Post 1: What's up with Technology in Classrooms?
What's my interest? As I've mentioned before I'm working with students at Barrow Elementary School that are issued laptops as a learning tool to be used in class and for homework. I'd like to do my research on whether integrating technology in schools really helps the students in the long run. Do they really benefit from typing reading responses over hand written papers? While I am working specifically with elementary school students, I'm also interested in finding out more about technology integration in middle and high schools as well.
What's my plan? I'd like to dive in and find local, national, and global research on the topic looking specifically at basic positives and negatives of technology integration in general, then more closely explore the difference between school issued devices and Bring Your Own Device (BYOD) programs. I'd also like to include a little bit of my own research by surveying administrators, teachers, and students at Barrow Elementary School involved in the technology integration.
What's my question? How can technology integration in K-12 classrooms lead to greater student learning and success?
What's my plan? I'd like to dive in and find local, national, and global research on the topic looking specifically at basic positives and negatives of technology integration in general, then more closely explore the difference between school issued devices and Bring Your Own Device (BYOD) programs. I'd also like to include a little bit of my own research by surveying administrators, teachers, and students at Barrow Elementary School involved in the technology integration.
What's my question? How can technology integration in K-12 classrooms lead to greater student learning and success?
Post 2: Benefits of Technology in Classrooms
In this post I'm going to explore what others have found about the benefits of technology in classrooms. I think it's important to do this so you and I both know why I'm doing all this research or care about this topic at all. So before we dive into my deeper research question, lets take a took very quickly about what are the benefits of incorporating technology in the classroom. Here are a few different types of sources ranging in reliability and research.
Let's see what others have to say about students and technology.
How does Las Vegas news relate to me here in Athens, Georgia? Well believe it or not Clarke County, Georgia is implementing some of the same policies as Clark County, Nevada... and starting even younger! Third, fourth, and fifth grade students at Barrow Elementary School here in Athens are being issued Google Chromebook (a cheaper, arguably more user friendly version of a MacBook) to complete in class assignments and homework on! Believe it or not, small town Barrow County, neighbor to Clarke County, has also implemented technology in their elementary and middle school classrooms in the form of BYOD activities. So while this article may seem like it's far away on not relatable, we can compare and reflect some of our experiences with technology in classrooms to the experiences referenced in the Las Vegas Sun.
Resource: here
While local news is nice and all I know you'd like to see some real data and research, so please keep reading.
Resource: here
As you can see, there are some great pieces of evidence showing the great benefits of integrating technology in classrooms and curriculum. Next I want to analyze some critics of this new movement.
- Personal Experience
- "Go look it up" is more convenient and easier for digital natives of this generation. When I was told this throughout my schooling, the idea of finding a dictionary or encyclopedia was intimidating and boring, so most of the time I did not look up more information about whatever I was asking or interested in. When students ask me questions about topics I know they can find online, it's super easy and convenient for them to open google and get their answer right away, making research fast and fun.
- Typing: I did not learn how to correctly type on a keyboard until middle school. Students are Barrow ES enjoy competing each other in typing games that measure their accuracy and words per minute. While it seems like they're just having fun now, typing is a skill that students will take with them outside of school and into their personal and work life as adults.
- Email is making corresponding with other students and teachers simple and easy. Students share information with peers, parents, and teachers quickly with their school issued email address. This also creates faster communication between teachers and parents. School-issued emails aid collaboration and group work much easier for everyone involved! Being able to work with others is extremely important for success in school and in the work force. Additionally, students are learning about online etiquette and appropriate text and conversation language for professional uses like email. Email allows for fast and efficient ways to submit classwork or homework assignments, too!
- Motivation: Students are much more likely to buckle down and focus on completing their reading and homework in order to receive the reward of playing on their laptop afterwards. While games can seem like a negative effect of technology integration, students learn and remember the importance of hard work and rewards. It's also beneficial for teachers because, in my experience, students without laptops are more likely to talk, walk around, laugh and create loud noisy environments than students that are zoned into playing math or typing games.
- Online assignments provide students with different methods of instruction. It's a well known fact that not all students learn in the same way. Some students do better with online or computer assignments because they can manipulate the material as they please and can assess it anywhere. This eliminates the possibility of forgetting homework in classroom or at home or losing sheets of paper assignments.
Let's see what others have to say about students and technology.
- Article
How does Las Vegas news relate to me here in Athens, Georgia? Well believe it or not Clarke County, Georgia is implementing some of the same policies as Clark County, Nevada... and starting even younger! Third, fourth, and fifth grade students at Barrow Elementary School here in Athens are being issued Google Chromebook (a cheaper, arguably more user friendly version of a MacBook) to complete in class assignments and homework on! Believe it or not, small town Barrow County, neighbor to Clarke County, has also implemented technology in their elementary and middle school classrooms in the form of BYOD activities. So while this article may seem like it's far away on not relatable, we can compare and reflect some of our experiences with technology in classrooms to the experiences referenced in the Las Vegas Sun.
Resource: here
While local news is nice and all I know you'd like to see some real data and research, so please keep reading.
- Research
Resource: here
As you can see, there are some great pieces of evidence showing the great benefits of integrating technology in classrooms and curriculum. Next I want to analyze some critics of this new movement.
Post 3: The Critics
As mentioned previously I'd like to also address the negative aspects of integrating technology in schools. First, I'd like to mention my own experiences and observations.
Resource: here
Resource: here
- Personal Experience
- Students at young ages don't understand the benefits or potential for educational technology. What they do understand as technology is playing video games on their Xbox, PS3, etc. and social media on their phones and iPads. So immediately they get their laptop and want to start playing and don't see their technology as a learning tool.
- Deception -- cheating, playing games, watch videos, and visiting restricted sites are very common in ASP. I'm constantly having to go around and check tabs and minimized links for something as innocent as coolmath.com (a restricted website) or a calculator when students are supposed to be doing homework.
- Article
- Cost: Funding for initial supply for issuing technology will be incredibly expensive for a school or school district, if the schools are issuing the devices. There will also be cost for wifi networks, maintenance, upgrading, and repair. If the school or district is planning on a BYOD program there will be a potential for some students with lack of resources to be at an unfair disadvantage
- Diversion of Resources: There is a possibility other programs, such as art or music classes, could be cut in order to fund technology integration. Additionally there will need to be space to store the devices and time needed to train teachers and administrators that could be spent doing other things.
- Limited Learning: Smithee talks about the potential for students to be so wrapped up in creating a PowerPoint presentation or video clip, that they spend more time on the cosmetics of the project rather than researching content for the project. He also believes paper text and textbooks can be more interactive, easier to highlight and note, and easier to browse through for research.
- Student Distraction: There are possibilities that students will be spending their time playing games, texting, emailing, and surfing the web on their device rather than paying attention in class. There is also more harmful and dangerous possibilities like getting exposed to inappropriate content online or being contacted by predators in chatrooms.
Resource: here
- Research
Resource: here
- My Response
Post 4: BYOD
There are two min ways that schools are beginning to implement technology into pedagogy and curriculum. Either 1:1 (school-issued devices) or BYOD programs are being installed all throughout the country. While each of these programs paves the way for the generation of digital natives to learn in a way that best fits their needs and the demands of our society, each has great benefits and consequences to go along with them. Here are the first few differences I see in these different programs.
1. Unfair advantage to individuals that do not have the resources to provide their own technology
2. With all the different devices potentially being brought to school (iPad, Apple, PC, Chromebook, Nook, Surface Pro, etc.), it will be difficult for teachers to be adequately trained on all of the different softwares and operating systems.
BYOD: Pros
1. The schools would not have to spend any money on the actually devices, software updates or places to store them.
2. This programs allows the students to get comfortable learning on a device they actually use and will most likely use in the future (if it is preference for the student and his or her family)
1:1 Cons
1. Money, money, money. To initiate this type of programs cost a lot a lot of money and other resources. Unfortunately, some districts have reports of cutting other school programs like art and music in order to fund the technology for the students. There are costs involved with buying all the devices, repairing devices, wifi networks, software updates, storage, and training for teachers.
1:1 Pros
1. Universal learning and opportunity for all students. Lack of rescoures or family background knowledge on the devices is no longer an issue when the schools are purchasing and distributing them and then teaching everyone (including teachers!) how to use the device.
2. When the school issues a device, they can also issue a county email for all students allowing for easy communication and assess to assignments, homework, permission slips, and more between parents, teachers, and students.
This controversy is still relatively new, so it was difficult finding blogs or local news articles comparing these two programs, like I really hopes to find. Luckily, one principal, Eric Sheninger, from South Huntington School District in New York to break down the differences in these two programs on his blog website.
Sheninger takes a turn in the different direction and starts addressing the BYOD programs and why BYOD may be a better selection. BYOD allows for students to learn on multiple devices and softwares, and more importantly on their devices that are more comfortable and familiar to them. The school-issued devices, or 1:1 programs, "pigeonhole" students, as Sheniniger phrases it, to one single devices or platform, which is not how the technology-dependent society we live in today works. He mentions the money districts would save by implementing BYOD programs, but says the empowerment and engagement that students will gain from learning on their own terms and with their own stuff is much greater.
Principal Sheninger then explains the BYOD program at his school and says is has reached the amount of success as expected with a 1:1 program. However, after reading about his program it sounds like he integrated both the BYOD and 1:1 programs in his school. "In addition to BYOD, students and teachers have access to three PC labs, one iMac lab, one Macbook cart, one PC cart, and one netbook cart. The equity issue with BYOD in classrooms has been overcome with school purchased technology," says Sheniniger. While I applaud him for the successful technology integration within his school, I would challenge him by asking "Would a BYOD program be as successful as yours if a district did not have the resources to also provide school purchased technology?.
Resource here.
- Personal Reflection
1. Unfair advantage to individuals that do not have the resources to provide their own technology
2. With all the different devices potentially being brought to school (iPad, Apple, PC, Chromebook, Nook, Surface Pro, etc.), it will be difficult for teachers to be adequately trained on all of the different softwares and operating systems.
BYOD: Pros
1. The schools would not have to spend any money on the actually devices, software updates or places to store them.
2. This programs allows the students to get comfortable learning on a device they actually use and will most likely use in the future (if it is preference for the student and his or her family)
1:1 Cons
1. Money, money, money. To initiate this type of programs cost a lot a lot of money and other resources. Unfortunately, some districts have reports of cutting other school programs like art and music in order to fund the technology for the students. There are costs involved with buying all the devices, repairing devices, wifi networks, software updates, storage, and training for teachers.
1:1 Pros
1. Universal learning and opportunity for all students. Lack of rescoures or family background knowledge on the devices is no longer an issue when the schools are purchasing and distributing them and then teaching everyone (including teachers!) how to use the device.
2. When the school issues a device, they can also issue a county email for all students allowing for easy communication and assess to assignments, homework, permission slips, and more between parents, teachers, and students.
This controversy is still relatively new, so it was difficult finding blogs or local news articles comparing these two programs, like I really hopes to find. Luckily, one principal, Eric Sheninger, from South Huntington School District in New York to break down the differences in these two programs on his blog website.
- Article
Sheninger takes a turn in the different direction and starts addressing the BYOD programs and why BYOD may be a better selection. BYOD allows for students to learn on multiple devices and softwares, and more importantly on their devices that are more comfortable and familiar to them. The school-issued devices, or 1:1 programs, "pigeonhole" students, as Sheniniger phrases it, to one single devices or platform, which is not how the technology-dependent society we live in today works. He mentions the money districts would save by implementing BYOD programs, but says the empowerment and engagement that students will gain from learning on their own terms and with their own stuff is much greater.
Principal Sheninger then explains the BYOD program at his school and says is has reached the amount of success as expected with a 1:1 program. However, after reading about his program it sounds like he integrated both the BYOD and 1:1 programs in his school. "In addition to BYOD, students and teachers have access to three PC labs, one iMac lab, one Macbook cart, one PC cart, and one netbook cart. The equity issue with BYOD in classrooms has been overcome with school purchased technology," says Sheniniger. While I applaud him for the successful technology integration within his school, I would challenge him by asking "Would a BYOD program be as successful as yours if a district did not have the resources to also provide school purchased technology?.
Resource here.
Post 5: School-Issued (1:1) Programs
In this post, we're going to look again at Principal Sheninger's blog, and look more specifically at what he has to say about 1:1 device programs. We will finish with a scholarly article about the topic as well.
Resource here.
School districts in New Jersey, New York, Chicago, North Carolina, Virginia, and Arizona all have something in common -- they're providing iPads for their students. This article dives into the positives and potential negatives about incorporating school or government funded technology into classrooms. "The iPads cost $750 apiece, and they are to be used in class and at home during the school year to replace textbooks; allow students to correspond with teachers, file papers and homework assignments; and preserve a record of student work in digital portfolios," (iPads in Schools). Let's see what school officials, superintendents, and teachers are saying about the impacts.
Quotes
Resource here.
- Article
Resource here.
- Research
School districts in New Jersey, New York, Chicago, North Carolina, Virginia, and Arizona all have something in common -- they're providing iPads for their students. This article dives into the positives and potential negatives about incorporating school or government funded technology into classrooms. "The iPads cost $750 apiece, and they are to be used in class and at home during the school year to replace textbooks; allow students to correspond with teachers, file papers and homework assignments; and preserve a record of student work in digital portfolios," (iPads in Schools). Let's see what school officials, superintendents, and teachers are saying about the impacts.
Quotes
- “It allows us to extend the classroom beyond these four walls,” Larry Reiff, English teacher from Rosalyn, NY, who posts all class materials online. And "more practically, it takes away students' excusing about not doing their homework."
- Rieff continues, “It moves beyond the traditional scope of homework: go home, read, write,” he said, referring to its video and multimedia elements. “I’m expecting a higher rate of homework completion.”
- “There is very little evidence that kids learn more, faster or better by using these machines. iPads are marvelous tools to engage kids, but then the novelty wears off, and you get into hard-core issues of teaching and learning," says Larry Cuban, a professor at Standford University.
- "If there isn't an app that does something I need, there will be sooner or later," states Reiff
- "[I] hope to secure 20 more iPads next school year to run apps that, for instance, simulate a piano keyboard on a screen or display constellations based on a viewer’s location," states Scott Wolfe, principal of New Jersey school. He continues “I think this could very well be the biggest thing to hit school technology since the overhead projector.”
- Local principal describes the elementary school's iPad lab as the centerpiece of the school because "of all the devices out there, the iPad has the most star power with kids."
- “It has brought individual technology into the classroom without changing the classroom atmosphere,” said Alex Curtis, a headmaster of a private school in NJ.
- "Traditioanlly, so much of art history is slides on a screen," says Dr. Curtis. "When they were able to manipulate the images themselves, it came alive," on color adjusting app ColorSplash. "
- "It's not about a cool application. We are talking about changing the way we do business in the classroom," says Dr. Brenner, Rosalyn school district superintendent.
- Anticipated increase in homework completion
- iPad not just a toy, but rather a learning device with endless amounts of educational applications
- Large screen with thin design allows for students to maintain eye contact with their teachers
- Lightweight relieves tension and pressure on students' back and shoulders from heavy books in book bags
- Advancing paperless efforts and cuts spending
- Even more uses as assistive technology for special education students
- iPads provide more resources and study help for students, such as videos of solving equations, individualized assessments, practice exams, "Jeopardy"-like games, and functions for on-screen note taking in margins, bookmarking pages, and zooming in for close up reading.
- Many school officials say they have been waiting for technology like the iPad
- Makes learning interactive and manipulatable
- iPads will save money in the long run by reducing printing and textbook costs
- There have been mixed results in past experiments to incorporate technology in schools
- Teachers are being laid off and other school programs have been cut due to budget issues, why spend the scarce money on iPads?
- Concerns about lack of applicable and undeniable research about the topic
- School districts may be too enamored with the iPad when there are more common and less expensive devices available
- Apple does not give a very big discount to schools or educational purchases
Resource here.
Post 6: Interview
As a way to start summarizing all my information, I interviewed a UGA student about my topic. Loran Posey is a sophomore here at UGA, studying Political Science and International Affairs. Loran also grew up here in Athens, so it will be interesting to pick his brain about what the Clarke County School District was like when he was growing up in the early 2000's.
Interview
1. What do you know about technology integration in K-12 schools?
Um, honestly, I haven't thought about it much. When I was in school, there wasn't very much technology, I mean we have computer labs and workspaces within out Odyssey (The school magazine publication) classroom, but not like laptops or iPads for every student kind of thing. Clarke County is one of if not the poorest county in Georgia, so I don't think our School District could afford things like that.
2. What would you like to learn about this topic?
It'd be interesting to learn about how to integrate technology in K-12 schools, like the lesson plans and curriculum that incorporate technology. How do you teach with technology? How do school provide the technology? Or do students provide their own devices? Where does the money come from and does it cause any other programs in the school to be "cut"? I'd be interested in learning about how it all works and what are the benefits of incorporating technology into classrooms.
3. How can I share with you what I've learned throughout my research?
Loran, I'd be happy to share with you my pictochart (a cool inforgraphic) once I have finished creating it. It will be filled with information about this topic, like questions you were just asking before plus additional information such as potential dangers of technology integration and comparing BYOD programs to 1:1 programs. I'll email it to you when I am finished!
Personal Reflection
1. How did interviewing someone help you think about your topic?
Loran's questions and overall opinion of the topic gave me a refreshing new perspective to technology integration. It's easy to get caught up with all the different things your researching to assume someone new will have all the background knowledge about the topic as you, but interviewing Loran made me realize not everyone has taken the time to think about technology integration in K-12 schools and what that means for those students involved.
2. Do you have any new questions after your interview? Do you know the answers to your interviewee's questions?
I can't say that the interview process triggered any new questions about technology integration within me. Mostly because my research is all over the place so I feel like I've covered all the bases. I am curious to find out more about some things Loran asked me, however. How do schools provide technology? Where do they get that money from? Are other programs cut to fund the technology? These are great questions. Every school and school district across the nation are different, so there will not be one general broad answer for the questions, it would be interesting to talk to some local school districts and see how they've been able to incorporate technology integration.
3. Do you have any new ideas for you product after the interview?
As stated before, after interviewing Loran, I think it would be interesting to go to local schools and talk with administrators and teachers to find out how they started their technology integrations. I'd ask "How did the school/district raise the money to provide the technology?" "Where any other programs within the school cut in order to fund the technology?" "What are some of the best ways teachers incorporate technology within their lesson plans?" or "When and how did BYOD begin making it's way into the school's agenda?" These questions would address some of what Loran was asking and some of my own personal inquiries. If I were able to do this, it would be extremely relevant and useful for my research.
4. What types of questions would you recommend future students ask to continue your research? What would you ask if you were starting your project now?
I would recommend students furthering my research to complete the interviews explained in question three. I think my online research is beneficial to my project, however, being about to talk with an administrator or teacher that was and is actually involved in the process would really make your findings standout to what everyone else can find out online. If I were just not starting my project, I would do this same thing. Get yourself out there and get personal with your research. The extra effort will be worth it.
Click here to listen to my interview with Loran!
Interview
1. What do you know about technology integration in K-12 schools?
Um, honestly, I haven't thought about it much. When I was in school, there wasn't very much technology, I mean we have computer labs and workspaces within out Odyssey (The school magazine publication) classroom, but not like laptops or iPads for every student kind of thing. Clarke County is one of if not the poorest county in Georgia, so I don't think our School District could afford things like that.
2. What would you like to learn about this topic?
It'd be interesting to learn about how to integrate technology in K-12 schools, like the lesson plans and curriculum that incorporate technology. How do you teach with technology? How do school provide the technology? Or do students provide their own devices? Where does the money come from and does it cause any other programs in the school to be "cut"? I'd be interested in learning about how it all works and what are the benefits of incorporating technology into classrooms.
3. How can I share with you what I've learned throughout my research?
Loran, I'd be happy to share with you my pictochart (a cool inforgraphic) once I have finished creating it. It will be filled with information about this topic, like questions you were just asking before plus additional information such as potential dangers of technology integration and comparing BYOD programs to 1:1 programs. I'll email it to you when I am finished!
Personal Reflection
1. How did interviewing someone help you think about your topic?
Loran's questions and overall opinion of the topic gave me a refreshing new perspective to technology integration. It's easy to get caught up with all the different things your researching to assume someone new will have all the background knowledge about the topic as you, but interviewing Loran made me realize not everyone has taken the time to think about technology integration in K-12 schools and what that means for those students involved.
2. Do you have any new questions after your interview? Do you know the answers to your interviewee's questions?
I can't say that the interview process triggered any new questions about technology integration within me. Mostly because my research is all over the place so I feel like I've covered all the bases. I am curious to find out more about some things Loran asked me, however. How do schools provide technology? Where do they get that money from? Are other programs cut to fund the technology? These are great questions. Every school and school district across the nation are different, so there will not be one general broad answer for the questions, it would be interesting to talk to some local school districts and see how they've been able to incorporate technology integration.
3. Do you have any new ideas for you product after the interview?
As stated before, after interviewing Loran, I think it would be interesting to go to local schools and talk with administrators and teachers to find out how they started their technology integrations. I'd ask "How did the school/district raise the money to provide the technology?" "Where any other programs within the school cut in order to fund the technology?" "What are some of the best ways teachers incorporate technology within their lesson plans?" or "When and how did BYOD begin making it's way into the school's agenda?" These questions would address some of what Loran was asking and some of my own personal inquiries. If I were able to do this, it would be extremely relevant and useful for my research.
4. What types of questions would you recommend future students ask to continue your research? What would you ask if you were starting your project now?
I would recommend students furthering my research to complete the interviews explained in question three. I think my online research is beneficial to my project, however, being about to talk with an administrator or teacher that was and is actually involved in the process would really make your findings standout to what everyone else can find out online. If I were just not starting my project, I would do this same thing. Get yourself out there and get personal with your research. The extra effort will be worth it.
Click here to listen to my interview with Loran!
Post 7: Summary
What did you learn from your 20% project?
Throughout my research, I was able to form my own opinion on this topic. I do not believe at this point in time that there is a defined right or wrong answer, simply because the topic is so new that there have not been enough longitudinal research results to form indisputable evidence. I was able to gather together a lot of opinions from professors, teachers, principals, district superintendents, parents, and others impacted by technology integration in schools. If you ask me, I think technology integration in K-12 schools yield positive outcomes for students (specifically for fostering 21st century skills and improved classroom pedagogies and study skills). It's also my opinion that either 1:1/School-Issued devices programs or a combination of a 1:1 + BYOD programs creates the most equal environment and improved learning environment for students.
What was your final product? Why did you choose it as your final product?
I chose to create an infographic to display all my research results in a fun and appealing way to my audience. Click here to access my final product.
What difficulties did you find on your 20% project? And how did you overcome them?
The most difficult part of the 20% project for me was finding relevant and applicable scholarly research to fit all the different sub-catergories of my research topic. Again, technology integration and it's outcomes is still a relatively new topic, so the amount of time it takes to complete a longitudinal research study cannot keep up with the rate of technological advancements. To overcome this, I had to think critically and creatively. I had to creatively incorporate my research findings with my topics, even if they did not match identically.
Throughout my research, I was able to form my own opinion on this topic. I do not believe at this point in time that there is a defined right or wrong answer, simply because the topic is so new that there have not been enough longitudinal research results to form indisputable evidence. I was able to gather together a lot of opinions from professors, teachers, principals, district superintendents, parents, and others impacted by technology integration in schools. If you ask me, I think technology integration in K-12 schools yield positive outcomes for students (specifically for fostering 21st century skills and improved classroom pedagogies and study skills). It's also my opinion that either 1:1/School-Issued devices programs or a combination of a 1:1 + BYOD programs creates the most equal environment and improved learning environment for students.
What was your final product? Why did you choose it as your final product?
I chose to create an infographic to display all my research results in a fun and appealing way to my audience. Click here to access my final product.
What difficulties did you find on your 20% project? And how did you overcome them?
The most difficult part of the 20% project for me was finding relevant and applicable scholarly research to fit all the different sub-catergories of my research topic. Again, technology integration and it's outcomes is still a relatively new topic, so the amount of time it takes to complete a longitudinal research study cannot keep up with the rate of technological advancements. To overcome this, I had to think critically and creatively. I had to creatively incorporate my research findings with my topics, even if they did not match identically.
Final Production
Click here to view my final product!