the work of Kohlberg and his advancement of Piaget's
work in relation to cognitive development by developing three levels of moral development. The Waldorf
schools in Southern California conducted an action research study over a three year period with 6th-8th grade
students. Each year students were educated in a different area including: digital citizenship, information and
research literacy, and accessing, analyzing, evaluating, creating and participating with media. They found that
while students do not need help operating devices or software, they do need guidance as to how to use these
media types ethically and responsibly. Approaching new media literacy using a developmental approach may
help develop ethical users of today's technology.

Gender Differences:
Summary of Articles
Zhou, M. (2014). Gender difference in web search perceptions and behavior: Does it vary by task performance?.
Computers & Education, 78, 174-184.
Zhou (2014) conducted a study between female and male students perceptions and behaviors using the Internet. One
hundred and seven undergraduate students from China participated in the study. They were asked to complete a
questionnaire based on Internet use and answer two questions on a given topic using the Internet. Zhou (2014)
revealed how female and male students were able to successfully complete the tasks. However, female students
showed anxiety when they completed the tasks using the Internet. The researcher also stated that female students
spent a significant amount of time on each website and visited fewer websites. On the other hand, male students
quickly navigated each website, and visited more websites than the female students. As Zhou (2014) carefully analyzed
the results, he found that male students displayed more confidence and were able to complete the task quicker than
the female students. I found this article informative and interesting as it stated specific differences between male and
female students when using the Internet for academic purposes. Its important to we keep in mind as teachers that
students demonstrate different learning styles and perceptions when using the Internet.

Gender Differences:
Summary of Articles
Chronaki, A. & Vekiri, I. (2008). Gender issues in technology use: Perceived social support, computer
self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51(3), 1392-1404.
The purpose of Chronaki and Vekiris (2008) study was to find how female and male students differ when using
the Internet at home and their experiences when using the Internet. Three- hundred forty fifth and sixth grade
students from Greece were selected in the study. They were asked to complete multiple-choice and Likert-type
questionnaires for forty minutes in their classrooms (Chronaki et. al, 2008). The results stated that male
students used the Internet regularly than female students although they both had equal access at home.
Moreover, the researchers concluded how both genders demonstrated positive self-efficacy beliefs when using
the Internet. Female students enjoyed learning the general aspects of using the computer whereas male
students went in-depth of using the Internet such as programming. The article was insightful as it provided
detailed information of how male and female students use the Internet at home.

Relationship Among Issues

There are many elements of using the Internet to consider and concerns or
areas of interest in special populations utilizing the Internet. According to
the articles we read, students were able to demonstrate a positive attitude
and successfully collaborate with their peers when using technology. Both
female and male students displayed positive self-efficacy when using social
media. English Learners were able to increase their verbal skills and found
greater interest in reading and writing. Children accessed inappropriate
information that wasn't suitable for their age, which could affect their
social interactions and behaviors since students are too young to be
exposed on certain topics. Its important that we instruct our students to
visit age appropriate websites that best meet their needs and prepare
them for the 21st century. These special populations are all accessing the
Internet for different purposes in the studies we examined, and there are
different aspects of their access to the Internet to consider.

Effect on Role as a Teacher

Embrace the 21st century learning environment

Understand students perceptions of technology

Plan the use of technology in the classroom

carefully considering

Accessibility

Privacy and Safety

Gender Differences

Developmental appropriateness

Adobe (2012, December 7). How is technology transforming

education? Sir Ken Robinson video series from Adobe
Education [Video file]. Retrieved from
https://www.youtube.com/watch?v=UYk91jzv1jg

Effect on Role as a Teacher

Carefully monitor students to make sure they are visiting age

appropriate websites. Instruct and review rules prior to allowing
students to research independently and/or with their peers.

Observe how students interact and engage when completing

assignments using technology.

Create a heterogeneous group when completing tasks to build

teamwork and establish a positive learning environment.

Allow students to frequently practice using technology as research

states that both genders display positive self-efficacy.