Negative+Articles

In the interest of readability, I copy/pasted all citations against technology to this page and all positive citations on the other page.

Shapley, K., Ms., Sheehan, D., Mr., Maloney, C., Ms., & Caranikas-Walker, F., Ms. (2010). Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement. The Journal of Technology, Learning and Assessment, 9(4), 69. || A 2010 article suggests that the fidelity of technology immersion decreased over a three year period. I am becoming a little disillusioned as to my efforts over the last 2 years. What I do have to remember is that long term the integrated approach and unit planning for technology must continue. This will allow greater communication and collaborative structures to be in place for students to achieve. How can we measure this through standardized testing? "Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined." || Sheehy, K., & Bucknall, S. (2008). How is technology seen in young people's visions of future education systems?. Learning, Media, & Technology, 33(2), 101-114. doi:10.1080/17439880802097642  ||  I found this article very interesting because it studied how students viewed their learning environments and what role technology plays in it. Many of the students focused on the physical space that they learned in rather than what they used to learn with, like wanting to learn on the beach or in a candy/chocolate themed classroom! It really made me think about what the students might see as being the most important in their education. There are some great pictures in the article drawn by the students too! || []  ||  Although not a journal article, this did catch my attention because of its author, Mark Bauerlein, a professor at Emory University, who has been an opponent of Web 2.0 overindulgence, is claiming that students are losing their open-mindedness and reflective thinking skills; he states a position on a question posed in a State of Maine exam this year, "No wonder, then, that with screens both inside and outside the classroom telling them that they’re smart and important, the students should find this year’s prompt an abomination. They believe they possess the 'cultural expertise' to sound off about the topic, and they have developed enough 'individuality to believe that their personal experience is a norm. This blog was partially in response to the State of Maine's results this year (2008) that 78% of test takers failed to write a persuasive essay. Note: Maine has a 1:1 laptop program and had previously reported positive results because of this program. -  || Thomas J. Bing and Edward F. Redish Department of Physics University of Maryland, College Park, MD, American Journal of Physics, 2008, Volume 76, Issue 4, p418-424  ||  The article discusses "symbolic calculators, specifically Mathematica", which the authors believe negatively effect the students reasoning. There are two stages to the process. The first requires the student to engage in a thought process that the authors feel is critical to their learning. The software takes away the need by narrowing their vision. || [|http://0-ejournals.ebsco.com.lola.plymouth.edu] /Article.asp?ContributionID=4392164  ||  This article talks about how can schools justify expensive computer software and hardware when they are in dire need of more teachers and supplies. How can we as educators spend this type of money when we have other needs that need to be addressed. This is a tough situation with the battle of keeping up with technology. ||
 *   Contributor ||     Article Citations Against Technology   ||     Your Comments   ||
 * Simon Power  ||  [|Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement]
 * Donna DuSell  ||  [|Bugeja, M. (2009). Reduce the Technology, Rescue Your Job. Chronicle of Higher Education, 56(12), A36-A38. Retrieved from Academic Search Premier]   ||  It was really hard to find a negative article. The focus here was how technology costs a lot of money, money that could be used to pay humans. Technology does not have to justify itself, we buy it and get what we paid for, good or bad. Teachers are required to defend their practices and continually upgrade themselves.   ||
 * Alison Casko  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|How is technology seen in young people's visions of future education systems?]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom Burke  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Bauerlein, Mark (2008). Wired Youth Dialogue:: Mark, on the down side of Web 2.0. Chronicle of Higher Education. Accessed [January 21, 2010]:
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Justin Simon  <span style="font-family: 'Arial Narrow','sans-serif';">  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|I Found It on the //**Internet**//, So It Must Be True: Guiding Children to Reputable Resources.]Full Text AvailableBy: Jansen, Barbara. Library Media Connection, Mar2005, Vol. 23 Issue 6, p35-35, 1p; (AN 16444293)   <span style="font-family: 'Arial Narrow','sans-serif';">  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">I had a good amount of trouble finding negative articles. This one, although not too complex, was interesting to read nonetheless. I feel people are always in that position where they find them self thinking "is this reliable?". As a student whom just graduated from college and used a lot of online research data bases and search engines, I had to question this myself all of the time. However there are ways to make up for the guessing and this article shows how to do that, it specifically looks at younger students and how they can look for and use reliable and valid sources.   ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Faye Cragin  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">[|Symbolic Manipulators Affect Mathematical Mindsets]
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Tom White  ||  <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 10pt;">Rose, E . (2002). Fuzzy logic: computers, education, and language in a techno-illogical world. Bulletin of Science, 22. Retrieved from
 * Cheryl McDaniel-Thomas || Calamaro, C. (2009). Teens fueled by caffeine use too much technology and don't get enough sleep. PhysOrg.com. Retrieved from http://www.physorg.com/news167326020.html || Hard work to find things with a negative perspective! This information, out of Drexel University, describes teens' overuse of technology during times they should be sleeping or studying. This led to teens inability to stay awake during school hours. The article concluded that though teen sleep cycles are different than adults, they would still benefit by putting the technology away and getting some zzzz's. ||