EDUC 5328

Annotated Bibliography Template

Qandel SABER

David Nutbean, Student Personal Technology: Great Tools Too Great for Today's Schools?
BU Journal of Graduate Studies in Education, Volume 1, Issue 2, 2009

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Student personal technology should be accepted by the school as an equal partner in students‟ lives.
Students shouldn’t have to feel a sense of loss as we give them an education. Students should be
empowered to acquire their own education in a context that includes their technology. It is a hand-in-
hand approach, which quite literally can mean using the computing device that they have right in
their hands.
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To be fair to schools, there have been tremendous efforts and successes in bringing technology into
the classroom. Smartboards and other interactive devices and software have greatly improved
engagement in many classrooms. LWICT (Literacy with Information and Communication Technology)
is an implementation of technology integration into pedagogy that is a work in progress. Access to
computers and the internet has increased dramatically. Many divisions aspire to the goal of one-to-
one computer access, that is, access to a computer and the internet for each student at all times in
school. This ubiquitous computing model has tremendous potential and implications for education.
Jackie Knight , Technology in Education Creating Structural Change BU Journal of Graduate Studies in Education,
Volume 5, Issue 2, 2013,

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Digital technologies, also known as Information and Communication Technologies (ICTs), have
affected the physical nature of the traditional schoolroom, and are also affecting the very structure of
educational systems. These technologies have changed the ways that people around the world live,
work, communicate, and learn. Digital technologies facilitate greater interaction, multi-modal
education, and a different kind of learning. This functionality demonstrates the importance of how
technology is used, rather than simply the amount of technology available. Teachers are the
fundamental key to making this shift. Teacher professional development, evaluation and
restructuring of policies, and a commitment to improvement of the status quo are fundamental for
moving forward in the educational community.
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The importance of careful planning for implementation of ICTs is more than simply a concern about
lack of progress or growth in education. The implementation of ICTs without a sustainable model
may intensify the existing inequalities in society and reinforce the distance between social groups.
The power of ICTs can contribute to creating a knowledge society and economy. Innovations,
including ICT, have not replaced the classroom teacher. Teachers are fundamental in the transition to
using ICTs to their potential, and governments and administrators must make significant
commitments to professional development with digital learning in mind. Administrators and other
stakeholders need to look carefully at all aspects of the teacher’s reaction to ICT implementation, in
order to support the transition to ICT use in education. To act on this realization is to redesign
infrastructure, teacher training, curriculum and assessment at all levels. These changes in the
structure of education will produce far greater demands on resources than simply getting technology
into classrooms. The financial commitment and perseverance required to facilitate the system-wide
changes to education will be greater than it has been to install computers in classrooms.

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Rahim, Emad and Finch, Aikyna (2011) "Adult Learning Styles and Technology-Driven Learning for Online
Students," Academic Leadership: The Online Journal: Vol. 9 : Iss. 2 , Article 5.

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The partnership between education and technology has made a great impact on the lives of many
students. People once called hopeless in the traditional education environment now excel above
because technology can be structured to the individual student on a level that traditional education
cannot reach. There are many technology-based curricula – enough to enhance every learning style.
Whether the student needs stimulation, motivation, or clarification, technology can be designed to
shape and mold the student in a way that can only be done by innovation.
Technology is only going to improve in its presence and function in the education field. As curriculum
developers and online designers become more innovative in their approaches to tailoring to adult
learning styles, these scenarios will only enhance the learning options for adult students in print,
data, video, or voice.
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Instructors need to consider learning styles because technology is part of the educational
environment. The instructor needs to know the learning style of the students in order to
effectively deliver the course content. The instructors also need to utilize a variety of teaching,
learning, and assessment methods to enhance new knowledge development. There are six
factors that motivate adult learners: attitude, need, stimulation, affect, competence, and
reinforcement (Kelly, 2006).
Technology is enhancing access to learning for students. As a result of online learning, many adult
learners are benefiting from being educated through technology. Although there are many positives
to technology, there has been negative feedback concerning the introduction of technology to
education. online learning as an innovative wave of the future, there have been concerns regarding
cost and complications of technology.
Britten, Jody (2007) "The Creation of a Center for Technology in Education," Academic
Leadership: The Online Journal: Vol. 5 : Iss. 2, Article 13.
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As we began to learn about the nature of technology in K-12 schools and build those
relationships that opened doors for innovation and collaboration, it became obvious that while
administrative challenges were one realm of technology innovation in schools there was a building
attention to the use of technology for learning and improved student achievement. At a state level this
focus continues to be on technology for math and science addressing this goal we worked with the
teachers in a local middle school to enhance the curriculum currently in use by infusing a simulation
based digital learning environment. The impetus to this type of integration was to create a learning
environment that engages learners while encouraging teachers to shift from a teacher directed to
student centered teaching style.

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Innovation, the process of introducing a new way of doing things, is essential for the transition from
theory to practice to occur. One innovation that is seemingly limitless is technology. Technology has
the capacity to change practice through its ability to provide a new means of
completing a task, and specific to K-12 education technology has the opportunity to change some
long-held beliefs about what it means to learn. With that in mind and a strong focus on impact, the
Center for Technology in Education was recently created.

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Zuniga, Ramiro (2010) "Computer Technology Integration Into the Public School Classroom – A
Qualitative Update," Academic Leadership: The Online Journal: Vol. 8 : Iss. 2 , Article 14.
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Administrators and teachers must develop a framework by which to carry out the integration of
computer technology into the classroom. Models and standards can be utilized to establish such a
framework. Models and standards can also be utilized to evaluate progress made. Administrators
need to ensure that teachers fully understand the framework and how to navigate it in order to fully
integrate computer technology into their classrooms.
Also, administrators need to understand the pressures associated with preparing for the state
Assessment. The perspectives of the selected participants on the current state of computer
technology integration into the public-school classroom based on their experience suggest that full
integration has yet to occur even though computer technology into the classroom is a high priority
for eighty percent of the teachers. Less than half of the teachers interviewed for this study, forty three
percent, ranked themselves as high end users, while fifty seven percent ranked themselves as
beginners to mid-level users.
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Every school and every room provided evidence of progress and priorities in relation to integrating
computer technology into the classroom. The inside of every classroom provided insight into the
personality of each teacher. Simple posters pointed to concerns regarding the state assessments.
Teacher desktops provided a glimpse into the daily tasks associated with being a public school
teacher. Family photos were indicators of tradition. Every teacher shared a very important story.

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