# data[].attributes.body
Ysseldyke, J., & Bolt, D. M. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36(3), 453.

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Greenfield, P. M. (2009). Technology and informal education: What is taught, what is learned. Science, 323(5910), 69-71.

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Technology and Informal Education: What Is Taught, What Is Learned

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The informal learning environments of television, video games, and the Internet are producing learners with a new profile of cognitive skills. This profile features widespread and sophisticated development of visual-spatial skills, such as iconic representation and spatial visualization.

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Kulik, J. A. (2003). Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say.

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ERIC - Teachers' Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040, National Center for Education Statistics, 2010-May

# data[].attributes.attachment_link.description
This report provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools during the winter and spring of 2009. The data are the results of a national teacher-level survey that is one of a set that includes district, school, and teacher surveys on educational technology.

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Gray, L., Thomas, N., & Lewis, L. (2010). Teachers' Use of Educational Technology in US Public Schools: 2009. First Look. NCES 2010-040. National Center for Education Statistics.

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O’Dwyer, L. M., Russell, M., & Bebell, D. J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. education policy analysis archives, 12(48), 1-33.

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Motteram, G., & Sharma, P. (2009). Blending learning in a web 2.0 world. International Journal of Emerging Technologies & Society, 7(2), 83-96.

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Guerrero, S., Walker, N., & Dugdale, S. (2004). Technology in support of middle grade mathematics: what have we learned?. Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20.

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JCMST ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Use of technology in middle grade mathematics is controversial. Major policy documents have teachers torn between enthusiasm for technology-facilitated mathematical investigation and cautions about undermining students' computational skills. This article examines research concerning use of computers and calculators in mathematics at the middle grade level. The research reviewed relates to teachers' technology experience, teacher and student attitudes, technology implementation trends, and effects of technology on students' skills and conceptual understanding. When technology is used well in middle grade mathematics, it can have positive effects on students' attitudes toward learning, confidence in their abilities to do mathematics, engagement with the subject matter, and mathematical achievement and conceptual understanding. The extent to which this potential is realized depends on the teacher's skill in integrating technology into the mathematics curriculum according to sound pedagogical principles. Careful attention to teacher preparation and development, as well as curriculum revision, are needed to support effective use of technology in middle grade mathematics.

Citation

Guerrero, S., Walker, N. & Dugdale, S. (2004). Technology in Support of Middle Grade Mathematics: What Have We Learned?. Retrieved April 24, 2018 from Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/12870/.

Keywords

# data[].attributes.attachment_link.title
Technology in Support of Middle Grade Mathematics: What Have We Learned?

# data[].attributes.attachment_link.description
Use of technology in middle grade mathematics is controversial. Major policy documents have teachers torn between enthusiasm for technology-facilitated mathematical investigation and cautions about undermining students' computational skills. This article examines research concerning use of computers and calculators in mathematics at the middle grade level.

# data[].attributes.body
Taylor, I. I., & Robert, P. (2003). The computer in school: Tutor, tool, tutee. Contemporary Issues in Technology and Teacher Education, 3(2), 240-252.

# data[].attributes.attachment_link.readable_text
CITE Journal ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

FOR THE FORESEEABLE future, computing will play an increasingly important role in human learning. However, no one yet knows exactly how great that role will eventually be, or precisely what form it will finally take.

Citation

Taylor, II, R.P. (2003). The Computer in School: Tutor, Tool, Tutee. Retrieved April 24, 2018 from Contemporary Issues in Technology and Teacher Education, 3(2), 240-252. Norfolk, VA: Society for Information Technology & Teacher Education. https://www.learntechlib.org/p/19905/.

Keywords

# data[].attributes.attachment_link.title
The Computer in School: Tutor, Tool, Tutee

# data[].attributes.attachment_link.description
CITE Journal ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA FOR THE FORESEEABLE future, computing will play an increasingly important role in human learning. However, no one yet knows exactly how great that role will eventually be, or precisely what form it will finally take.

# data[].attributes.body
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

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 technology  integration in the classroom

# data[].attributes.subject
 technology  integration in the classroom

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O’Dwyer, L. M., Russell, M., & Bebell, D. J. (2004). Identifying teacher, school and district characteristics associated with elementary teachers’ use of technology: A multilevel perspective. education policy analysis archives, 12(48), 1-33.

# data[].attributes.headline
Tech being used in an elementary building

# data[].attributes.subject
Tech being used in an elementary building

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Roschelle, J., Tatar, D., Shechtman, N., Hegedus, S., Hopkins, B., Knudsen, J., & Stroter, A. (2007). Can a technology-enhanced curriculum improve student learning of important mathematics. Results from 7th grade, year, 1.

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Ferris, S. P., & Wilder, H. (2006). Uses and Potentials of Wikis in the Classroom. Innovate: Journal of Online Education, 2(5), 2006.