Productivity

= EDT Bibliography 2004-2010 =
 * Teaching and Learning with Technology **

__**Administration/Productivity/Communication, etc**__

This article examines the capabilities of the CTLSilhoutetteTM as an instrument for assessment and evaluation. This program is an excellent resource for distance learning but could use some updates with graphic upgrades and a change in the method, presently via the enter key, used for submission. I feel with appropriate upgrades this system could be utilized not only for distance learning but also for students who miss a particular testing period due to illness.
 * Annetta, Len (2004, April) CTLSilhouetteTM: An online tool for assessment and evaluation.**
 * Technology Reviews: School Science and Mathematics, Vol. //104(4)//.**


 * Bauer, Anne M, & Ulrich, Mary E. (2002, Nov./Dec.) “I’ve got a Palm in my pocket” Using**
 * handheld computers in an inclusive classroom. Teaching Exceptional Children, Vol. 35,**
 * No. 2, pp. 18-22.**

The title of this article comes from the comment of an ADD student when the librarian reminds him that his book is overdue. It examines the versatility of the Palm Pilot and how useful it can be for students with learning disabilities such as ADD. Palm Pilot usage must be monitored by both teachers and parents as clearly described herein.


 * Benson, Barbara & Brown, Angela Humphrey, & Uhde, Anna P. (2004, Summer) You’re doing**
 * what with technology? An expose on “Jane Doe” college professor. College Teaching,p**
 * (vol. 52, no 3 pp 100-103)**

This article examines the degree of teacher technological knowledge and their ability to integrate that knowledge effectively in the classroom. There are three different examples provided with varying degrees of technological knowledge and integration, all seem reasonably adept, although; not cutting edge. This leads to the fourth depiction where the majority of teachers and professors fall. They are technologically illiterate and even threatened to a certain extant by technology. For many it seems a waste of valuable teaching time. The lack of support is a very serious issue that needs to be addressed.


 * Blasik, Katherine, & Boegli, D. Robert, & Johnson, Jeanette, & Williams, Richard G.**
 * (2003, Dec./2004, Jan.) The marriage of rigorous academics and technical instruction**
 * with state-of-the-art technology: A success story of the William T. Mc Fatter Technical High School. High School Journal, Vol. 87, Issue 2, pp 44-56.**

This article examines the benefits of a curriculum thoroughly steeped in technology integration and study. It is a somewhat skewed system because the students that attend are amongst the best and the technology available to them is extraordinary. Also, the curriculum is very stringently technology based with no electives by comparison to the majority of other High Schools where there is a more comprehensive curriculum in which the students have electives to choose from.


 * Carlo Hansen, (2000).Virtual Mentoring: A Real-World Case Study. Educational Communications and Technology University of Saskatchewan.** [|__**http://www.usask.ca/education/coursework/802papers/hansen/hansen.htm**__]

This article focuses on the topic of mentoring, not your traditional definition of mentor and mentee. But rather a more updated process which involves technology. Mentoring through the use of the internet; specifically using email to communicate. First an established relationship has to be developed and then, the use of the email can be incorporated to meet the needs and the challenges of the mentee. One of the major challenges in a mentor program is time, and using the email has helped alleviate some of that challenge. As with all good ideas and projects there are drawbacks to consider; first the personal face to face interaction is limited and then of course there are technical difficulties to consider, because even in the best of technologically advanced schools, there are still glitches to be ironed out.


 * Cohen, Fredric (2003) Mining data to improve teaching. //Educational Leadership//, Vol. 60,**
 * Issue 8: P. 53-56.**

This article discusses how to use technology to compare data of student achievement among different teachers and schools to provide some comparison of teacher effectiveness. The software allows for longitudinal comparisons of each student, comparisons between teachers in the same school and teachers from other schools. The data programming offers much faster, more accurate comparisons than hand calculations.


 * Craig R. Barrett, Chairman of the Board, Intel Corporation, (2005). Preparing students for success in the global economy, through education programs and resources.** wap|__**http://www.intel.com/intel/worldahead/education.htm?ppc_cid=ovt|wap education|k6832|s**__

//"...Only by putting the tools and training in place to empower teachers can we truly affect learning and the development// //of skills. Through our increased efforts, we have the potential to reach a billion students in developing nations by the end//  //of 2010."// This is a quote from the chairman of Intel. The article focuses on the use of Intel technology to help bring the educators of today up to speed with the entire global community. In specific teacher training and professional development the entire global community will be better able to aid and service one another. Barriers will be bridged across all cultures.


 * Edwards, Lana L, & Jacobson, Lisa A, & Jitendra, Asha K., & Sacks, Gabriell. (2004, Spring)**
 * What research says about vocabulary instruction for students with learning disabilities.**
 * Exceptional Children, Vol. 70, No. 3, pp. 299-322.**

This article reviews studies about the degree of achievement for learning support students as regards their development of vocabulary word knowledge. This article examines a variety of different methods for the learning support students. One of the most effective is the CAI(computer-assisted instruction.) It is made abundantly clear that this method is the most beneficial to the learning support students. Certainly a process worth learning more about.


 * Garza, Katie (2002) School security moves into the digital age. //T H E Journal//, Vol. 30,**
 * Issue 5: P. 44-45.**

This article addresses a different side of school - security. Katie Garza explores digital recording technology as the most efficient and best way to protect schools from violence. She compares digital recording to VHS surveillance. She shows how much easier it is to monitor schools from a remote location and how easy it can be to review saved video digitally by typing in a date and time, instead of trying to find the time on a VHS tape.


 * Hung, W., Bailey, J.H., & Jonassen, D.H. (2003). Exploring the tensions of problem-based learning: insights from research. //New Directions For Teaching and Learning, 95//, 13 -23. Retrieved September 2, 2004 from Wiley Interscience.**

This review article discusses five main instructional tensions that are characteristic of problem-based learning, both for supporters and critics. These tensions include the need to balance depth of understanding versus breadth of coverage of content, higher order thinking skills versus acquisition of factual knowledge, and the role of the instructor as PBL facilitator versus the traditional role. While these tensions are real and instructors will need to balance them in the development of their curricula, they are not irreconcilable. Research cited in this review also suggests that the development of higher-order thinking and problem-solving skills that can result from problem-based learning curricula may enhance or support factual learning.


 * Kozma, Robert B. (2003, Fall) Technology and classroom practices: An international study.**
 * Journal of Research on Technology in Education, Vol. 36, no. 1.**

This research-based article, examines how information and communications technology can thwart academic achievement when misused and how, when properly integrated, it can prove to be the most effective method of teaching and a source of educational reform. ICT is correlated to constructivism. This study examines the effects of technological use throughout the world and where it has proven to be most useful and why. Mainly, it turns the teacher centered curriculum into a more constructivist student based curriculum. A new trend that should be welcomed but, for that to occur, we must first educate more teachers if not all teachers about technology and the appropriate ways in which to integrate it into the classroom setting.


 * Kozma, Robert & Quellmalz, Edys S. (2003, November) Designing assessments of learning with**
 * technology. Assessment in Education, (vol. 10, no. 3, pp 389-407)**

This article examines the positive effects technology has on the curriculum of schools throughout the world. It actually incorporates portions of the above study, from the Journal of Research on Technology in Education. It more thoroughly examines the necessity for change as regards the methods of assessment that are presently used. A theory I could not possibly agree with more. There is detailed discussion on how to create more authentic methods of assessment and working toward a more appropriate curriculum for the new millennium.


 * Russell, M., & Plati, T. (2002, May 29) Does it matter with what I write? Comparing**
 * performance on paper, computer and portable writing devices. Current Issues in**
 * Education [On-line], 5 (4). Available: the composition abilities of students.**

They compare the results of composition testing -- fourth grade students using paper verse desk-top computers and/or Alpha Smarts; eighth grade students using paper verse eMates. The key points derived from this study relate to the students’ prior knowledge of computer usage. Those students who were accustomed to working with more modern technologies scored higher with the advantage of these technologies than when using paper and pen. That is to say they were placed at a disadvantage when forced to handwrite the essays. We should allow our students to at least choose what form of technology to use when composing essays so we might grade their intellectual abilities more accurately.

__**Integrated Curriculum**__


 * Brewer, Thomas M. 2002. Integrated Curriculum: What Benefit? //Arts Education Policy Review// //103(4)//: 31-36.**

This article discusses the impact of integrated curriculum on an education. Brewer asks us to consider whether in integrating curricula, one discipline is being taught instrumentally rather than intrinsically.


 * Harvey, C. & Reid, S. 2001. Challenge: How can a faculty of education model integrated curriculum for grades seven to twelve? //Education// //121(3)//: 604-609.**

This article describes a plan for teaching teachers to use integrated curriculum by experiencing it. Professors joined together to create an “Integrated Day” in which Professors and students could engage in workshops to create interdisciplinary lessons based on a Pioneer Day theme. Educational institutions should provide students with such authentic learning experiences for more than a single day if they want them to truly experience what it would be like in the classroom to integrate multiple curriculum.


 * Lonning, R.A., DeFranco, T.C. & Weinland, T.P. 1998. Development of theme-based, interdisciplinary, integrated curriculum: a theoretical model. //Development Model for Interdisciplinary Curriculum//. //98(6)//:312-319.**

Lonning, DeFranco and Weinland discuss a methodology for selecting themes for integrated curriculum that avoids the pitfall of having units that are not truly integrated. In the theme construction process, the authors had teachers focus on three core criteria – 1) validity within the disciplines; 2) validity for the disciplines; and 3) validity beyond the disciplines. Reviewing curriculum maps, teachers brainstormed potential themes that would meet the three criteria. After the initial theme is refined and an integrated curriculum devised, teachers are encouraged to engage in a “zooming” process by reviewing and re-working the curriculum until the three core criteria have been met to the fullest possible extent.

__**Integrating Technology into Curriculum**__


 * Davis, B.C. & Shade, D. D. (1994). Integrate. Don’t isolate! Computers in the early**
 * childhood curriculum. ERIC clearinghouse on elementary and early childhood**
 * education, Urbana, IL. (ED376991)**

This article focuses on using computers and technology with the curriculum in the classroom, and not in an isolated computer lab. The author describes the benefits of integrating developmentally appropriate technology with young children through play, exploration, and experimentation. The article provides examples of educational topics long with various computer programs and software that can be used with these topics. Also, it explains the teacher’s role in 4 steps of how to have a computer enriched classroom.

This article takes a closer look at the integration of technologies and education in the K-12 classroom. It deals with the innovations in instructional technologies sought to develop a comprehensive understanding of integrating computer technology into instruction and learning. The concept of using technology as a tool for problem solving is key within the article. The study and findings of this article state that message boards, chat rooms, internet lectures and student personal web pages can be used with the teacher’s heightened awareness of student needs, strengths and vulnerabilities. These can sometimes help to build an integrated online, learner-centered community.
 * Falvo, David A. and** [|**Solloway, Sharon**] **Phil ,(2004)** [|**Linking Research & Practice to Improve Learning.**]**TechTrends v48 n5 p56-64.**

Jacobsen stresses the importance of integrating technology in schools in all content areas. She addresses the problems cited by teachers when asked to integrate technology into their classrooms (55% of teachers surveyed said they weren’t given enough time to plan lessons using new technology) and lays out a framework for teachers to understand the benefits of technology in the classroom. She also explains various studies she has conducted on technology integration and shows the reaction of teachers who were part of her studies. Finally, she argues that the teacher is the most important part of integrating technology into the classroom.
 * Jacobsen, D. M. (2001). //Building Different Bridges: Technology Integration, Engaged Student Learning, and New Approaches to Professional Development//. Paper presented at AERA 2001: What We Know and How We Know It, the 82nd Annual Meeting of the American Educational Research Association, Seattle, WA: April 10 - 14, 2001.** **[]**
 * Jones, K. (2004). Ideas for Integrating Technology Education Into Everyday**
 * Learning. //Technology and Children,// 7-8.**

The author of this article provides ideas for the integration of technology into all areas of the curriculum. The author suggests discussions on computer programming and binary numbers, tracking weather on-line with satellite photos, and making good use of digital cameras. There are suggestions for all grade levels and subject areas.


 * Longhurst, J. & Sandage, S. (2003). Appropriate technology and journal writing:**
 * structure dialogues that enhance learning. //College Teaching,// //52(2),// 69-75.**

The authors of this article look at various ways to use technology in college level courses. It is suggested that E-mail may be the best way to complete journal writing assignments. This strategy is easily applied in all grade levels so long as the technology is available. It also encourages more teacher/student interaction and provides for active learning. Applying appropriate technology is a powerful learning tool for all grade levels.

[|__**http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm**__] The article discusses specific ways Social Studies teachers can use technology in the classroom. Among them are the use of digital archives to locate and evaluate primary sources, the accessibility of public action web sites to help create more productive citizens, and a way to connect to the world outside one’s community. The article also identifies and attempts to answer some concerns with using the Internet, but stresses that technology can be a great aid in the classroom if used correctly. This article clearly outlines the various uses of technology in the classroom, and describes purposeful ways that technology can be used in the curriculum. The authors clearly state how various applications and software can help children develop basic computer skills in an open-ended and playful way, as well as achieve goals of state academic standards. They also focus on technology applications/programs that support and extend the learning of young children. Each educator describes a classroom experience and how technology was used in the science curriculum.
 * Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for using**
 * Technology to prepare social studies teachers. //Contemporary Issues in Technology and Teacher Education// [Online serial], //1// (//1//).**
 * Murphy, K.L., DePasquale, R. & McNamara, E. (Nov 2003). Meaningful connections:using technology in primary classrooms. //Young Children, 58(6)//, 12-18.**

__**Meeting Special Needs**__


 * Bryant, Diane Pedrotty and Brian R. Bryant (1998) Using assistive technology adaptations**
 * to include students with learning disabilities in cooperative learning activities.**
 * //Journal of Learning Disabilities//, Vol. 31, Issue 1: P. 41-54.**

This article shows how students with learning disabilities can benefit from cooperative learning with help from assistive technology devices. These devices can be used to get around the barriers that are caused by the learning disabilities and enable these students to fully participate and learn through cooperative activities. The article provides steps for teachers to follow from planning to monitoring to evaluating and offers research to support the authors’ suggestions.


 * Brodwin, M., Cardoso, E., & Star, Tristen. (2004). Computer assistive technology**
 * for people who have disabilities: Computer adaptations and modifications. //Journal of Rehabilitation,// //70// (3), 28-34.**

Assistive technology has become a valuable asset in the world today. As we become more technologically advanced, individuals with disabilities are benefiting and becoming more integrated into the American society. Public Law 94-142 and the Americans with Disabilities Act have both pursued efforts to adapt technology so that every student can have an equal educational opportunity. Brodwin, Cardoso, and Star concentrate on the importance of assistive technology, as well as some of the basic components of computer systems that can be modified to help people with disabilities. The article begins by listing the different types of assistive technology and categorizing them into sections; alternate input devices, alternative input processing aids, and alternate output devices. These devices and aids can be as simple as adaptations to a standard keyboard or mouse, button changes that create shortcuts, or the use of the computer to produce information. Brodwin, Cardoso, and Star then detail each computer assistive device as well as explain the pros and cons of each. Alternate input devices are ones that meet individuals’ needs in order to efficiently operate a computer. Alternative keyboards, mouse modifications, typing aids, and Morse code are among the few mentioned. Alternate input processing aids are created in order to enable users to accomplish tasks with the use of less typing and a quicker performance time. Here Brodwin, Cardoso, and Star also review different software programs that provide the short-cuts necessary to meet users needs. Lastly, alternate output devices are ones that assist an individual’s motor, visual, auditory, and tactile skills. These consist of Braille displays, screen readers, speech synthesizers and similar means. Brodwin, Cardoso, and Star’s article is a valuable tool for someone who is looking for a computer assistive device for a specific problem.


 * Gardner, J. Emmett, Wissick, Cheryl A., Schweder, Windy, & Smith Canter, Loralee**
 * (2003). Enhancing interdisciplinary instruction in general and special education: thematic units and technology. //Remedial and Special Education, v24, i3.// 161-173. Retrieved September 1, 2004 from InfoTrac Web: Expanded Academic ASAP.**

Gardner et al’s article offers excellent definitions of an integrated curriculum, integrated instruction, and thematic instruction. They then discuss the use of technology to make the thematic unit more accessible to special needs students; however, many of these suggestions could be applied to all students.


 * Maccini, Paula; Joseph Calvin Gagnon, and Charles A. Hughes, (2002) Technology-Based**
 * Practices for Secondary Students with Learning Disabilities. //Learning Disability//**
 * //Quarterly//, Vol. 25: 247-261.**

This article is a comparison study based on results from ten previously performed studies with similar characteristics. The authors compare the results of these studies that were all studying the use of technology with secondary school students who have learning disabilities. All of the studies are described and summarized in tables for comparison. The studies show there are many technology-based practices that result in improvements in achievement for students with learning disabilities.


 * Parette, H., & Murdick, N. (1998). Assistive technology and IEPs for young**
 * children with disabilities. //Early Childhood Education Journal, 25// (3), 193-199.**

When an educator is formulating an IEP for child with a disability, they must find the best ways possible to mainstream that child into a regular classroom. According to Parette and Murdick’s article, assistive technology is imperative for exactly that reason. Parette and Murdick start their article by explaining that many technological services are viewed by the common person as a convenience, but to a young child with a physical disability, that service becomes a necessity. The Individuals with Disabilities Education Act Amendments of 1991 (IDEA) requires school districts to provide assistive technology to eligible students with disability. Often assistive technology is seen as only computer applications or other electronic means. However, there are actually ten different categories to this end. For example, assistive listening, which employs the use of hearing aids. Assistive technology as a supplementary aid is necessary if a child cannot complete his IEP goals without it. Parette and Murdick also bring to our attention three obstacles that hinder use of assistive devices; lack of training, technology abandonment, and expense. However, if consideration is made on a case-by-case basis for each young child’s need for inclusion, then the appropriate assistive technological device can be identified. This article is very beneficial for the individual developing an IEP and attempting to find the appropriate assistive technology device for the child. With the correct planning, research and funding, assistive technology devices are vital in a disabled child’s development.

__**Problem Based Learning**__


 * Capon, N. & Kuhn, D. (2004). What’s so good about problem-based**
 * learning? //Cognition and Instruction, 22//, 61-79.**

This study compares, the effectiveness of problem-based learning to a traditional lecture/discussion approach in the teaching of two independent business concepts. Assessments done at the six and twelve week periods after the test classes indicated that the lecture/discussion format is as effective and at times more effective than the problem-based learning approach, but that problem-based learning can enhance conceptual understanding.


 * Hung, W., Bailey, J.H. & Jonassen, D.H. (2003). Exploring the tensions of**
 * problem-based learning: insights from research.**
 * //New Directions For Teaching and Learning, 95//, 13-23.**

This review article discusses five main instructional tensions that are characteristic of problem-based learning, both for supporters and critics. Research cited in this review suggests that the development of higher-order thinking and problem-solving skills that can result from problem-based learning curricula may enhance or support factual learning.


 * Weiss, R. (2003). Designing problems to promote higher-order thinking.**
 * //New Directions For Teaching and Learning, 95//, 25-31. Retrieved**
 * September 2, 2004 from Wiley Interscience.**

This review article discusses the art of problem design in PBL by dividing the design process into two parts. First, identify the purpose of the problem, making sure that it promotes the goals and objectives of the course or program. Second, craft the problem so that it encourages the development of higher-order thinking skills in the student participants. A couple of examples of good problems are examined in light of their value in promoting higher-order thinking.

__**Project Based Learning**__


 * Building Motivation (2004). //4teachers//**//.//

This article stresses the self directed nature and the possibility of multiple outcomes for given problems for project-based learning activities. It claims that student involvement in the design of the assessment increases student motivation due to their feeling of ownership.

**online at:** [|__**http://www.ncsu.edu/meridian/win2002/514/**__]
 * Grant, M. (2002). Meridian: a middle school computer technologies journal. Available**

This article gives a broad overview of project-based learning with short descriptions of its nature and meaning, theoretical foundations, and several effective examples of project-based learning.
 * Kraft, N (2004). Criteria for authentic project-based learning. //RMC Research//**
 * //Corporation.//**

This checklist provides a number of guidelines for evaluating the effectiveness of problem and project-based learning.


 * Sanders, L. (2000). Project-based learning: don’t dictate, collaborate! //Texas Center for//**
 * //Adult Literacy and Learning, 4(4)//**

This article discusses the various teaching methods that of project-based teaching. While emphasizing the need for teachers to understand project-based learning as a teacher’s creation of a collaborative environment providing a partnership between students and teachers. Shoemaker (Shoemaker, B. "Integrative Education: A Curriculum for the Twenty-First Century." Oregon School Study Council 33/2, 1989) defines an integrated curriculum as: //...education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive. (1989)//
 * Shoemaker, B. //"Integrative Education: A Curriculum for the Twenty-First Century."// Oregon School Study Council 33/2, 1989. What is Curriculum Integration?** **(nd). Retrieved online September 3, 2004, from** [|__www.schoolandbeyond.org/sblstrategy2.html__]


 * Solomon, G. (2003). Project-based learning: a primer. //Tech Learning//**

This article focuses on defining Project-based learning and it’s benefits. Suggesting, project-based activities more thoroughly engage students due to the hands-on, authentic nature of the activities.


 * Using Multiple Intelligences (2004). //4teachers.//**

This article praises project-based learning for its ability to have students use the types of critical thinking and problem solving skills that will benefit them in the work field.


 * Weiss, R. (2003). Designing problems to promote higher-order thinking. //New Directions For Teaching and Learning, 95//, 25-31. Retrieved September 2, 2004 from Wiley Interscience.**

This review article discusses the art of problem design in PBL by dividing the design process into two parts. First, identify the purpose of the problem, making sure that it promotes the goals and objectives of the course or program. Second, craft the problem so that it encourages the development of higher-order thinking skills in the student participants. The second goal can be accomplished by using ill-structured problems, emphasizing collaboration between students, and making the problem authentic to students’ prior life experience. A couple of examples of good problems are examined in light of their value in promoting higher-order thinking.


 * Wolff, S. J. (2002). Design features for project-based learning. //Design Share Inc.//**

This article presents the findings of studies based on the design of project-based learning activities. The effect on learning of the structural aspects, group size, psychological/physiological support, adjacencies, furnishings, and functional spaces have all been investigated and commented on.

Curriculum integration can happen to various degrees and in many different ways. **//The Infusion Model://** This model involves the infusion of academic content into career-technical studies or vice versa. **//The Linked Model://** This model involves the linking of two courses to allow concepts and applications to be taught together. **//The Multidisciplinary Model://** This model describes coordinated courses with a common core of outcomes and a common assessment. Included in the article is a list of conditions that support the development of successful integrated curriculum units. Projects are a way to increase student engagement with academic work by situating the work in a real-world context. Project-based learning involves class or individual projects, jointly negotiated by students and teacher, in which students investigate an area of interest to them and importance to the course of study. Work or community partners help provide context and information for the project and attend a culminating exhibition in which students present and exhibit their findings. As well as having academic rigor, the best projects have some authentic value or meaning outside of school, and use real-world standards by which to assess their quality. Project-based learning should be guided by the “Six A’s” of the most effective project designs. These “Six A’s” are to follows; authenticity, academic rigor, applied learning, active exploration, adult connections, and assessment practices. In PBL at Maricopa, the problem is used to drive the learning. Problems are designed to appeal to the human desire for resolution and harmony and are usually something that the students want to solve or address. The problem is designed to set up the need for and the context of the learning that follows. In the process, students get the opportunity to make up their own solutions, something that is not routine in the typical introductory chemistry laboratory. And perhaps more importantly, they learn that not all problems are can be neatly solved in the allotted time of one class period. __**Teacher Effectiveness**__
 * How Does Curriculum Integration Work?** **(nd). Retrieved online September 3, 2004, from** [|__www.schoolandbeyond.org/sblstrategy3.html__]
 * What is Project-Based Learning? (nd). Retrieved online September 3, 2004, from** [|__www.schoolandbeyond.org/sblstrategy4.html__]
 * //How Does Project-Based Learning Work?//** **(nd). Retrieved online September 3, 2004, from** [|__www.schoolandbeyond.org/sblstrategy5.html__]
 * //Models of Problem-Based Learning (PBL) in Maricopa.// (nd). Retrieved online September 3, 2004, from** [|__www.schoolandbeyond.org/sblstrategy2.html__][|__http://www.mcli.dist.maricopa.edu/forum/s pr01/t12.html__]


 * Dahl, J. (2004). Focus on collaboration, and the technology will follow. //Distance//**
 * //Education Report,// 5-6.**

The author of this article stresses the importance of creating a “community of learners.” It discusses an environment where students feel responsible for the learning outcomes. Technology is an important tool to create this setting. Students are interested in online discussions with their teacher as well as other students. From use of this technology can come more independent learning and research, and also better time management skills.


 * Goddard, M. (2002). What do we do with these computers? Reflections on**
 * technology in the classroom. //Journal of Research on Technology in//**
 * //Education, 35(1)//, 19-26.**

This report examines how technology is integrated into the classroom. The author discusses how to best use technology in the classroom to enrich the curriculum by creating meaningful learning activities. If it is properly integrated it will involve students in research projects and encourage group discussions. It also gives teachers the ability to use simulations and creates opportunities for individual learning projects.

__**Teacher Productivity**__


 * Becker, Henry J., (1999). Internet use by teachers: conditions of professional use and**
 * teacher-directed student use. Teaching, learning, and computing: 1998 National**
 * Survey. Report #1.Minnesota Univ., Duluth; Center for Research on Information Technology and Organizations, Irvine, CA.; California Univ.**

This study looks at the amount of internet usage by teachers. The primary focus of the article was to compare and co-relate internet usage to teachers internet accessibility, different ways teachers use the internet, and teachers view of the internet. In addition, these factors were related to the teachers background. The authors purpose is to see how all of these factors effect the amount of internet usage by teachers in the classroom.


 * Bewick, C. J. & Kostelnik, M. (May 2004). Educating early childhood teachers about**
 * computers. //Young Children, 59(3)//, 26-29.**

This article focuses on the development of technology skills in early childhood teachers. The authors give ideas and suggestions on how you can improve an early childhood technology program by providing and preparing your teachers with computer training. This article clearly outlines teachers gaining computer knowledge, ways in which teachers can learn computer skills, and administrative support. The authors believe that teachers who are knowledgeable and know how to use computers are better models for young children learning to use technology.


 * Clark, K. (2000). Urban middle school teachers’ use of instructional technology.**
 * //Journal of Research on Computing in Education, 33(2)//, 178-196.**

The purpose of this study was to investigate teacher use of instructional technology. Twenty-eight teachers from various urban middle schools participated in the study to determine the effect of technology on their administrative duties as well as instruction. The results showed that teachers feel that technology is an important part of their classroom, and they would like to have access to more technology. They also feel confident in their use of technology. The teachers in the study expressed various views on their need for more training.


 * Goss, M. A. (Spr 1996). Releasing the isolated warrior. //Technos, 5(1)//, 22-23.**

This article discusses traditional ways of teaching, the changing of our student population, and how this affects teachers utilizing technology in the school environment. The author explains teacher attitudes toward a new educational reform, which includes using new teaching strategies and disposing the old strategies. In this discussion, Goss also focuses further on school reform, systemic change, administrative and financial support, and time.


 * Kinslow, J., Newcombe, E., & Goss, M. (2002). Forming a cadre of learners: effective**
 * educational technology integration in a teacher preparation program. //Journal of Computing in Teacher Education, 18(3),// 81-86**.

This article focuses on how technology can be used by professors in a teacher preparation program. The study, which included 19 college faculty and their collaboration with school districts, businesses, and the community, was designed to prepare teacher candidates on how to utilize technology in their classroom instruction. Faculty members were provided with extra time, attended meetings and workshops, and received faculty support in order to implement the program effectively. In addition, research was done on the comparison of faculty’s personal use of technology and classroom use of technology.


 * O’Donovan, E. (1998). Management tools make more time for teachers.**
 * //Technology and Learning//, 61-64.**

The author of this article describes various tools that are being used by teachers to increase productivity. Electronic gradebooks are able to securely publish grades and e-mail them to parents. Teachers are now able to correlate lesson plans with state standards using curriculum planning tools that also make lesson plan sharing among teachers easier. The author also discusses the use of electronic portfolios in place of the traditional paper and pencil assessment.

__**Teacher Productivity/Administration**__


 * Kaufman, T. U., Lacey, A. & Stokes, S. M. (2002) Preparing teachers of the 21st century: creating technological literacy in a teacher education program. //Reading Online,// 1-13.**

This article discusses a major concern for most schools, the lack of training teachers receive on integrating technology. Even though the equipment is readily available, teachers are unaware of how to incorporate these resources into their daily lesson plans. With technology rapidly evolving it is of great importance to keep educators aware and updated on new key concepts dealing with technology. The authors say it best when it comes to school and technology integration, “Technology is the key that unlocks the door.”


 * Ruth, M., (1998). One computer solutions. //Instructor-Intermediate//, //108(4)//: 58.**

This article discusses how teachers can increase their productivity with the use of only one computer per class. It discusses how easy it is to use a single computer for multiple purposes for both teacher and student purposes. Ruth gives the readers several ideas on how to incorporate technology into every day lessons that are easy to maneuver.

__**Technology and Curriculum**__


 * Barton, Darren (2003) Using technology to teach the ‘Transformation of graphs.’**
 * //Micromath//, Summer 2003: P. 12-15.**

The author of this article, Darren Barton, is a high school math teacher. His article shows how a math teacher can use several different types of technology to teach the transformations of graphs. He describes using graphing calculators, Excel (or any spreadsheet program), and an interactive whiteboard to allow students to investigate how graphs transform and how these transformations are connected to the equations. As a teacher that teaches this specific topic, I found the article particularly interesting and useful.


 * Ball, Barbara (2003) Teaching and learning mathematics with an interactive whiteboard.**
 * //Micromath//, Spring 2003: P. 4-7.**

Barbara Ball visits multiple classrooms in which interactive whiteboards are used and does some additional research to find appropriate uses to make the interactive whiteboards more advantageous to use than a standard board. She gives multiple examples and clearly explains the advantages for each situation. She also speaks with several students to get feedback from them and includes quotes from some of the conversations. This article gives specific, positive reasons to use an interactive whiteboard to enhance math lessons.


 * Kersten, Fred (2004) Using MIDI accompaniments for music learning at school and at home. //Music Educators Journal//, Vol. 90 No 4, P 44.**

In this article, the author provides many ideas for the use of MIDI technologies in the music classroom. He goes into detail about the benefits of using MIDI accompaniments for instrumental solos and choral singing. Sequencing software allows for changes in the accompaniments. Students can make their own changes as they wish. The author describes that this process is very valuable to the students and thoroughly covers the national standards.


 * Siegel, Jack (2004, April) How one class with one computer composed music. //Teaching Music//, Vol. 11, No 3, P 44.**

The author of this article discusses his experience of composing music with his elementary school students with the use of only one laptop computer. The basic idea was to take a class -generated poem and turn it into a song. Students worked together to create just the right melody and harmony. The teacher used software such as Band- in- a- Box and Sibelius to help with the composition. The students worked on the song for several months. There was a rich discussion about music during each class. The students had to decide and agree on style, tempo, dynamics, and even the correct sounding chord progressions. The class recorded their final product.


 * Thibeault, Matthew D. (2001) Sharing music programs through the internet. //Teaching Music,// Vol. 9, Issue 1.**

The author shares his experience with posting students’ work in music on the internet. His goal was to share work with parents and members of the community and to raise interest and awareness. He recorded much of the students singing and playing and posted it on his web page. The web page also offers information to parents, such as a list of private teachers, and groups that students can join to enhance their musical experience. The author make a point to discuss some of the obstacles one may face when creating such a site, such as copyrighted material and pictures of students. Overall, his idea provides one more way for parents to stay active in the education of their child.

__**Technology Effectiveness**__


 * Ainley, J., D. Banks, and M. Fleming (2002) The influence of IT: perspectives from five**
 * Australian schools. //Journal of Computer Assisted Learning//, Vol. 18: P. 395-404.**

This article reports the findings of a study of five schools (primary and secondary) in Australia who use technology frequently in a variety of ways. Data was gathered using interviews, observations, and document analysis. The study looked primarily at two things: how the technology was used and how it affected teaching and learning. The article shows examples of implementation at the different schools and makes conclusions about the knowledge constructed by the students as a result.


 * Capon, N., & Kuhn, D. (2004). What’s so good about problem-based learning? //Cognitio and Instruction, 22//, 61-79. Retrieved September 3, 2004 from LEA Online.**

In a study conducted in a class at a major Northeastern United States business school, the effectiveness of problem-based learning was compared to a traditional lecture/discussion approach in the teaching of two independent business concepts. Students’ understanding of the two concepts was assessed at the six week and twelve week periods after the test classes. Both assessments indicated that the lecture/discussion format was as effective as and at times more effective than the problem-based learning approach. However, the results of the second assessment did appear to indicate that problem-based learning can enhance conceptual understanding, perhaps through a greater integration of the new concepts with students’ existing knowledge bases.


 * Ohler, Jason, et. al. (2002) Top 10 Smart Technologies for Schools. //Technology & Learning//,**
 * Vol. 23, Issue 4; 20-32.**

As the title suggests, this article selects what the authors believe are the best technologies available for schools, such as mobile computers and fingerprint recognition devices. Each device is reviewed and the author explains why it is useful in schools. Following the descriptions, the article gives several online links for more information.

__**Technology for Administration**__


 * Bradburn, F., B., (2004). Preloading professional development to ensure potential success. //T.H.E. Journal// //31(12)//, 22-25.**

In this article, Bryant explains how grant funding can lead to the implementation of the IMPACT Model for learning success. This model integrated technology in a standards-based curriculum and encouraged higher order thinking skills with innovation. Professional development was results-driven and embedded with collaborative teaching. Students’ attitudes, interests, and performances to media tasks were measured indicators of success. A Colorado study concluded that the IMPACT model had positive effects on academic achievement. The IMPACT Model is truly an excellent example of how technology can motivate and meet the challenges in our digital learning world.


 * Flaherty, W., H., (2004). Data warehouse helps Hanover county public schools rise student achievement. //T.H.E. Journal// //31(12)//, 38-40.**

This article examines the use of Instructional Decision Support System (IDSS), a research-based warehouse of data resources that tracks student achievement and progress throughout the year. This user-friendly powerhouse collects, sorts, and reported statistical data on every student. A data day was incorporated into the school calendar where teachers, specialists, and other school colleagues reviewed the information to make informed decisions about instructional practices and curriculum content. The IDSS proved to be a highly effective network that changed the management and productivity of the schools. In my eyes, the collection and analysis of data assessment will keep the teachers and curriculum on a continuum for high academic achievement and professional learning.

__**Technology in Curriculum**__
 * Abrahamson, L., Penuel, W. R. & Roschelle, J. (2004). The networked classroom. //Educational Leadership//.**

This article discusses the positive feedback from implementing a new technology in the class, electronic network classroom. The authors of this article show how student participation has increased and how the classroom becomes a more student-centered environment with the use of networking. This new technology is geared towards moving classroom discussions to becoming more student-oriented rather than teacher-oriented.


 * Brewer, Thomas M. 2002. Integrated Curriculum: What Benefit? //Arts Education Policy Review// 103(4): 31-36.**

From the perspective of the arts instructor, integrated curriculum theory often results in art education becoming the servant of other disciplines. Brewer defends art education by clarifying for the reader that art education may be “intrinsic” – learning the essential elements of aesthetic appreciation and production – or art education can be “instrumental” – being helpful in understanding things other than art (__e.g.__, math, social studies, etc.). A social studies teacher would not suggest that the best way to analyze a primary document is to first learn how to draw a portrait of the author of the document. However, Brewer argues, integrated curricula consistently ask students to consider art without reference to the method and procedure for its production. Art education includes many facets that are not properly addressed when an integrated curriculum only allows for “instrumental” use of art education to facilitate learning in another area. Brewer asks us to consider whether in integrating curricula, one discipline is being taught instrumentally rather than intrinsically. Brewer’s article is well supported by his review of over 240 references and should give any educator considering an integrated curriculum some pause when planning educational objectives. Educators could avoid some of the problems that Brewer observes by assuring that they truly teach all of the standards in each discipline they try to include in their curriculum. If they exclude standards for one discipline, then they should ask themselves whether they are truly integrating the curriculum or merely using one discipline as an instrument for learning in another field of study.


 * Harvey, C., & Reid, S. 2001. Challenge: How can a faculty of education model integrated curriculum for grades seven to twelve? //Education// 121(3): 604-609.**

This article describes a plan for teaching teachers to use integrated curriculum by experiencing it. Professors joined together to create an “Integrated Day” in which Professors and students could engage in workshops to create interdisciplinary lessons based on a Pioneer Day theme. As the integration only takes place for a day and it took the professors about a year and a half to come up with the lesson, it is clear from this report that perseverance and clear instructional objectives will be important for those seeking to integrate their curriculum. The concept of learning by doing, however, is well-founded in the literature and educational institutions should provide students with such authentic learning experiences for more than a single day if they want them to truly experience what it would be like in the classroom to integrate multiple curriculum.
 * Leidner, D. E. & Jarvenpaa, S. L., (1995). The use of information technology to enhance management school education: A theoretical view. //MIS Quarterly//.**

This article demonstrates how technology can be incorporated into daily educational practices to improve the learning process. There are several learning models the authors discuss in detail by using tables and charts. The information in these charts and tables are very beneficial for any educator looking to implement technology into the their daily teaching practices to help students become better learners.


 * Lonning, R.A., DeFranco, T.C., & Weinland, T.P. 1998. Development of Theme-based, Interdisciplinary, Integrated Curriculum: A theoretical model. //Development Model for Interdisciplinary Curriculum//. 98(6):312-319.**

Lonning, DeFranco and Weinland discuss a methodology for selecting themes for integrated curriculum that avoids the pitfall of having units that are not truly integrated – favor one discipline over another – do not utilize the theme to motivate students by having the theme have “validity” beyond the disciplines taught. In the theme construction process, the authors had teachers focus on three core criteria – 1) validity within the disciplines (material being taught is appropriate and important to the disciplines, one discipline is not being trivialized); 2) validity for the disciplines (interdisciplinary instruction enhances learning); and 3) validity beyond the discipline (theme provides a means for recognizing and understanding larger issues and transcends subject matter bounds). Reviewing curriculum maps, teachers brainstormed potential themes that would meet the three criteria. After the initial theme is refined and an integrated curriculum devised, teachers are encouraged to engage in a “zooming” process by reviewing and re-working the curriculum until the three core criteria have been met to the fullest possible extent

__**Technology in Literacy**__

__**Goetze, S., & Walker, B., (2004). At-risk readers can construct complex meanings: technology can help. //The Reading Teacher//, //55 (7)//, 778-780.**__

In this study, twelve at-risk intermediate students were invited to a morning book club where technology enhanced comprehension. Critical thinking and meaningful responses were evident with the integration of multimedia tools with high quality literature. The implementation of multimedia software in this literacy club served to enhance students’ interest, motivation, and understanding of quality literature. In the proper hands, technology interwoven in literacy lessons has the ultimate power to motivate and change the learning success of the reluctant readers and writers. Teachers who welcome these learning experiences inspire students to meet the ever-challenging demands in a standard-based curriculum.


 * Solvie, P. (2003). The digital whiteboard: A tool in early literacy instruction. //The Reading Teacher//, //55(7)//, 778-780.**

In this article, Pamela Solvie documented her research about teaching early literacy skills with a digital whiteboard. Her findings concluded that it did not show significant gains in skill instruction. However, she examined carefully its resourcefulness in the process of the lesson. Increased participation and meaningful literacy talk became evident as students orally shared their thoughts or utilized the coded marker for practicing literacy skills. In the classroom, digital whiteboards can enhance the modeling and guided practice of literacy behaviors.

__**Technology in Social Studies**__


 * Alden, S. B., (Late 1990’s) The role technology can play in preparing our children for the**
 * 21st century. Palo Alto, CA. Computer Learning Foundation**

This is a solid article that advocates “computer proficiency” as a way to improve educational skills of our youth. She concludes by providing a plan for increasing computer use in the classroom, achieving computer literacy and the many different ways that computers can be used in the classroom. I found this to be a very upbeat article that presents an excellent case for why and how we need to increase computer literacy in our schools.


 * American Experience, 1999-2003, The Murder of Emmett Till, PBS Online**

This item is a teachers guide to teaching about the 1955 murder of Emmett Till – one of the events that touched off the civil rights movement. It is designed so it can be taught in four different areas of the curriculum. I like the variety of technology and approaches the lesson uses. There are a variety of activities in this project. Including small group work, research, oral presentations, video, writing and discussion. My knowledge of Emmett Till’s murder is limited, but I think this would be an excellent way to introduce a unit on the fight for civil rights in America.


 * Editorial Staff Collection Criteria, September 2002, Kiosk: //Journal of Geo-Politics//**

This home page provides links to online newspapers of other countries and other resources related to politics. Under the heading of other resources were links to hospitals, education, maps, economy, government, history and culture. My favorite section here was the travel and tours section. The site would be useful because the format for each country in the kiosk is standardized making it easy to find specific items. The ability to read online foreign newspapers would make it easier to get both sides of an issue. It also has enough different links that it could be used in a variety of teaching fields. There is also a section to print teaching guides for continents and regions. In conclusion, I think this is something I can use teaching geography, government, ethnic studies or history.


 * Ray, B., (November 2002). PDAs in the classroom: integration techniques for K-12**
 * educators. International journal of educational technology – v3.**

This document did a good job presenting a case for more PDAs (Personal Digital Assistants) in the classroom. The issue that I had with the article is that many of perks that go with a PDA could also apply to a desk or lap-top computer. Some of the activities were also low level learning skills. The one place that I thought the PDAs had an advantage was in field work. It is much easier to lug it around to record field data on site. There are also apparently probes that can be attached to the PDA to record information such as pond temperature or the CO2 level. So one of the main advantages to the PDA is it’s lack of size. Overall the article didn’t convince me that PDAs have a future in all classrooms despite their advantages.

__**Technology in Special Education**__


 * Evanciew, C. (2003). Preparing technology education teachers to work with**
 * special needs students. //Technology Teacher,// //62(7)//, 7-10.**

This article provides information on including special needs students in technology education classes. Special needs students learn better with hands-on activities, therefore technology is a valuable tools for their learning. The author argues that technology teachers should play an important role in the IEP process since many special needs students will be placed in a technology/vocational class to outplace them from college-bound courses and programs.


 * Fine, L. (2002). Writing takes a digital turn for special-needs students. //Education Weekly, 21(20), 8-12.//**

This article discusses the advantages and disadvantages to using an AlphaSmart keyboard or any other device that assists students with their writing skills. Some believe it is taking away from students and making them depend on the device for the answers, while others believe is helping students regain their confidence when it comes to writing. The device is not thinking for them nor is it answering the questions it is simply assisting them to become better writers.


 * Hauser, J. & Malouf, D. B. (1996). A federal perspective on special education technology.**
 * //Journal of Learning Disabilities, 29(5), 504-512.//**

This article focuses on a major concern with educators, whether or not technology teaches students with learning disabilities better than other approaches. The Office of Special Education Programs (OSEP) performs analytical and systematic research in order to answer questions about future programs offered for students with disabilities, and how it will better prepare them for “real life” situations.


 * Hetzroni, O. & Shrieber, B. (2004). Word processing as an assistive technology tool**
 * for enhancing academic outcomes of students with writing disabilities in**
 * general classroom. //Journal of Learning Disabilities//, //37(2)//, 143-154.**

This study of 3 male students ages 12-13 looks at the difficulties students with learning disabilities encounter with the writing process, and the benefits a word processor can offer these students. The study found that when using a word processor the number of spelling and reading errors were significantly reduced. There was also a higher quality of organization and structure found when word processors were used. These students were able to produce work that was more acceptable by their regular education class standards.


 * Mulligan, S. A. (Nov 2003). Assistive technology: supporting the participation of children**
 * with disabilities. //Young Children//, //58(6)//, 50-51.**

This article outlines the ways in which technology supports students with various disabilities. The author, who has 20 years experience as a special education practitioner, trainer, consultant, and administrator, explains how technology can demonstrate understanding of developmental concepts, and how it can improve/increase independency and communication. Overall, she describes how technology assists children in participating in many activities in various environments. In addition, the article offers many resources for assistive technology and students with disabilities.

__**Technology in the Classroom**__


 * Biggs, E. (2004). The job detectives: connecting curriculum and community. //Learning and Leading with Technology//, //32 (1)//, 32-35.**

This project, Job Detectives, was geared toward primary classrooms (K-3) that yearned to explore the theme of community through the utilization of the internet. This project was a beneficial way to build a sense of community of learners through group discussion, critical thinking, and quality writing. Reading, responding, and communicating in multiple forms is definitely a prerequisite skill for high achievement on district and state assessments. Job Detectives will introduce young students to the valuable role computers play via internet.


 * Harding, D. & Scot, T., P., (2004). Splicing video into the writing process. //Learning and Leading with Technology//, //32 (1)//, 26-31.**

This article explains how digital class videos can be connected to the writing process for the outcome of quality literacy work. The stages of the video production directly correlate to the steps in the writing process. Organized thinking, constructed literacy talk, revision skills, and reflection were skills observed and assessed throughout the project. Students had the chance to express their own creativity as they experimented with digital cameras, graphics, and sound effects. As PAWP writing trainer, I believe digital video projects have the capacity to be an innovative component in the writing workshop. It truly allows students to express their ideas both oral and written, utilizing technology, to achieve proficiency in the PA writing domains.


 * Higgins, W.R. (2005).iMusic teaching. //PMEA News//. //69.3//, 34-35**

This article focuses on the benefits of the iPod. The author shares numerous ideas of how to use the iPod in the music classroom. Music listening is an important part of the music curriculum and the iPod is a music teacher’s dream in managing large amounts of music. Creative lesson ideas are shared at each level of teaching and how the iPod can be incorporated into designing your own lessons. This article is a great stepping stone for creating your own ways to make the iPod work for you.


 * Studer, K. (2005).Maximum technology in the music classroom. //Teaching Music//. //13.3//, 44-47**

This article addresses the problem of having only one computer in the music classroom. Rather than assuming the computer can only be used for administrative tasks, use it to enhance your own teaching. Examples of PowerPoint, notation software, and free online programs are shared in detail. This article is great for fresh ideas and gives creative suggestions on how to introduce technology while building community support.


 * Watson, S (2003).14 awesome uses for notation software in music education. //PMEA News//. //67.3//, 28-32.**

This article explores notation software and its many uses in the music education classroom. The author stresses the importance of knowing one computer program well and developing many ideas from it. Watson focuses on two strong notation programs Finale and Sibelius2. Many teachers know one or the other very well, but not both. His ideas are clear and creative. Sequencing, arranging, graphics. composing and ear training are just some of the topics that are addressed.

__**Thematic Instruction**__


 * //Barab, Sasha A. & Landa, Anita. (1997). Designing effective interdisciplinary anchors.// Educational Leadership, v54, n6. 52-56. Retrieved 1 September 2004 from InfoTrac Web: Expanded Academic ASAP.**

In their article, Sasha A. Barab and Anita Landa examine the central organization around which an interdisciplinary unit is developed. They also discuss the reason why these thematic anchors re beneficial to students, and give ideas for creating effective anchors.

__[|**http://www.schoolrenewal.org/strategies/I-thematic-bg.html**]__
 * //Thematic Instruction// (n.d.). Retrieved September 3, 2004, from**

The thematic approach provides focus, allows for good understanding of what is being done, has clear connections and allows it to transfer from one perspective to another, students are better able to grasp the relation of content to process, and assists students in getting hold of an integrated knowledge base.


 * //McGehee, Jean J. (2001). Developing interdisciplinary units: a strategy based on problem solving.//** **School Science and Mathematics, v101, i7//.// 380-390. Retrieved September 1, 2004 from InfoTrac Web: Expanded Academic ASAP.**

In her article, Jean J. McGehee examines the development of the interdisciplinary curriculum model base using problem solving as the metacurriculum, and provides an example of a successful study implementing this type of method.

**from** [|__**http://www.eduplace.com/rdg/res/vogt.html**__]
 * Vogt, Mary Ellen. (n.d.) //Cross-curricular thematic instruction//. Retrieved September 6, 2004,**

Research indicates that teachers who use cross-curricular themes find students to be more active and interested in reading and writing. There are many advantages to the cross-curricular instruction approach. Students find themselves involved by asking, searching, collaborating, discovering, and exploring “real life” situations and problems.

__[|**http://www.techlearning.com/db_area/archives/WCE/archives/walter.htm**]__
 * Walter, Susan. (1999). //Art, science and technology: one project that worked.// Retrieved**
 * September 6, 2004, from**

This article gives an example of a teacher who used a thematic unit in science on aeronautics. Literature, math, technology and art are incorporated. Students found the unit to be challenging and fun at the same time. They have options to choose from, using their individuality.

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