Article Summary 1

Tweeting in the Classroom

Ayers, C., Beeson, M. & Journell, W. (2013). Joining the conversation: Twitter as a tool for student
political engagement. The Educational Forum, 77, 466-482.
The research in this article gives suggestions about integrating the use of Twitter in classrooms
as an instructional tool. This article is a professional practice and research article. It suggests that this
type of tool deepens understanding of the content, offers greater opportunities for diverse instruction,
and provides students with needed skills. The authors of this study compiled the results from a study of
a high school civics course that used Twitter as a debate tool during the 2012 presidential election. This
tool offered students with the opportunity to express individual opinions and beliefs and share them
with classmates, as well as globally. It also allowed for access to news and information. This tool allowed
the teacher to connect curriculum to the real world with real time. The research proved that Twitter
served as a comfortable forum for students to hold discussions. It showed that students were more
likely to participate because the environment of Twitter was familiar and comfortable to them due to
the fact that they used this same tool outside the classroom. Although the study proved beneficial, there
were a few concerns that arose during the research. However, the authors gave recommendations to
avoid these issues. For example, they advised teachers to establish rules for tweeting, as well as
speaking frankly with students about the types of controversial tweets they are likely to be exposed to
when using this type of forum.
In conclusion, I agree with the benefits of incorporating instructional tools such as technology.
Social media is the new way of communication, especially global communication. Our students are
digital natives, and they embrace this type of activity. Therefore, as educators, we should embrace what
engages our students. We should use these tools to our advantage. Not only does Twitter allow for a
comfortable forum for communication among these students, it also connects curricula to the real
world. Therefore, learning becomes meaningful to the students. All in all, I feel that Twitter could be a
beneficial and effective instructional tool in any classroom.














Article 2
High School Students Perceptions of Cell Phone Technology Usage
Thaden, M., Student Reflective Perceptions of High School Educational Cell Phone Technology Usage.
The Journal of Technology Studies, 10-16.
The purpose of this article was to study the perceptions of college freshman of potential high
school cell phone usage by students and teachers as instructional and educational learning tools. Due to
the expense of computer technology upgrades among schools, cell phones, as instructional tools, have
become more appealing. Gender differences were studied and documented in this research. Males
responded with a greater acceptance toward cell phone usage as an educational tool. This lead
researchers to the conclusion that males were more comfortable communicating indirectly through
technology. However, face-to-face communication was favored by females. Therefore, this study
suggests that the incorporation of cell phones may be most beneficial if it is optional, rather than
required.
It is obvious that our students are digital natives. These students have been exposed to
technology from birth. They are comfortable with technology and embrace the opportunities that
technological tools offer. These students thrive on multitasking and interactive technology. They are
capable of processing information quickly. Therefore, I believe that the incorporation of technology will
be an asset in the high school classroom. I do agree that it is crucial to factor in the students
perceptions of cell phones as educational tools. For example, they need to view cell phones as an
instructional tool as well as a social tool. I also agree with the gender differences discussed in this article.
In my experience, it has been obvious that some students, male or female, prefer face-to-face discussion
to a social media. Therefore, I agree that the incorporation of cell phones, and other technology tools,
should be optional.















Article 3
Digital Video Storytelling
Malin, G., (10). Is It Still Considered Reading? Using Digital Video Storytelling to Engage Adolescent
Readers. The Clearing House, 83, 121-125.
In this professional practice, research article, the author studies the benefits of digital story
telling in the classroom. The purpose of the research was to describe a digital video reading aid that was
created to help adolescent readers engage in texts that were typically assigned in high school English
classrooms. The intention was to help struggling readers who need additional support in order to help
them connect with the text. The results of the study stated that remedial and ELL readers gained more
benefit with digital story telling. It also reported that the majority of students felt better prepared to
participate in classroom discussion. Students also stated that the reading experience was more
enjoyable. This strategy proved to assist in developing independent readers and learners.
In my opinion, it is evident that readers must be engaged in order to gain absolute
comprehension of the text. By using digital story telling aids, students receive another perspective of the
text. It allows them to become involved in the text by creating mental and visual images. In my
experience of teaching struggling readers, oral reading is beneficial in helping these students get past
the level of the text, in order to fully understand what the text implies. Digital reading aids take the
pressure and intimidation away from reading, in order to help the struggling reader become
comfortable. In turn, this makes reading a more enjoyable and less stressful experience. Therefore,
students are more likely to embrace reading versus viewing reading as a negative obligation.

Article 4
Smartphones in the Classroom
Bradstreet, A, & Rajesh, R. (2014). Multitasking With Smartphones in the College Classroom. Business
and Professional Communication Quarterly, 77(1), 89-95.
This purpose of this research article poses the question of whether or not multitasking
with smartphones is beneficial in the educational setting. It reviews current literature and initiates the
need for further investigation of this topic. It also poses possible approaches to take when incorporating
smartphones to enhance learning in the classroom. The authors state the importance of setting a
balance between multitasking and mono-tasking in order to make the integration of smartphones
beneficial. For example, allowing smartphones in the classroom for free use proves to be a distraction
for students. However, incorporating smartphones in the classroom as an instructional tool has proven
to be beneficial. The idea of a flipped classroom allows students a learning experience that is engaging
and effective. This article suggests the need for more research on this issue, stating that not all effects of
smartphone accessibility are negative in the learning environment. It also suggests that with the
appropriate policies of monitoring the relationship between multitasking with smartphones and
productivity can make this an effective instructional tool.
Like the article states, cellphones are a part of most peoples daily lives. They tend to become
more accessible and less expensive than other forms of technology like laptops or tablets. Therefore,
forbidding this device in the classroom, or any environment, is almost impossible. Therefore, since our
students are so dependent on this tool, educators should find a way to use it to their advantage.
However, in order to be able to incorporate this tool effectively, educators need to know the ins and
outs to using it instructionally. Therefore, more research would be beneficial to us. Our goal should be
to encourage student learning, and smartphones could serve as a way to enhance learning for these
digital natives.















Article 5
Customizable Reading Modules in the High School Literature Classroom
Roxanne, L. & Cuevas, J. (2014). Designing customizable reading modules for a high school literature
classroom. TechTrends, 58(5), 71-80.
In this theory-into-practice article, the authors introduce the concept of designing customizable
reading modules in the high school literature classroom. An instructional technologist and a high school
literature teacher claim that this modules provide visually interesting text that increases reading
comprehension. Research has proven that reading comprehension growth is based on the amount of
time spent reading. However, it has been proven that the amount of time spent reading in school
lessens as students move into higher grade levels. As a result, high school students reading levels are
not where they should be upon graduation. Due to the cost of most reading innovations, these authors
decided to design their own customized reading modules to incorporate in a literature classroom.
Therefore, they combined their knowledge of literacy strategies with their awareness of contextual
issues, as well practical interventions. The modules include mouse-over screen tip definitions for
vocabulary, prior knowledge and background information, probe words for inferencing, and questions
from reading comprehension tests. The students using these modules outperformed those that only
read printed texts. This students also had an increased motivation to read. Because educators cannot
control the amount of time that students actually spend reading outside of school, the goal of this
intervention was to increase the amount of time students spent reading in school.
This article was very appealing to me. As a teacher of struggling reading in a high school reading
intervention class, I am well aware of the cost of technological intervention reading programs. Although
they do serve as beneficial instructional tools, some schools are not able to splurge on such programs.
Therefore, articles such as this one, could be beneficial to educators in creating their own reading
modules. I believe that reading in the form of a technological tool does enhance our students due to the
fact that technology is what they are accustomed to. Therefore, if printed texts can be transformed into
some type of module, not just an electronic book, it is likely that it will engage students to read. In turn,
reading may become a more pleasurable and desirable to high school students. I incorporate READ 180
in my room with struggling students, and I have personally seen an increase in motivation in my
students. They spend at least 20 minutes on the software, 20 minutes in small group, and 20 minutes in
an independent reading center. Reading comprehension scores and motivation have shown extreme
growth in these students. Therefore, I feel that customizable reading modules would be a beneficial tool
in any level high school literature classroom.










Article 6
Acceptance of Technology in Classrooms
Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the Digital Native: Understanding the Acceptance of
Technology in Classroom. Educational Technology & Society, 16(1), 392-402.
In this research article, the authors goal this article was to understand the difference between
teachers and students acceptance of technology. It was their goal to help better understand new
millennium learners and provide them proper classroom technology products. The success of
technology integration into classrooms depends on how end users accept and use technology. The gap
between these end users is growing and demands research in order to bridge it together. This article
states that the attitudes and beliefs of teachers are affected by their knowledge and skills of technology.
The author suggests that although teachers have a desire to incorporate technology, their lack of
competence and confidence hinders them in doing so. The new millennium learners are more skilled in
this area than the teachers, which leaves the teachers feeling intimidated. The findings of this
investigation prove that the digital native is a complicated and growing phenomenon. The differences
that separate these groups, the students and the teachers, need further research in order to bridge the
gap. This article suggests that compiling a research model and using that model to compare the end
users behavior and attitudes will positively benefit the incorporation of technology in the classroom.
I greatly understand the phenomenon that is discussed in this article. As educators, we often
experience the feeling of intimidation of the digital natives that we teach. As a high school teacher, this
is what gave me the desire to obtain a Masters degree in Instructional Technology. Technology is how
our students learn; therefore, I feel that it is the most beneficial instructional tool. However, in order for
the integration of technology to be successful, we have to be comfortable, confident, and competent
using these tools. Therefore, the obvious answer is to become knowledgeable of these tools in order to
incorporate them. Our students are growing up in a digital world that we lack experience and knowledge
in. However, as educators, it is our job to meet the needs of these students in order to make them
lifelong and productive learners.














Article 7
Teaching in the Online High School Classroom
Kerr, S. (2011) Tips, Tools, and Techniques for Teaching in the Online High School Classroom. TechTrends,
55(1), 28-30.
The purpose of this research article was to present recommendations to teachers who teach
online high school courses. In order to advance teaching and provide meaningful learning, several
principles of practice were expressed. In order for an online course to be successful, students and
teachers must utilize the tools they were allotted. Students must also be highly motivated in order to be
successful in an online course. They must take initiative and responsibility in their own learning process.
This article suggests practices such as including multiple sources of content, providing timely, thorough
feedback, offering student choice opportunities, integrating student management of learning, including
rubrics for assessments, including models, creating authentic learning experiences for students, having
fun with student introductions to the course, considering the power of social networking, and ensuring
students awareness of technology requirements. These were the key recommendations for enhancing
learning in an online high school course.
This article was very beneficial in suggesting tips to make teaching online successful. In order for
this era of teaching to be maximized, teachers need to be encouraged to use the tools they are given
and take a proactive approach in the design and development of their course. Students must be given
numerous opportunities and choices since they are expected to be highly motivated. They need choices
and opportunities in the course, as well as guidance and feedback to promote higher order thinking.
With the combination of these practices and student self-motivation, online courses can be a beneficial
and effective way of teaching at the high school level.
Article 8
Videoconferencing and Project-based Learning
Hopper, Susan. (2014). Bringing the World to the Classroom through Videoconferencing and Project-
based Learning. TechTrends, 58(3). 78-88.
This research article focuses on a case study of a school that implemented videoconferencing
and project-based learning. This tool was used to extend existing curriculum and help act as a medium
for incorporating critical thinking, problem solving, communication, collaboration, independent learning,
information media, global and cultural awareness, and technological literacy. Videoconferencing
allowed this school to virtually connect students to faraway places while never leaving the classroom. It
allowed learners to be introduced to different perspectives, new people, and new cultures. Average
students were reported to have benefited most due to the opportunity to demonstrate new
communication skills rather than writing skills. Videoconferencing proved to integrate inquiry-based
learning, structured discussion, and higher-level thinking skills. In addition to videoconferencing, this
school incorporated project-based learning. Students were given the opportunity to explore real
problems, work in collaborative groups, and develop cross-curriculum skills. Students engagement and
motivation showed improvement when the learning was linked with real world issues.
This was a very appealing article to me. In my personal opinion, student motivation is driven by
engagement and meaningfulness of the task. I also feel that it is a crucial obligation of educators to
expose students of all ages to a variety of learning environments and diversity among cultures in order
to prepare them to be productive citizens in society. Because of the limitations school districts mandate,
field trips make delivering this exposure quite difficult. Therefore, videoconferencing and project-based
learning I are both affordable and productive ways to deliver this type of experience. This type of
instruction is engaging and motivational to students of any age. Therefore, the learning becomes more
meaningful to the student, and the desire to learn increases.