-Student ethnicity

-Type of technology (tablet vs. computer)

-Socioeconomics

-Access to technology

-Time spent using technology

-Technology for instruction vs. assessment

www.khanacademy.org

www.kutasoftware.com

https://sites.google.com/a/egrps.org/1-1-website/

http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

http://www.huffingtonpost.com/drew-hendricks/technology-education_b_2867458.html

-Assessment vs. Instruction (or both)

-Time saved or gained

-Student attitude toward technology

http://www.huffingtonpost.com/shantanu-sinha/khan-academy_b_1918342.html

http://www.ifets.info/journals/8_4/16.pdf

http://www.ifets.info/journals/15_2/27.pdf

http://www.ifets.info/journals/15_1/22.pdf

http://www.ifets.info/journals/10_4/12.pdf

http://www.ifets.info/journals/10_4/16.pdf

-Relatively short time between now and end of school year to conduct research

1:1 program in which all students will bring a personal

technology device to every class with them. It can be

a tablet that meets certain requirements, a laptop or netbook.

With this influx of technology I believe it is important to figure out what

works best for our students in terms of instruction and assessment.

Currently there are two platforms of assessment that are common within

our school and they are IXL and Khan Academy. IXL is not free and Khan is.

As a department we are supposed to decide which one we would kind of like

to go with and I'd like to make a decision based on research and what

is best for our students. Generally I want to find ways to use technology

in my classroom to drive content, but more specifically I think I'd like to research

Khan vs. IXL to make a recomendation to my department and school based

on research.

http://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus

http://www.care2.com/causes/does-our-short-attention-span-prevent-us-from-deep-thinking.html

http://goo.gl/Oi8Uq

http://goo.gl/NUuzZ

Citation: Xiaoqing Gu1, x., Yuankun Zhu1, h., & Xiaofeng Guo1, g. (2013). Meeting the "Digital Natives": Understanding the Acceptance of Technology in Classrooms. Journal Of Educational Technology & Society, 16(1), 392-402.

Link to Journal (need Marygrove username and password): http://goo.gl/6ca9u

-This Journal entry discovers the use and acceptance of technology by students and teachers.

-Students are discussed as Digital Natives and teachers generally do not fit that category (however I feel that I do as I am relatively young and comfortable with technology).

-A large portion of the study is how teachers and students accept technology differently. Some of the stats include usage of communication technology, types of technology used by teachers vs. students, and anecdotal evidence.

-There is a large gap of usage between teachers and students in school vs. out of school

Citation: Lee, Y.-H., Waxman. H., Wu, J.-Y., Michko, G., & Lin, G. (2013). Revisit the Effect of Teaching and Learning with Technology. Educational Technology & Society, 16 (1), 133–146.

Link to Journal (need Marygrove username and password): http://goo.gl/Y3sMP

-This article focuses on the defectiveness of the use of technology within the classroom.

-One of the most useful aspects of this article is that it makes recommendations for teachers based on research. It recommends that technology by used more often for rote task rather than deep conceptual understanding.

-Another recommendation of the article is to have students use technology collaboratively and "develop sense making in context". (pg. 140) - Most useful content.

-A large part of the journal entry has a lot of data that is over my head and will not be usable; the real strength is in the evaluation and recommendations from the data.

citation:

Herman, J. M. (2012). Creating balance in the new age of technology. Montessori Life, 24(3), 36-43. Retrieved from http://web.ebscohost.com.library.marygrove.edu:2048/ehost/pdfviewer/pdfviewer?sid=1a7018d2-6df1-4e61-87a2-d0edba2c4ef6@sessionmgr112&vid=2&hid=127

-This article is amazing as it targets early brain development, but more significantly brain development around age 11 as it pertains to technology use and instant gratification.

-"Teachers and parents must understand the consequences of excessive interaction with technology on children and help them construct the ability to balance the instant gratification of technology with the mind’s deeper engagement in tasks of mental substance" p. 36

-A students brain goes through tremendous development and "pruning" / "tuning" which makes a lasting impression on the way they think and process information for the rest of their lives.

-The article references a Stanford study about the effects of multi-tasking on the human brain.

-Within the article are suggestions for leading a more balanced digital life-style (for students).

-This article will be one of the most useful for my action research.

Citation: Singh, R. (2008). Retrieved from website: http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

The big ideas are

• Change in Student and Teacher Roles
• Increased Motivation and Self Esteem
• Technical Skills
• Accomplishment of More Complex Tasks
• More Collaboration with Peers
• Increased Use of Outside Resources
• Improved Design Skills/Attention to Audience

Students are more likely to collaborate using technology and become better problem solvers according to the anecdotal evidence.

-There are some strong points but in general it is a little weak.

Citation: Chen, Z.-H., Liao, C. C. Y., Cheng, H. N. H., Yeh, C. Y. C., & Chan, T.-W. (2012). Influence of Game Quests on Pupils’ Enjoyment and Goal-pursuing in Math Learning. Educational Technology & Society, 15 (2), 317–327

Site: http://goo.gl/2lrlD

-This journal entry is based on research on the effectiveness on game based learning for math students. The study found that game based learning promoted students setting higher goals and mastering content. There was some variability in the study in respect to learning types but the general trend was positive.

-There is tiered learning approach in the research where there is more basic rote skills in which a game is used as a hook. From there games are built up in complexity, difficulty, and engagement.

-Student questioning based on enjoyment and goals are included in the study.

-"he findings revealed that quests encouraged active participation and increased the intensity of attempted learning behaviors. " p. 326

Citation: Hsu, Y.-S., Wu, H.-K., & Hwang, F.-K. (2007). Factors Influencing Junior High School Teachers’ Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages. Educational Technology & Society, 10 (4), 118-130.

Link: http://www.ifets.info/journals/10_4/12.pdf

-This study looked at 600 teachers of middle school math/science and looked at data in respect to teacher attitude toward technology, teacher experience, availability of technology, and use of technology within the classroom.

-It found that belief in technology being the best tool for learning was the most important factor to the success of technology implementation

-Suggests further research be aimed at how to get teachers better educated on the use of technology and how to change attitude toward the implementation of technology within the classroom.

-One interesting conclusion by the study was that entry level teachers are often less successful with inclusion of technology due to the fact that they do not have the experience to understand when it is the best practice. Therefore, it stated that the best implementation of technology was by more veteran teachers who had ample access to technology and positive attitudes toward the use of technology.

-Schools need to provide more technology resources if teachers are going to better integrate effective technology into their classrooms.

Citation: Bottino, R. M., & Robotti, E. (2007). Transforming classroom teaching & learning through technology: Analysis of a case study. Educational Technology & Society, 10 (4), 174-186.

Link: http://www.ifets.info/journals/10_4/16.pdf

-This study sought out the effectiveness of "microworlds" in teaching primary students math. Teachers had control of the input of the programming in an e-learning environment.

-Feedback from the on-line tools proved to be very important for student understanding and retention of information.

-Teacher attitude and comfort with technology influenced outcomes and effectiveness of the e-learning.

-An unique aspect of this e-learning program was the ability for students to backtrack. This allowed them to fix mistakes as they discovered they were mistakes.

-Program focused on single step skills and progressed to more difficult and complex skills/situations.

-Overall the largest factor of student achievement was related to teachers' management of the system. (common theme among several articles).

Taylor, J. (2012). Retrieved from http://www.psychologytoday.com/blog/the-power-prime/201212/how-technology-is-changing-the-way-children-think-and-focus

-Research that technology is both "beneficial and harmful".

-Technology makes the brain pay attention in a different manner than reading (which is what students used to primarily do)

-Analogy to reading being slow like scuba diving where one can look around and there is quiet white noise while the internet is like jetskiing with information just flying around.

-Traditional learning helps deep focus and understanding. New processing with technology creates more skimming and consumption of data.

-Students with internet access and a computer would not remember anything from class (classroom management).

-Screen time can help improve focus town, hand eye coordination, and visual/spacial skills

-States that balance is the best

-(not very scientific but written by a PhD on a Psychology website)

Cite: http://arunshanbhag.files.wordpress.com/2009/03/brainongoogle-amerjgp-2009.pdf

The most significant finding of this study is that those who are used to using the internet experience two-fold brain activity when surfing the net (normal reading part of brain activated and frontal lob in addition). Those who were Net Naive experienced only activation of the normal reading area of the brain.

Study also found that repetition of screen based games stimulated and promoted brain health (tetris experiment).

-Increase in regional activity of the brain through "screen time"

-Once an act becomes routine however the activity may decrease.

-Research heavy and a lot of data that is beyond me.

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