Laptop+Research+Issues

=Articles for Critique due 11/13= Mike - one of TpB Emily - Rich and Anna's Math and Donovan Brad - McGrail Sarah - Caprara

= = =Articles to Read for 11/4:= Article sent from Anna:

Three articles we discussed reading at last meeting:





Also, link to Ajzen's website:

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= = =New Direction:= Develop a metric for assessing teacher attitudes towards 1:1 computing programs in schools? different for different phases of implementation? Pre, during and post complete implementation?

= = = = =How does teacher attitude impact student learning in one-to-one laptop programs?= We are posting the articles we find for our Project (Mike, Sarah, Brad and Emily) http://ipip.ori.org/ipip/

Annotated Bibliography

Bain, A. & Weston, M. (2009). The future of computers and 1:1 laptop initiatives. Independent School, 68, 50-56. • This article looks at why educators in both public and private schools are questioning the worth of computers is schools. This serves as good background for understanding some of the conceptual challenges teachers may have with these programs and how that might form their attitudes.

Belland, Brian R. (2009) Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364. • This paper clarifies the definition of technology integration and questions the contention that barriers, particularly those related to teacher beliefs, are behind the lack of technology integration. Using the sociological concept of habitus, or set of dispositions, the researcher then explore pre-service teachers’ past experiences as a possible explanation for minimal technology integration and discusses implications for future research and teacher education.

Benson, Etienne. (2003, September). “Real Learning in Virtual Classrooms.” gradPSYCH. 16-17. • Article dealing with how to assess student learning in virtual classes. Issues such as familiarity with the software and other technical issues can get in the way. It provides some strategies for increasing student participation in online discussions and forums such as quick, frequent feedback, and using a variety of ways to assess student learning. Problems such as the directions of discussions, because students can post on it at all hours, are difficult, and require an inordinate amount of monitoring to keep on track.

Bonk, Curtis J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Jossey-Bass. • While there is some reference to research supporting their use, the primary goal of the book is to deliver a framework for the discussion of learning technologies, supported by examples of the technologies in use. The book is a guide to emerging perspectives on learning in the digital age.

Bouta, H., Papagianni, A., & Paraskeva, F. (2008) Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50, 1084–1091. • Factors related to the nature of the teacher’s personality, such as computer self-efficacy, self-concept, attitudes, motivation and needs are considered crucial to the integration and development of modern technologies in education. This study examines the relationship between individual characteristics of secondary school teachers and computer self-efficacy as well as teacher prospects with regard to modern technologies.

Caprara, V., Barbaranelli, C., Steca, P., & Malone, P. (2006). Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490. • This study examined high school teachers to see if their sense of self-efficacy impacted both their job performance and student achievement. This is important research for us because it suggests that when teachers feel like they are capable in their job, they are better able to support student achievement. The pertinent section of this study, for our work, is the relationship between teachers’ feelings and student performance.

Cavanaugh, C., Dawson, K., & Ritzhaupt, A. D. (2006). Florida's EETT leveraging laptops initiative and it's impact on teaching practices. Journal of Research on Technology in Education, 143-159. • Study involved laptop implementation in the classroom and teacher development and their effect on teaching practices. Changes in practices were observed through observation in the classroom. Found that teaching became more student-centered and more tool-based.

Chamberlin, Jamie. (2000 October). “Point, Click, and Learn.” Monitor on Psychology. 56-57. • Brief article describing actual learning taking place in a tech-centered classroom. Shows the use of some new technologies, such as video learning and Real Time Training, and real-time feedback tool for aiding students.

Dillon, N. (2008, December). A tangled web. American School Board Journal, 14-17. • Article looks at the Internet knowledge gap between tech savvy kids and adults. Teens especially dive into anything new, without knowing everything about it, i.e. the language and literacy that being on the Internet requires in order to remain safe. There is a lot of educational material for kids to talk about online, but they need to be monitored.

Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher Concerns During Initial Implementation of a one-to-one Laptop Initiative at the Middle School Level. Journal of Research on Technology in Education. 39(3), 263-286. • This is a study that used the Concerns-Based Adoptions Model for change as it investigated teacher concerns with schools’ new one-to-one laptop programs. This is significant for this project as it described the various concerns that commonly arise in new 1:1 laptop programs.

Fredman, S. (2007, November 7). ON EDUCATION; New Class(room) War: Teacher vs. Technology. New York Times. Retrieved October 15, 2009, from http://query.nytimes.com/gst/fullpage.html?res=9F0DE3D9153AF934A35752C1A9619C8B63 • Commentary by Columbia professor of Journalism about the challenges that teachers face with increased technology in the classroom. Also valuable for forming thinking about challenges teachers may face to being open and optimistic about 1:1 laptop programs.

Jang, Syh-Jong (2008). The effects of integrating technology, observation, and writing into a teacher education method course. Computers & Education, 50, 853–865. • The purpose of this study was to integrate asynchronous learning technology with teaching strategies on observation and writing into a teacher education method course. The research questions were to explore the effects of the innovative teaching method and to compare it with the traditional teaching method.

Lanahan, Lawrence and Janet Boysen. (2005) “Computer Technology in the Public School Classroom: Teacher Perspectives.” Education Statistics Quarterly. 7 (1&2), 67-70. [US Department of Education, National Center for Education Statistics]. • Study involving teacher attitudes about the availability of technology in their classrooms. ~60% of teachers surveyed said technology was “sufficiently available” in their classroom. The more familiar the teachers were with technology, the more likely they were to report that technology was “sufficiently available.” Technologies for communication were reported as the most important.

Ludwig, Thomas, et al. “Using Media in Classroom Presentations: Best Principles.” 2004. [American Psychological Association Division 2 (Society for the Teaching of Psychology)]. • Psychological study that begins with the student learning justifications for using multimedia in the classroom. Discusses the negatives of poor utilization and that negative experiences in such a classroom typically stem from the failings of the teacher. Explains the best ways in which to use slide-based software in the classroom. Has about 20 pages of cited reports, psychological and otherwise, so it will give us a good start on finding other research.

McGrail, E. (2007). Laptop technology and pedagogy in the english language arts classroom. Journal of Technology and Teacher Education, 15 (1), 59-85. • A study that looks at the pedagogical and logistical implications of implementing a laptop program in a language arts classroom. Considers teaching styles and also teachers' technological savvy in implementing such a program.

Mouzs, C. (2008). Learning with Laptops: Implementation and Outcomes in an Urban, Under-Privileged School. Journal of Research on Technology in Education, 40(4), 447-473. • This study showed increased academic gains for students in classes with laptops when compared to those in classes without laptops. The researches observed an increase in motivation, engagement with the work, interactions between students and teachers and empowerment on the part of the students. This research is significant to our study in that it demonstrates the positive results possible in one-to-one computing environments.

Hoy, W. K., Tarter, C. J., & Hoy, A. W. (2006). Academic Optimism of Schools: A Force for Student Achievement. American Educational Research Journal, 43(3), 425-446. • This study sought to correlate factors with student learning beyond SES status of family. What the authors found, not surprisingly, that optimism is important in student learning. This research supports our hypothesis that teacher attitude, more specifically positive outlook towards one to one computing, will have an impact on student learning.

Penuel, W. R. (2006). Implementation and Effects Of One-to-one Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-349. • This study contains a section that synthesizes the current research (at the time) on teacher beliefs and their impact on success of one-to-one laptop programs. It serves as a good background for this our thinking about which attitudes to examine closely in our study.

Shariff, S. (2005). Cyber dilemmas in the new millenium: school oblligations to provide student safety in a virtual school environment. McGill Journal of Education, 40 (3), 467-487. • A Canadian paper that looks at the effects of cyber-bullying in schools. Acknowledges a vacuum of policy to regulate student use of the Internet and need to help students learn to use the Internet in appropriate ways. Defines cyber-bullying and discusses different forms, looks at legal implications and regulations and where the responsibility lies - parents or school?

Solhaug, T. (2009). Two configurations for accessing classroom computers: differential impacton students' critical reflections and their empowerment. Journal of Computer Assisted Living, 25 (5), 411-422. • A Norwegian study that looks at laptop use in the classroom and its effect on student motivation, self-efficacy, cultural capital and critical thinking. Compares schools with a computer room to schools with laptops in the classrooms. Found that teachers were skeptical about unlimited laptop use - may have accounted for impact on learning. Students felt empowered because they were able to incorporate knowledge they found on the Internet in class discussions, etc.