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Promoting and Maintaining Mobile Technology in the Primary Classroom
Abstract
After completing a needs assessment on the accessibility of the mobile laptop labs in the
building, it was discovered that there was a need for a revised reservation system, and a
technology education program in the primary grades. The reservation system was easily
corrected by instituting a set of guidelines and adopting a web-based reservation system that was
easy to use and easily accessible to all teachers, at home and at work. By making the system
easily accessible, it encouraged the teachers to use the equipment more often.
The technology education program involved input from all the stakeholders. What was
conceived to be the problem preventing technology usage in the primary grades was not actually
the problem. The administrators and I believed the problem to be a lack of skill and confidence
on the part of the teachers. This was not the case. The issue was a matter of behavior. The
teachers were worried about losing control of the class while working with students who needed
high amounts of attention due to little skills, and low attention spans. By working with a strong
team, we were able to create a program that worked with the teachers’ small reading groups,
rather than the class as a whole. This allowed the teacher to work on the laptops with groups of 5
or less and still have control of her classroom by following normal class routines. The program
had many positive outcomes, but required many hours of training and support.
Introduction
Fairmeadows Elementary School is located in Duncanville, Texas. It houses kindergarten
through 4th grade and has a population of approximately 630 students. The school ethnicity is
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primarily Hispanic at 78.4% with an economically disadvantaged percentage of 85.9%. The
African American population is at 13.1%. Many of the students here have limited access to the
internet and other technology. The younger the student, the less access is available to them. The
primary source of access is the school computer lab once a week for an hour per class. The
teachers in the building are fairly fluent in accessing technology on a personal and professional
level. The goal was to expand this technological fluency to all of our students and make
technology a tool for learning in our classrooms.
The need for an equitable system to promote and maintain the usage of our mobile, laptop
labs became apparent after several complaints were presented to our building administrator.
Several teachers reported that the labs were not available because 2-3 teachers were signing up
for the lab on a permanent basis. The principal began to review who was using the laptop labs,
and, consequently, who was not. The school technology specialist was keeping a simple sign-up
sheet that consisted of a first-come, first-serve reservation system. After reviewing the data, our
principal determined that indeed 3 teachers were using the lab over 80% of the time. Two of
these teachers were part of the Fourth grade team, and the third was the school librarian. She also
determined that none of the Pre-Kindergarten, Kindergarten, or First Grade teachers had used the
lab at all in the past school year, and only 2 of the second grade teachers had used the lab. Of
those two teachers, one had only accessed the lab once. The data showed a need to restructure
our school wide policy on the mobile laptop labs, as well as a plan of action to promote the usage
of the labs in the younger, primary grades.
After completing the needs assessment, we decided that we needed a course of action that
would make the labs readily available for everyone in such a way that was not time consuming
or labor intensive, as well as promote the usage of the laptop labs in the younger grades in a
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relevant and maintainable approach. A new laptop usage policy and a technology-based
reservation system that required less than thirty minutes per six weeks of monitoring and
maintenance after implementation would be used to provide usage for all teachers in a fair and
equitable manner. Data would be collected and reviewed on a regular six weeks schedule to
verify usage by all faculty. A committee would be formed consisting of at least one teacher from
Kindergarten, First, and Second Grade, myself, and the 2 school-wide Design Coaches. This
committee would create and implement a plan that would train and mentor the teachers on
technology usage with younger students. The goal is to have the primary grade teachers use the
mobile laptop labs a minimum of two times after training. A mentor would be available to offer
assistance as needed to help facilitate this process.
The benefits of providing a technology program for younger students would be wide spread.
This would help students gain more access and fluency in technology to help them gain skills
comparable to their peers who have more home access. By learning the basics of access and
ethical use at a young age, technology becomes a tool to help students learn, rather than a lesson
to be learned. The teachers would benefit by gaining the ability to work with young children in a
relevant and workable approach. By determining the limitations, and working with the team to
overcome those limitations, new technology and tools become accessible to the teacher and to
the student. As a special education teacher, the ability to implement an interactive, internet based
program for young students will directly influence my classroom. My students have many of the
same limitations of limited reading ability, low attention spans, and other behavior issues, as well
as limited knowledge of technology usage. As a teacher, this program is useful in my classroom,
as a leader, this program has helped me to learn how to assess needs and the limitations that
make that need difficult to attain. Developing a program to address those needs instilled upon me
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the importance of building a strong team, and using their strengths and knowledge to help build a
strong program.
Mobile technology is defined as the use of a variety of devices that allow students or teachers
to access data and information from where ever they are. In the setting of the school this allows
students to access data and information from their desk, their classroom, the library, or in a small
reading group on the floor.
Primary grades are defined as the younger grades in an elementary school. This includes
Kindergarten, First, and Second Grade.
Low-income is defined in the terms of the state educational definition. This is determined by
application for free and reduced lunch. Students qualifying for free or reduced lunch determine
the school’s low socio-economic percentage and standing.
Reservation system is defined as a system used to schedule and reserve a room or piece of
equipment for usage on a particular day or time. First come, first serve is not always the most
equitable form of a reservation system. Reservation systems can be utilized through a paper and
pencil approach, or through a digital approach. Either way can be effective.
Mobile Laptop Labs are defined as a cart containing a class set of lap top or net book
computers and a printer linked to all the computers that can be transported throughout the
building to any classroom. This allows the teacher to put a laptop on every student's desk for
tech-enabled lessons or testing.
Professional learning communities are defined as teams of educators systematically working
together to improve teaching practice and student learning. The learning community will include
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all the stakeholders and will work to fulfill needs and overcome obstacles. “The powerful
collaboration that characterizes professional learning communities is a systematic process in
which teachers work together to analyze and improve their classroom practice. Teachers work in
teams, engaging in an ongoing cycle of questions that promote deep team learning. This process,
in turn, leads to higher levels of student achievement.” (DuFour, 2004)
Literature Review
“For an ESTE (Elementary School Technology Education) program to be successful, it
must begin with the teacher. A variety of models have been presented in the literature over the
past 20 years to implement successful ESTE. Each of these models requires well-trained,
energetic, and creative classroom teachers who desire to learn and deliver a new curriculum and
processes and an administration that is willing to take some risks (Kirkwood, 2000).” (Engstrom,
no date) We knew that if we wanted our new program to be successful, then we needed for
teachers to be fully vested in the process. This became a key point of my project. The reason for
implementing this program becomes evident when reviewing Kulik’s 2003 article.
Major implications for educators/decision makers:
Findings from Kulik’s review of studies show that:
Professional development for teachers and easy access to Internet connected
computers for teachers and students enhance the learning effectiveness of instructional
technology.
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Computer enrichment programs have positive effects on students’ writing,
mathematics, and performance in the natural and social sciences. In fact, “simply giving
students greater access to computers and Internet resources often results in gains in
writing skill” (p.x).
The effects of using Integrated Learning Systems can be increased by providing
more time for students to spend on the ILS instruction and by enabling students to work
in pairs on the ILS instruction, rather than individually.
Student familiarity with and knowledge of computers influences effectiveness of
technology-based instruction.
The effectiveness of simulation programs for helping students to acquire higher
order thinking skills can be increased with additional hands-on activities, and when the
simulations are used as preparation for further instruction.
Writing skills programs that provide prompts independent of student requests are
most effective.
Michael D. Wright discusses the importance of technology education in the elementary
schools in his article, Technology Education in the American Elementary School. He states,
“In today’s technology-based society it is imperative for all students to be technologically
literate (Dyrenfurth & Kozak, 1991; Technology for All Americans Project [TAAP], 1996;
Raizen, Sellwood, Todd, & Vickers, 1995). Many national reports on the status of science and
technology education (TE) in the United States have called upon schools to provide increased
experiences with technology and to focus on technological literacy (see, for example, American
Association for the Advancement of Science [AAAS], 1989; Johnson, 1989; Technology
Education Advisory Committee [TEAC], 1988; TAAP, 1996). In fact, Strand #8 in the National
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Council for the Social Studies Standards (1994) specifically calls for an understanding of
technology, not just computers.” (1999, p.56)
He further expands on this information with the following statement,
“Indeed, understanding technology and its social and environmental impacts and
consequences should start as soon as students begin attending school. All students, regardless of
socioeconomic level, race, ethnic background, community, disability,
or career aspiration, need to be able to cope with change, identify and solve problems,
make appropriate decisions, and employ technology in their daily lives.” (Wright, M.D., 1999,
p.56)
Wright remarks on how technology integrates easily into the elementary curriculum by stating,
“The current push for content integration is evident throughout educational literature in general.
At the elementary-school level, this is happening largely through a thematic approach.
Integration can and should involve all subjects, including technology. ESTE has the unique
ability to help integrate and provide relevance to the elementary-school curriculum.” (1999,
p.57).
Wright documented research data on student achievement. He found Definite strengths in using
technology education, but also reported that at this time not all areas report positive gains.
“Student Achievement
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The results of the research that focused on student achievement are summarized as follows: (a)
Children’s interest and motivation in other subject areas may be increased when TE is combined
with or used as a method for teaching other school subjects and (b) students may become more
independent learners through the inclusion of TE. However,
there is no conclusive evidence to suggest that students learn the information better, or retain it
longer, as a result of studying technology, with the possible exception of improvements in
reading comprehension. While the relationship among science,
mathematics, and technology seems obvious to practitioners in the field, the evidence from these
studies does not indicate that there is a significant gain in either science or mathematics
achievement as a result of TE. However, preliminary research indicates that career education,
language use, and reading comprehension may be significantly improved through TE. But
substantial research to support irrefutable conclusions at this time is lacking.” (Wright, 1999, p.
59 – 60).
Teachers have found several effects on students when using technology in the classroom. A
few of these are,
“Students, even at the elementary school level, are able to acquire an impressive level of
skill with a broad range of computer software. Although the specific software tools in use
will likely change before these students enter the world of work, the students acquire a
basic understanding of how various classes of computer tools behave and a confidence
about being able to learn to use new tools that will support their learning of new software
applications.
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The most common--and in fact, nearly universal--teacher-reported effect on students was
an increase in motivation. Teachers and students are sometimes surprised at the level of
technology-based accomplishment displayed by students who have shown much less
initiative or facility with more conventional academic tasks.
When students are using technology as a tool or a support for communicating with others,
they are in an active role rather than the passive role of recipient of information
transmitted by a teacher, textbook, or broadcast. The student is actively making choices
about how to generate, obtain, manipulate, or display information. Technology use allows
many more students to be actively thinking about information, making choices, and
executing skills than is typical in teacher-led lessons. Moreover, when technology is used
as a tool to support students in performing authentic tasks, the students are in the position
of defining their goals, making design decisions, and evaluating their progress.” (Effects
of technology on classrooms and students).
Noeth and Volkov provide a final study focuses on the effectiveness of technology in our
schools. “However, technology and equity are not inevitable partners. Simply providing access
does not ensure that technology will effectively enhance teaching and learning and result in
improved achievement. Nor does providing access imply that all teachers and students will make
optimal use of the technology. Technology may mean little without appropriate objectives and
goals for its use, structures for its application, trained and skillful deliverers, and clearly
envisioned plans for evaluating its effectiveness.” (Noeth & Volkov, 2004, p. vi) They
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addressed this by the following two measures. “Two yardsticks we can use to measure the strides
technology has made are accessibility by students (and teachers) to technology resources and
how technology is actually utilized by schools and teachers in different settings and for different
students.” (p.vii).
Noeth and Volkov have found that,
In terms of utilization, technology has expanded from use primarily as an instructional
delivery medium to an integral part of the learning environment. Technology is serving at least
four distinct purposes in the schools:
_ To teach, drill, and practice using increasingly sophisticated digital content.
_ To provide simulations and real world experiences to develop cognitive
thinking and to extend learning.
_ To provide access to a wealth of information and enhanced communications
through the Internet and other related information technologies.
_ As a productivity tool employing application software such as spreadsheets,
databases, and word processors to manage information, solve problems, and
produce sophisticated products.
Research reviews have generally concurred that:
_ When combined with traditional instruction, the use of computers can
increase student learning in the traditional curriculum and basic skills area.
_ The integration of computers with traditional instruction produces higher
academic achievement in a variety of subject areas than does traditional
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instruction alone.
_ Students learn more quickly and with greater retention when learning with
the aid of computers.
_ Students like learning with computers and their attitudes toward learning
and school are positively affected by computer use.
_ The use of computers appears most promising for low achieving and
at-risk students.
_ Effective and adequate teacher training is an integral element of successful
learning programs based or assisted by technology6
(p.vii-viii)
Wright gives a base on which to build the idea of an elementary classroom that is using
technology in educationally significant ways. Rubenstein gives us approaches on how to
effectively implement technology in an elementary classroom. In her article, Technology
Integration for Elementary Classroom, Grace Rubenstein provided good, workable approaches
for using technology with your elementary students. She states,
“Start with the standards. Use technology only when it enhances your content -- not the
other way around. It's less effective if you use technology for technology's sake.
Put the tools in kids' hands. ( White boards, Remote clickers , Digital and video cameras: ,
Mobile devices)
Maintain the same rigor as in pen-and-paper projects. Students still have to do the same level
of planning and research, whether they're producing an old-fashioned poster or a podcast. Give
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them your rubric up front, so they know what's expected of them. If possible, show examples of
model work.
Connect with peers far away
Gradually give kids more independence.
Curate students' online destinations
Give kids a real audience.
Relax. Young and rambunctious as the students may be, Forest Lake has not had one laptop
dropped or broken beyond repair. Williams suggests you teach them basic care: Wear the camera
strap around your wrist; tuck the computer cables under the table; use protective cases when
possible. Beyond that, make the kids feel like these valuable tools are theirs, and chances are
they'll want to take care of them.
Have a backup plan. Don't get caught lesson-less in the event of a technological meltdown.
(There's nothing wrong with an occasional nostalgic trip back to the world of the printed page.)
As Williams says, "Technology is still a fickle little thing." Oh, and keep some spare batteries on
hand.” (Rubenstein, G., 2010)
Rubenstein expands on these tips in her article, I think one of the hardest tips for teachers is to
relax, and it is also one of the most important. If they are able to relax, they are often able to
apply the others, also.
The research and data has shown that a clear need for adequate teacher training is needed to
implement a strong technology education program in the elementary classroom as well as clear
standards and good lesson structure. The results of this type of technology program will help our
students to be more effective in their learning as well as more motivated.
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Engstrom states “At the elementary school, there has not been the plethora of curriculum,
resource availability, and especially research about elementary technology education
experience.” (p. 1). This statement emphasizes the difficulty I have had in finding research based
approaches to the needs of our young students. By accessing data from several sources, and
using the experience of several experienced professional sources, we were able to create a plan
and implement it. A professional learning community brings in all the stake holders, improves
teacher knowledge and student learning. Professional Learning communities focus on four big
ideas. DuFour defines these ideas and helps give a direction to improving technology education
in our primary grades.
Dufour expresses this by putting forth these questions. “What are the “big ideas” that
represent the core principles of professional learning communities? How do these principles
guide schools' efforts to sustain the professional learning community model until it becomes
deeply embedded in the culture of the school?” The big ideas are:
Ensuring that students learn
A culture of collaboration
A focus on results
On top of these ideas is an emphasis on hard work and commitment.
“Even the grandest design eventually translates into hard work. The professional learning
community model is a grand design—a powerful new way of working together that profoundly
affects the practices of schooling. But initiating and sustaining the concept requires hard work. It
requires the school staff to focus on learning rather than teaching, work collaboratively on
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matters related to learning, and hold itself accountable for the kind of results that fuel continual
improvement.
When educators do the hard work necessary to implement these principles, their collective ability
to help all students learn will rise. If they fail to demonstrate the discipline to initiate and sustain
this work, then their school is unlikely to become more effective, even if those within it claim to
be a professional learning community. The rise or fall of the professional learning community
concept depends not on the merits of the concept itself, but on the most important element in the
improvement of any school—the commitment and persistence of the educators within it.”
(DuFour, 2004)
Action Research Design
Subjects
This project involves an elementary school in a low-income, predominantly Hispanic
neighborhood. The parents and community are actively involved in school activities, but they
lack knowledge and skills to help students with their educational needs. Many of the students
(over 65%) do not have home internet access, and many of those who do have access, have dial
up access. Most of the students’ access to technology and internet skills comes through the
school environment.
In order to promote and maintain mobile technology in the classrooms, I needed to address
two different populations. The first population consisted of elementary school teachers teaching
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in grades Kindergarten through 4th grade, in regards to the reservation system, and the second
group consisted of teachers teaching in grades Kindergarten through 2nd grade as well as their
students in regards to promoting technology education in the primary classroom. The student
population is primarily Hispanic at 78.4%, and consists of students who are economically
disadvantaged (85.9%). The teacher population is primarily white (53.1%) with a strong
Hispanic mix (31.3%) and all female. The teachers are experienced with 40.6% having over 11
years experience, and another 9.4% having over 20 years experience. There is only one first year
teacher in the building. The teachers are experienced in working in professional learning
communities, and have a good working relationship in the building. All of the teachers in the
building were involved in this project. Third and Fourth grade teachers were limited to the
reservation system. Based on the research we collected, and knowing that this was a district
mandate, we felt that implementing a plan that fully involved the teachers would aid our students
in becoming more successful in their educational and lifetime learning.
Procedures
The principal introduced the idea that everyone would be required to use the mobile labs at
the faculty meeting at the beginning of the year. She also made it clear that new policies were
being implemented and that there would be plenty support for all teachers. The staff was
introduced to the new mobile laptop lab policy and technology-based calendar at grade level
meetings at the beginning of the year. This was accomplished before they were able to reserve
the labs for use. The consequences for violating the policy were also outlined to the entire
faculty. A committee was formed to address the needs of the younger grade levels. The
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representatives were chosen by their level of interest in the project, and their level of influence
on the grade level. The grade level meetings were used to give information, to gather data, and to
train teachers. This worked well because it focused information in a direct, relevant way that
addressed the specific needs of each teacher and each grade level.
I addressed the lab reservation issue by discussing with the principal what she wanted out of
the system. After getting her requirements, I enlisted the aid of the two technology specialists in
the building to help create a set of policies to guide the usage of the labs. I decided to create a
wiki with an embedded calendar to help make the registration system a self-serve process. The
calendar did not require any passwords or wiki memberships to be able to use it. The teachers
only needed to click on the date and complete the form to sign up for the lab. They could not
delete or edit any entries though. This must be done by the wiki administrator. This prevented
any abuse of the system. It was also possible for the administrator to delete, edit, or change any
entry that did not meet policy guidelines.
The technology integration into the primary classrooms was a much more intensive process.
The preliminary data gathered through the survey process helped to guide the committee in
creating a relevant, useful program that was implemented on a teacher by teacher basis. The
information was given in the grade level meetings, but the training was implemented in a hands-
on approach that was facilitated by the use of a mentor who provided the original lessons to be
completed by the students using the labs, as well as the small group structuring that is vital to the
success of this approach. The small group approach addresses the behavior issues that the
teachers were concerned with as well as allowing the teachers to provide the direct assistance
and support that the student needs to be successful at this beginning skill level. This process had
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an initial time commitment of about 20 hours from the committee. These hours were completed
during regular school hours. I provided the survey and gathered the results. The design coaches
were committed to providing training and mentoring in 2 hour blocks until the teachers were
trained and comfortable in the usage of the laptop labs. There was no additional cost or materials
for this program beyond the time commitment by the design coaches and the individual teachers.
The time commitment on the part of the design coaches was significant. They trained 15 teachers
with a minimum of 2 sessions for each teacher. A few of the teachers (less than 5) requested a
third session of assistance to gain confidence in their ability.
The process to involve the primary grade teachers in using technology was much more
involved than the reservation system. We knew that we were being mandated to incorporate
technology usage at all grade levels in the classroom. We knew that the teachers in those grade
levels were seasoned veteran teaches. We thought they were resisting the use of technology
because of their lack of knowledge and comfort in that area. After completing an involved survey
of the teachers in Kindergarten, First, and Second grade, we found that most of the teachers were
knowledgeable in the area of technology. They also knew about the lack of technology in their
students’ homes. This meant that the students needed to learn the most basic skills before they
could be successful. This meant that the teacher needed to provide a lot of one-to-one support.
Monitoring a classroom of students and preventing those students from getting off tasks while
providing that level of extensive support was preventing the teachers from using the labs. By
forming a committee of those who would be implementing the strategies, and using the data
provided by the participants, we gained a lot of initial support. By providing a strategy to
approach the issues that concerned them, as well as being actively involved in the classroom
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during implementation, we were able to gain the support of all the teachers involved. We
continued to meet in grade level meetings about once every six weeks to discuss concerns,
strengths, and new ideas. This made the whole process a community (grade-level) effort, and the
teachers in each grade level were helping each other to be successful. All primary grade teachers
accessed the mobile laptop labs at least twice after training. It was a very positive experience.
One of the concerns that prompted this project was the lack of technology in our students’
homes. Most students have access to cell phones and computer games, but very little actual
computer and internet experience. The younger students do not have many of the prerequisite
skills that we expect students to have. We felt that our students needed to gain these skills as
early as possible to help facilitate their learning. By incorporating these lessons into the small
reading groups, we were able to make this a productive learning experience for all students. This
was an effective approach for students with special needs and language issues, as well as your
gifted and bright students. This allowed the teachers to give a high level of specialized support to
each student. By incorporating the use of the mobile laptop labs into the classrooms of these
younger students, we hope to facilitate their growth in technology and in the use of technology in
all of their learning. We promoted the use of the laptop labs by including communication with
the parents. We provided mini-lessons that parents were able to complete at home with their
students to support the skills they learned at school on the laptops. These lessons did not require
access to technology to complete, but several parents made a point to include more technology in
their home environments to aid their students’ educational process. The public library may also
be given access to the mini-lessons that the teachers used in the classroom to be used for
facilitating basic technology skills by others in the community.
Data Collection
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Data collection on the reservation system was easily completed due to the digital nature of the
system. The calendar system automatically kept records of who had accesses the system and on
what dates and times they had reserved the mobile laptop labs for. A survey consisting of the
complete teaching staff was also completed to collect data on the satisfaction of the teachers on
the system.
Data collection of the implementation of the technology education plan in the primary grades
was more intensive, but consisted of many of the same elements. The reservation system was
used to document the participation of the primary teachers, and surveys of all the primary grade
teachers were completed on the teachers’ satisfaction and thoughts on the effectiveness of the
program. The design committee also completed surveys on the effectiveness of the program.
Findings
The registration process is a self-running process that required a set of guidelines and an
efficient tool to make it effective. Once the faculty was introduced to the new process, they
easily accepted and implemented the self-service system because it was simple to use and
reduced the steps needed to reserve the labs. It made their job easier, so they accepted the new
process with little resistance. The upper levels used the labs on a more consistent basis, but the
lower grades made a point to access the labs on a scheduled basis and promote technology usage
with their students. All teachers in the lower grades accessed the labs at least twice in the Spring
Semester. Previous usage was zero the year before for all teachers in grades PK-1
Conclusions and Recommendations
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. The technology education program In the primary grades was effective and received good
support from the teachers involved. They did suggest that the program would need maintenance
to be successful on a long term basis. After collecting information from the implementation of
the training and usage policy, as well as surveying the teachers involved in the training it is
recommended that the professional learning communities continue in the grade level meetings.
This peer support as well as the hands-on support from the design coaches needs to be on-going
to promote technology usage in the classrooms of young students. All new teachers need to be
assigned a mentor from their grade level to train them in the use of the labs in small group
settings and to provide on-going support to increase usage.
The reservation system was well accepted due to how easy it was to use and maintain. The
teachers were encouraged to use the mobile laptop labs because the reservation system was
easily accessible from home or work and required less effort than the previous system. A
refresher course will be needed each year to remind teachers of the guidelines and accessibility.
Overall, the data collected from the action research plan was positive and created positive
learning for teachers and students. The project was effective, and relatively inexpensive in cost.
The costs were due to the labor intensive format of the educational training, beyond that, costs
were minimal.
References
DuFour, R. (2004, May). What is a professional learning community. Educational leadership:
Schools as learning communities, vol. 61, number 8. p. 6-11. Retrieved on April 19, 2012
from http://www.ascd.org/publications/educational-leadership/may04/vol61/numo8/What-Is-
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a-Professional-Learning-Community%C2%A2.aspx
Effects of technology on classrooms and students. (no date) Retrieved on April 19, 2012 from
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html.
Engstrom, D.E. (no date). Change and progress in elementary technology education.
iteaconnect.org. page 1. Retrieved on 09/13/2011 from http://www.iteaconnect.org/
Conference/PATT/PATT15/Engstrom.pdf
Kulik, J. (2003). Effects of using instructional technology in elementary and secondary schools:
What controlled evaluation studies say. Arlington, Virginia: SRI International. Retrieved
09/13/2011 from http://www.sri.com/policy/csted/reports/sandt/it/Kulik_ITinK-12_Main
_Report.pdf
Noeth, R.J. & Volkov, B.B. (2004). Evaluating the effectiveness of technology in our schools:
ACT policy report. ACT Inc. Retrieved on April 19, 2012 from
http://www.act.org/research/policymakers/pdf/school_tech.pdf
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Rubenstein, G. (2010, April). Technology integration for elementary classrooms. Edutopia, The
George Lucas Educational Foundation. Retrieved on April 19, 2012 from
http://www.edutopia.org/stw-differentiated-instruction-technology-integration
Wright, M.D. ( 1999, Spring). Technology education in the American elementary school.
Retrieved 04/ 19/2012 from http://scholar.lib.vt.edu/ejournals/JOTS/Winter-Spring-
1999/PDF/wright.pdf
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