MEDT 8462 Rogers Project 4 Annotated Bibliography

5/19/2018 MEDT 8462 Rogers Project 4 Annotated Bibliography

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Project 4: Annotated Bibliography

Summer Rogers

October 27, 2014

Introduction

The following is an annotated bibliography of resources that will be used to

support my grant proposal project on the need for professional development on the

implementation of bring-your-own technology (BYOT) also known as bring-your-own

device (BYOD). In this bibliography, you will read of research that supports both

BYOT/BYOD as well as the integration of technology in the classroom. Both topics are

key at my school, Chapel Hill High School, as this is our first year with an accessible Wi-

Fi network and an expectation from our school board that BYOT/BYOD be utilized for

the integration of technology. Overall, the school system has worked to enable teachers

to use technology in their teaching practices. While professional development on

teaching practices is available, the level of training needed to implement something like

BYOT/BYOD has not yet been made available. Additionally, while students are able to

access the Wi-Fi network, teachers need training on assignments and activities that can

benefit student learning. Additionally, as supported by some of the research shown in

the following pages, is a need for teachers to understand how to monitor student use of

technology to ensure learning is taking place.


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One to One Computing

Bebell, D., & Kay, R. (2010). One to One computing: A summary of the quantitative

results from the Berkshire wireless learning initiative. Journal of Technology,

Learning, and Assessment,9(2), 1-16. Retrieved from

http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462 .

The authors, Bebell an assistant research professor and Kay, a research

assistant both at Boston University, use this article to provide the results of a

quantitative study on a one-to-one computer initiative at five schools in Massachusetts.

While the results varied, they found that there were measurable changes in teacher

practices, as well as student achievement, engagement, and research skills. The

authors give an accurate account of the use of technology in classroom, stating that

billions have been spent on integration and citing that the ratio of computers to students

is roughly 4:1. Bebell and Kay also accurately describe the expectation of technology in

schools, including increased student engagement and student use of computers for

writing, analysis, and research, and better student behavior. To support their claims,

they collected quantitative data on the Berkshire Wireless Learning Initiative which was

a three-year program that allowed five middle and high schools in Massachusetts to

provide laptops to every student. The goal of the project was to determine the efficacy

of the one-to-one initiative in improving student achievement, engagement, and

capabilities as well as improving classroom management.

The results found that students and teachers increased their use of technology in

the classroom across all five schools that participated in the initiative. Administrators

and teachers reported an increase in student engagement and motivation, with a
http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462


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somewhat less increase in student achievement. Some issues regarding students

taking school issued devices home arose for the public schools.

This article is particularly helpful toward my research on the use of Bring Your

Own Technology because it gives quantitative evidence on the increase of student

engagement and motivation with regards to the use of technology. In school systems

where 1:1 is not yet a viable option, the use of student owned technology can increase

studentsmotivation to complete assignments and learn. The authors presented an

unbiased account of the real results of a one-to-one laptop initiative. Readers will find

this article easy to read and understand.


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Five Components to Consider for BYOT/BYOD

Ackerman, A., & Krupp, M. (2012). Five components to consider for BYOT/BYOD.

International Conference on Cognition and Exploratory Learning in Digital

Age,35-41. Retrieved fromhttp://files.eric.ed.gov/fulltext/ED542652.pdf

Ackerman, an associate professor at Stockton in New Jersey, and Krupp, a

graduate student at the same school, worked in this research paper to show how to

effectively implement BYOT/BYOD through considering five key components. The

authors identified those components as security, stakeholders, policies, professional

development, and financial planning. As a starting point upon which to expand, the

authors refer to Willards Pyramid, a concept created by Eric Willard, the chief

technology officer of Community Unit School District in Illinois. Willards Pyramid

focuses on the base of funding and leadership, the middle tier of technology planning

and support, and the top tier of standards, and infrastructure.

The authors provide detailed descriptions and suggestions to administrators and

technology in order to meet the demands that will be placed on the network of the

school. Additionally suggestions are given on how to meet the storage needs students

will have when increasing their use of technology. Ackerman and Krupp go on to give

examples and suggestions of how to increase stakeholder buy-in and participation in

BYOT/BYOD. A primary recommendation included creating a common goal for

BYOT/BYOD. Ackerman and Krupp provide serious ideas for thoughts regarding

BYOT/BYOD policies that school systems must consider before implementation. While

there is limited research on BYOT/BYOD at this time, number school systems have

adopted policies so consulting can be helpful. As stated by Ackerman and Krupp
http://files.eric.ed.gov/fulltext/ED542652.pdfhttp://files.eric.ed.gov/fulltext/ED542652.pdfhttp://files.eric.ed.gov/fulltext/ED542652.pdfhttp://files.eric.ed.gov/fulltext/ED542652.pdf


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(2012), Professional development allows all professionals to develop, apply, and hone

necessary skills to increase learning outcomes. It is necessary to offer relevant and

appropriate professional development to teachers regarding BYOT/BYOD. Lastly,

Ackerman and Krupp discuss the financial considerations school systems must consider

when implementing a sustainable BYOT/BYOD plan.

This article provides a great deal of the starting points that must be considered

when implementing BYOT/BYOD. The authors based their paper on Willards Pyramid,

a documented resource for the implementation of BYOT/BYOD. The information therein

gives me great direction in the process of seeking funding for the professional

development of the teachers at my school in the use of BYOT/BYOD.


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Hypothesized Learners Technology Preferences

Naimie, Z., Siraj, S., Ahmed Abuzaid, R., & Shagholi, R. (2010). Hypothesized learners'

technology preferences based on learning style dimensions. The Turkish Online

Journal of Educational Technology, 9(4), 83-93. Retrieved from

http://files.eric.ed.gov/fulltext/EJ908074.pdf

The authors, professors at the University of Malaya in Malaysia, use the Learning

Styles Index along with observations and interviews to collect data on four lecturers and

310 students at a school in Iran. The researchers found that it is necessary for teachers

to have an understanding of the different learning styles and to consider those styles

when creating and implementing lessons. Through their findings on learning styles, the

authors hypothesize about how technology use may meet styles. Through the study, the

authors learned that students do learn better when their learning styles are met thus

increasing achievement. The authors recommend that as technology use is growing,

teachers should facilitate students learning through e-learning environments. They

provided recommendations of types of lessons that can meet learner needs and

technology needs simultaneously. Examples include: active learners designing an

online project that incorporates collaboration, sensing/intuitive learners solving real life

problems through e-portfolios, visual learners creating online posters, cartoons, draws,

slideshows, and other visual items, and sequential/global leaners building products in

online simulations.

Overall, I dont think this paper will be as helpful to my project as I originally

anticipated. The topic focuses more on learning styles, which have been covered

extensively by other authors. The authors appear somewhat biased in their opinions on
http://files.eric.ed.gov/fulltext/EJ908074.pdfhttp://files.eric.ed.gov/fulltext/EJ908074.pdfhttp://files.eric.ed.gov/fulltext/EJ908074.pdf


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integrating technology and using it to meet leaners needs. I based this opinion on the

fact that they dont provide much evidence to support their hypothesis of technology

meeting learners needs.


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Making the Case for BYOD

Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education.

Issues in Informing Science and Information Technology, 11, 191-201. Retrieved

from http://iisit.org/Vol11/IISITv11p191- 201Sardone0505.pdf

The author, a professor for Georgia Court University in New Jersey, reports the

results of a bring-your-own device (BYOD) study conducted with 58 teacher candidates.

During her study, Burns-Sardone found that the use of smart phones was met with

positive reactions by the participants. Through surveys, the author found that in her

research area, 41% of school principals allowed students to use their own devices in

2013, though only 10% allowed full-scale BYOD. In her research, the author found,

through the Bill & Melinda Gates Foundation (2012) study that many teachers reported

that lack of training was the biggest obstacle to using technology such as BYOD. She

recommends that teacher education programs, in addition to teacher training,

incorporated BYOD in their curriculum. The author found during her study that students

were willing and eager to bring their devices for the purpose of completing school work.

To support the use of smart phones as BYOD, the author observed and interviewed

students as they used the devices. She found that only three participants needed further

instruction, while the rest were successful in completing the task without assistance.

The primary area of consideration the author found was in the cases of students who

did not have smart phones. In order to meet those needs, she recommended students

work together, sharing devices as necessary.

The information found in this research study fits in well with the topic of my

project, BYOT/BYOD. The research provided unbiased information, though her


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participants are in a different situation than the participants I would deal with in my own

project. Having the advantage of working with college students who are pursing degrees

in education, the author had an older audience who had access to smart phones. In the

high school environment, I would assume that only half to 60% of students have a

working smart phone. Further research would need to be conducted to learn this

number before a true BYOT/BYOD initiative can begin.


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Teacher Technology Change

Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How

knowledge, confidence, beliefs, and culture intersect. Journal of Research on

Technology in Education, 42(3), 255-284. Retrieved from

http://eric.ed.gov/?id=EJ882506

Ertmer, a professor of educational technology at Purdue University, and

Ottenbreit-Leftwich, an assistant professor in instructional technology systems at

Indiana University, work together in this paper to show how knowledge, confidence,

beliefs, and culture affect the ways in which teachers approach the new learning of

technology integration. The authors ask the question, what are the necessary

characteristics, or qualities, that enable teachers to leverage technology resources as

meaningful pedagogical tools,(Ertmer & Ottenbreit-Leftwich, 2010, p.1). Ultimately,

they found that teachers mindsets need to change in order for them to see the benefit

and pedagogical need for integrating technology, implicating that both teacher

education programs and professional development are needed to meet this need.

Based on their research, the authors found that technology reform efforts must

be based on a new definition of what is good teaching in a the 21stcentury classroom.

Teachers must understand that this new definition means that teaching facilitates

student learning by utilizing Information and Communication Technology (ICT). To

implement this new definition, teachers must receive training through teacher education

programs and professional development not only in using new technologies but on how

to teach and when to teach using ICT. Teachers must believe in their own ability to
http://eric.ed.gov/?id=EJ882506http://eric.ed.gov/?id=EJ882506http://eric.ed.gov/?id=EJ882506


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implement technology integration and to do that they must receive the training

necessary to build their comfort and confidence.

The authors of this paper provide a slightly biased view on the integration of

technology in the classroom. I judge them biased because they both benefit from the

teachers need of additional training through education programs and professional

development. However, I do not believe their bias has changed the message of the

paper which is that if teachers are to integrate the use of technology in their classrooms,

they must first recognize the need and second receive enough training that they feel

comfortable with the use of technology. I feel this paper is very relevant to my project as

I am applying for funds to provide professional development on integrating

BYOT/BYOD, an instructional technology tool.


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IT Infrastructure in the BYOE Era

Dahlstom, E. & diFilipo, S. (2013) IT infrastructure in the bring-your-own everything

(BYOE) era. Educause Center for Applied Research. Retrieved from

http://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdf.

Dahlstom, a senior research analyst for EDUCAUSE, and diFilipo, Vice Presdient

and CIO at Cecil College, created this research report in order to share their findings

about the ramifications of the bring-your-own-everything (BYOE) mindset that schools

are being faced with. Through their research, the authors were able to compile

suggestions for schools on how to prepare for an implement a BYOT/BYOD initiative.

The main areas of discussion are cellular coverage, Wi-Fi coverage and access,

network architecture, and ubiquitous access platforms. With regards to cellular

coverage, school systems must be aware of what cellular coverage is available to their

students and faculty. School systems must determine if cellular coverage is a major

concern and if so what measures must be taken to change it. Wi-Fi is a very important

aspect of BYOT/BYOD in the school system. IT administrators as well as school

administrators must work together to assess the need and the availability of Wi-Fi.

Another important aspect of BYOT/BYOD is the network architecture, i.e., bandwidth.

Can the network support mass usage? Lastly, schools must consider how it will handle

or control access to other platforms such as browsers and cloud-based technology.

I find the information in this report to be very relevant to the content of my project.

Our school system has launched BYOT/BYOD and believes it has set up an

infrastructure that is able to handle the demand is expected from students accessing the

network. All of the information presented are things that the Information Technology
http://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdfhttp://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdfhttp://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdf


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department and our Instructional Technology committee have worked together to

discuss. As it relates to our school, it is important that teachers understand what

students can and cannot access through the schools secure network accessible via Wi-

Fi.


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Using Mobile Communication Technology

Rau, P. P., Gao, Q., & Wu, L. (2006). Using mobile communication technology in high

school education: Motivation, pressure, and learning

performance. ScienceDirect.com / Computers & Education, 50 (1), 1-22. doi:

10.1016/j.compedu.2006.03.008

The researchers / authors found that SMS (text messaging) and email created a

one-on-one bond between the instructor and the student. Students who would not ask

questions or seek help in the classroom felt more comfortable in the relative anonymity

of digital communication. However, students felt MORE pressure when dealing with

online forums. The researchers recommended that instructors who wish to incorporate

more digital communication with their students focus on using messaging or email more

often than the public online forums.

With regards to high school students, I agree with the researchers general

findings. Many students, especially those who are already viewed as not as smart or

lower achieving feel anxiety when asking questions in a group setting. Through my

years of teaching, I have encountered many students who will not ask me a question

face-to-face and I doubt they would ask one on an online forum. However, many email

me every day and even into the summer. Some students have requested the ability to

text me, though I have been reluctant due to privacy concerns. Students today want to

communicate through digital technologies, especially texting.

The researchers also discussed instructors using SMS messages to encourage and

motivate students through prompts and reminders. A number of teachers are now using

Remind101 as a way to do this with students. This program allows the instructor to


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create a text messaging account online. From there, you can ask students to register

with your account by texting a message to your online text number. Once they are

registered to a particular class, example P1 Algebra, the teacher can then send

messages to everyone in that group or just individual students. Example, Ms. Shah may

send a message to her Algebra students reminding them they have a test on Friday.

Parents and students can register for the account as long as they have the teachers

access code, thus allowing both groups to receive the updates. It is a great tool.

In summary, I agree with the researchers that students today feel more motivated

when their instructors communicate with them via digital technology. Our students have

grown up in a world of digital communication so working with teachers in this way is

normal to them. I recognize that this may not improve performance in the short run, but

the potential is there, especially given the example of Remind 101. We as teachers

must continue expanding our ways of communication so that we can reach all of our

students.


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e-Learning, Online-Learning, and Distance Learning

Moore, J., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and

distance learning environments: Are they the same? Internet and Higher

Education, 14, 129-135. doi:10.1016/j.iheduc.2010.10.001

The authors purpose of this study was to find out how computer-based learning

environments are defined and to learn how groups define the terms e-learning, online

learning, and distance learning. The authors found that a relaxed use of the terms e-

learning, online learning, and distance learning have made it difficult to design and

evaluate similar learning environments.The first question, which was open-ended,

asked respondents to explain the differences between terms e-learning, online learning,

and distance learning. The majority of respondents (38%) responded that the primary

difference is in the media type with the second group (23%) explaining the difference as

access type.

Based on the information in the article, there is no specific agreement about the

differences of e-learning, online learning, and distance learning. The authors found that

those from different continents viewed each type of learning a different way and

theorized that use of the terms could change from country to country. Based on their

results, it is still difficult to distinguish between each phrase and choose a specific

definition for each.

The data from this survey was presented in non-biased way. The researchers did

a good job of using qualitative data to answer their research questions. They sought

information from those who work in technology learning environments and were able to

get first hand data on perceptions. I am not confident this data will immediately apply to


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my project as my first objective is to provide professional development on the use of

BYOT/BYOD. In the future, and likely during the professional development, the use of

online instruction via discussion boards and web pages, may become a topic of interest.

Having an understanding of the terminology as it affects online learning will help the

training coordinator when developing professional development materials.


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Examination of the Factors Impacting Student Satisfaction

Green, L., Inan, F., & Denton, B. (2012) Examination of factors impacting student

satisfaction with a new learning management system. Turkish Online Journal of

Distance Education, 13, 189-197. Retrieved from


The authors of this paper, Green now a professor at Georgia Southern, Inan a

professor at Texas Tech, and Denton, a doctoral student at Texas Tech, conducted this

study with the purpose of finding what factors most influenced student satisfaction with

a new learning management system (LMS) as well as which of those factors were most

important. Many online learning environments utilize LMSs. The primary function of an

LMS is to support the user, namely the student satisfaction. Online education requires a

good deal of self-motivation and commitment on the students part. To increase learner

satisfaction, a well created learning management system can be utilized. Researchers

found that the usability of the learning management system and the availability of

technical assistance were two key factors regarding student satisfaction. The data for

this study was collected through online surveys administered to university students

enrolled in online classes utilizing a LMS that was taught and created by faculty

satisfaction.

The results of this research study tie in well with the use of technology as a

teaching tool in schools. Many systems find that a learning management system helps

teachers and students through the process of using technology in the classroom. While

this is not directly related to BYOT/BYOD, the use of technology ties in well. I am

unsure if I will be able to use much data from this research article, but hope to


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incorporate some of the information regarding student satisfaction with aspects of

completing assignments in an online environment. Further research will need to be

done on which learning management systems are conducive to application based

BYOT/BYOD program.


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Creating Technology-Enhanced, Learner-Centered Classrooms

An, Y. & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered

classrooms: K-12 teachers beliefs, perceptions, barriers, and support needs.

Journal of Digital Learning in Teacher Education, 28(2), 54-62. Retrieved from


The authors of this paper, Yun-Jo An a professor at the University of West

Georgia and Charles Reigeluth a professor at Indiana University, work to show readers

how the beliefs, perceptions, barriers, and support needs of teachers affect the creation

of technology-enhanced, learner-centered classrooms. Through surveying 126

teachers, the authors found that the four main barriers teachers face are lack of

resources, institution, subject culture and assessment. The internal barriers include

knowledge & skills, self-efficacy, pedagogical beliefs, and the culture of the

school/subject. However, the authors go on to state that external and internal barriers

are inexorably connected, so it is best to NOT divide them but consider them as a

whole. The combined list includes resources, knowledge and skills, institution, attitudes

and beliefs, assessment, and subject culture.

An and Reigeluth state that providing pre-service teacher education and in-

service professional development are essential is encouraging educators to learn and

use technology in the 21stcentury classroom. To gain knowledge and skills with

technology, the article states that teachers need hands-on experiences with the

technology as well as exposure to and practice with the technology as it directly relates

to the classroom. I would take this one step further and say that most teachers would

benefit from training on the technology in direct relation to their subject / grade level.


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Middle and high school teachers are put-off when the trainer only uses examples that

apply to elementary school. I have witnessed myself that if the trainer does not use

examples from all levels with a variety of subjects that those excluded groups quickly

lose interest and patience.

To help teachers gain confidence (self-efficacy) they must be provided with

multiple opportunities to use and practice the technology in a supportive, rather than

judgmental, environment. It also helps if teachers are able to observe other teachers

successfully use the same technology in a similar classroom.

To affect teacher pedagogical beliefs, the change agent must first understand the

teachers beliefs. Once you know what they value in the classroom, you can present

them with studies, research, and examples of how the integration of this particular

technology has been successful in improving student learning and understanding.

According to An and Reigeluth, the best way to prepare teachers for the pressure

of school/subject culture is to pervasively use effective technology while in the

education programs. Basically, if they get teachers hooked on the technology while they

are still in school, then they will be dependent on its continued use in their own

classrooms. In an effort to affect those who are already in the classroom, those

reluctant teachers could benefit from observing the innovative few being successful in

their use of technology to teach. From an administratorspoint-of-view, it is essential

they create a plan of action regarding technology and provide adequate, hands-on

training for the teachers. As teachers gain knowledge and confidence, the hope is they

will believe that technology integration is beneficial to students, which in turn will change

the culture of the school to one of technology integration.


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Conclusion

In conclusion, BYOT/BYOD is an initiative that will help teachers to integrate

technology in their classrooms. The expectation is that teachers will work to create 21st

century classrooms in which students are taught the skills they need to be successful in

the workplace of the future. Skills needed include knowing how and when to use

technological resources as well as the skillset of being a lifelong learner.

Teachers, as supported by the research above, must receive adequate and

demonstrative professional development on the integration of both BYOT/BYOD and

technology in their classrooms. In order to encourage and motivate teachers, their

confidence on the use and management of technology devices must be built. Through

additional, focused professional development on BYOT/BYOD, the teachers at my

school will see the benefit of this initiative.

Documents

MEDT 8462 Rogers Project 4 Annotated Bibliography