Positive+Articles

In the interest of readability, all positive citations are here and all negatives on the other page.

Bill Gurney ||  O’Dwyer, L., Russell,M. Bebell,D., Seeley, K. (2008). Examining the relationship between students’ mathematics test scores and computer use at home and at school. Journal of Technology, Learning, and Assessment, 6(5). Retrieved January 23, 2010 from[|http://www.jtla.org].
 *  Contributor ||  Positive Citations ||  Your Comments ||
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Reynard, Ruth (2009), Technology's impact on learning outcomes: can it be measured? Transforming Education Through Technology. Retrieved January 23, 2010 from[|http://www]. [].

Marcoux, E. & Loertscher, D. (2009). Teacher Librarian, 37(2). Retrieved January 23, 2010 from: [|http://www.teacherlibrarian.com] ||  The authors reviewed MCAS assessment scores of 986 fourth graders to determine whether technology use by students and teachers—in school and at home would influence student scores. They found minimal positive impact on scores from computer use. Traditional predictors of student performance such as past performance proved to be more reliable indicators of student performance.

The author discussed the lack of consensus about whether technology improves student learning as measured on standardized assessments. She argues that the integration of technology into the classroom is too haphazard to make expect data to reflect either a positive or negative trend. Furthermore, standardized assessments are incapable of measuring whether student learning is positively affected by technology in terms of critical thinking.

The article examines ways in which technology can motivate and increase student learning and also tailor specific technology to the learning needs of individual students. Also, the role of technology in fostering a collaborative learning environment for students and teachers. The authors conclude that student learning can be positively affected with the proper use of technology. || Cengiz Gulek, J., Mr., Demirtis, H., Mr. (2005). Learning With Technology: The Impact of Laptop Use on Student Achievement. The Journal of Technology, Learning and Assessment, 3(2), 39. || It is interesting that the article I found that supported the theory that student learning improved with the implementation of a "heavy" technology immersion plan was written in 2005. "Results indicate that there is a substantial difference between laptop and non-laptop students in terms of their end-of-course grades." ||
 * Simon Power || [|Learning With Technology: The Impact of Laptop Use on Student Achievement]
 * Simon Power || [|One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative]

Bebell, D.,Mr., Kay, K., Ms. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative. The Journal of Technology, Learning and Assessment, 9(2), 60. || In some parts of this study, it relied on survey's, however, measurable standards were used for student achievement.... "the pilot program led to measurable changes in teacher practices, student achievement, student engagement, and students’ research skills." || Schrand, T. (2008). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach. College Teaching, 56(2), 78-84. Retrieved from Academic Search Premier database. || This article told about the experiences of a college professor and how he made small changes in the way he was teaching to incorporate technology. it also describes the results of these changes and how they had an impact on student attitudes and learning. The theme throughout was how making a small change can make a big difference. || Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and Web 2.0: Transformation of Teaching and Learning. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 80-87. doi:10.1007/s11528-009-0329-z. || TPACK stands for technological, pedagogical and content knowledge framework developed by Kohler and Mishra. The focus of the article was the importance of integrating Web 2.0 tools in the classroom. They also mention in the article the importance of focusing on the learners and having them create their own learning experiences. || - || - || By Jay Heizer, Texas Lutheran University; Barry Render, Rollins College; and Kevin Watson, University of New Orleans Decision Line, January 2009 / Volume 40 Issue 1, p 3-6 || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">The authors discuss the use of software technology to enhance learning. Specifically, they studied some grading software. They found that the software does enhance learning because it allows faculty to spend their time updating and enhancing course materials rather than writing and grading exams. They also found that students approved of the use of technology in part because it gave them "immediate grading and clear explanations" || plymouth.edu/Article.asp?ContributionID=18089539 || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">This article involves opportunities to improve education by learning and teaching through technology. The articles talks about the possibilities of having a online classroom where all learning resources would be online. This article explores the effectiveness of using technology to direct learning and identifies generic problems. It identifies that students who use technology in higher education can significantly improve student learning. || Science, 585.Retrieved from [|http://0]ejournals.ebsco.com.lola. plymouth.edu/Article.asp?ContributionID=4379327 || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">This study deals how with students learn with elearning. Information communication technology (ICT) has been viewed primarily as a means of helping organizations function more efficiently. The recent changes are helping organizations function more efficiently. Students are becoming more familiar with classes like the one we are taking right now with the online component. ||
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Donna DuSell || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Rae Kurutz, D. (2009, September 27). North Hills Junior High class uses iPods, MacBooks, Internet to learn. Pittsburgh Tribune Review (PA), Retrieved from Newspaper Source database. || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Students at this Pennsylvania high school are finding that ipods can provide audio support to what is taught in the classroom and report learning more. Teachers note that what can’t be found on the Internet can be created for student use, in the present and future. ||
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Donna DuSell || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Manzo, K. (2009). School Sees Better Days in the Future. Education Week, 29(5), 18-20. Retrieved from ERIC database. || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Philadelphia’s School of the Future opened in 2006 with a computer based curriculum. After overcoming a number of hurdles, the first class is about to graduate and the culture is optimistic about future success. ||
 * Alison Casko || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach.]
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Alison Casko || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|TPACK and Web 2.0: Transformation of Teaching and Learning]
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom Burke || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved Jan 20, 2010 from [|http://epaa.asu.edu/epaa/v10n12/] || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">This study by Wenglinsky is considered landmark, and although it was published in 2002, I still feel it appropriate even though some may say it is not so current as something published in 2007, for example. His study suggests that the effectiveness on technology in the context of learning is based more on content rather than on the medium itself. Moreover, this study demonstrated that the students of teachers who used technology in high order tasks such as simulation and inquiry performed better compared with those students of teachers who did not use technology. In short, it is not one tool: the web, a podcast, a voicethread, or what have you, but the combination of the variety that enables students to perform better.
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Justin Simon <span style="font-family: 'Arial Narrow','sans-serif';"> || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|Design of educational multiplayer videogames: A vision from collaborative //**learning**//.]Citation Only AvailableBy: Zea, Natalia Padilla; Sánchez, José Luís González; Gutiérrez, Francisco L.; Cabrera, Marcelino J.; Paderewski, P.. Advances in Engineering Software, Dec2009, Vol. 40 Issue 12, p1251-1260, 10p; DOI: 10.1016/j.advengsoft.2009.01.023; (AN 43871424) <span style="font-family: 'Arial Narrow','sans-serif';"> || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">A very interesting paper that caught my eye. Most children love to play video games, some way more than most, but they love the action and they love the stimuli that overwhelms them. Now to harness those stimuli and to bring video games into a classroom setting can be a dangerous thing. But developing a video games that is educative can be very useful and extremely effective, considering the amount of time children sit in front of television sets. Could be very cool! ||
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom Burke || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Suhr, K.A., Hernandez, D.A., Grimes, D., & Warschauer, M. (2010). Laptops and Fourth-Grade Literacy: Assisting the Jump over the Fourth-Grade Slump. Journal of Technology, Learning, and Assessment, 9(5). Retrieved [January 21, 2010] from [|http://www.jtla.org]. || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">These researchers found a void in the research literature available; they looked at 4th grade students enrolled in a 1:1 laptop program, and compared their test results in English Language Arts with a control group that did not participate in a 1:1 program. Students using laptops scored better than the control group.
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Justin Simon <span style="font-family: 'Arial Narrow','sans-serif';"> || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|Supporting 21st Century //**Learning**// Through Google Apps.]Full Text AvailableBy: NEVIN, ROGER. Teacher Librarian, Dec2009, Vol. 37 Issue 2, p35-38, 4p; (AN 47500190) <span style="font-family: 'Arial Narrow','sans-serif';"> || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">I thought this article is very pertinent considering that we as a class are using an online program to share our information and research. Google apps looked at specific University in Canada and surveyed how well they adapted to the new technologies and if they in turn liked it and applied to other areas of school. All the students thought: that being able to write essays and share them with their professor while they are writing it was a great option to have, they never lost a document because it automatically saves them, the list goes on. Overall the students were in favor of google apps and "cloud computing". ||
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Faye Cragin || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Weston, M.E. & Bain, A. (2010). [|The End of Techno-Critique: The Naked Truth about 1:1 Laptop Initiatives and Educational Change]. Journal of Technology, Learning, and Assessment, 9(6). || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">I found this article particularly interesting because it cited a study and initiative in Maine that my niece was a part of. It uses the study and a similar one in Texas where students and teachers are given a laptop to take home during the school year and were expected to enhance and/or improve skill levels (i.e. test results). The results did not prove that the laptops helped or enhanced the results and many authors use these studies and others to show that technology does not enhance the learning experience. The authors refute that basically by saying that the results are not easily quantified and that the problem isn't the technology but rather the use or lack of use of the technology. The teachers, students and parents and administration need to work together to utilize the technology in an effective manner. A friend of mine who teaches in the Maine school system cited, commented the other day that they have all this expensive equipment but not enough IT personnel to help them use it effectively. I think her point was one that the article was also making. From personal experience I can tell you my niece has absolutely benefited from having the laptop available to her.I highly recommend you read the article if you have the chance. ||
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Faye Cragin || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|Web-Based Instruction ImprovesTeaching]
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom White || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Robinson, D, Lee, M, & Soutar, A. (2009). Using Technology to direct learning in higher education. Active learning in higher education, Retrieved fromhttp://0-ejournals.ebsco.com.lola.
 * <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom White || <span style="color: black; font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Cheol, H . (2003). Information communication technology and the new university: a view on learning . The Annals of American Academy of Political and Social
 * Cheryl McDaniel-Thomas || Weston, M. E. and Bain, A. (2010). The end of techo-critique: the naked truth about 1:1 laptop initiatives and educational change. //Journal of Techonology, Learning and Assessment, 9//(6). || I was really interested in seeing this article, as it talked about the results of Maine's (my home state) initiative with a laptop for every child in grades 7 and 8. Both Maine and Texas had similar, luke warm results in improving student outcomes. The article reminds us that in any educational change initiative, there must be a systematic approach of developing rules; adhering to the rules with fidelity; faculty become fully engaged; collection of feedback on efficacy; developing a shared framework, and embedding wide spread use of the system change. Without this, no serious change will take place. ||
 * Cheryl McDaniel-Thomas || Shoffner, M. (2009). “Because I know how to use it”: Integrating technology into preservice English teacher reflective practice. //Contemporary Issues in Technology and Teacher Education//, //9//(4). Retrieved from [] || As an English teacher in my previous life, this article caught my eye! It discusses use of the electronic, versus paper, journal as a vehicle for reflective practice. It is another vehicle to imbed technology into learning in a meaningful way, and helping it to become second nature skill to our developing teachers. ||