Webliography
Aarons, J. (2018). Creative Devices. Screen Education, (92), 98–101. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=133414056&site=ehost-live
This article is helpful in my future research because it informs me of ways I can implement the iPad into the classroom. This article gives examples of how to use the latest apps in education.
Alzrayer, N.M. % Banda, D. R. (2017). Implementing Tablet-Based Devices to Improve Communication Skills of Students with Autism. Intervention in School and Clinic, 53(1), 50-57.
This article is a great source for augmentative Alternative Communication Apps to assist me in personalizing the instruction to help better support my students with autism.
Alzrayer, N. M., Banda, D. R., & Koul, R. (2017). Teaching children with autism spectrum disorder and other developmental disabilities to perform multistep requesting using an iPad. AAC: Augmentative & Alternative Communication, 33(2), 65–76. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/07434618.2017.1306881
This research article concludes that students with autism spectrum disorders and other developmental disabilities were able to navigate through multistep commands when using the iPad with the Proloquo2go. This article is helpful for my next step of personalization of the curriculum through using the iPad.
Blikstad-Balas, M., & Davies, C. (2017). Assessing the educational value of one-to-one devices: have we been asking the right questions? Oxford Review of Education, 43(3), 311–331. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/03054985.2017.1305045
Since my research has been based on 1:1 devices effectiveness this article states the biggest areas where 1:1 devices are helpful is for comprehending digital data, learning to code, and for development of computational thinking.
Bolliger, D. U., & Shepherd, C. E. (2017). An Investigation of Mobile Technologies and Web 2.0 Tools Use in Outdoor Education Programs. Journal of Outdoor Recreation, Education & Leadership, 9(2), 181–196. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.18666/JOREL-2017-V9-I2-8228
This article has inspired me to find ways to use the iPad in an outdoor setting. I teach earth science so I can envision my students taking pictures of the different types of rocks or different types of weathering on their iPads as an activity.
Burnett, C., & Merchant, G. (2017). Opening the Case of the iPad: What Matters, and Where Next? Reading Teacher, 71(2), 239–242. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1002/trtr.1606
This article is helpful in that it encourages teachers to look beyond just using apps in the classroom and wants us to focus on other ways to implement iPad use such as for collaboration, research, and communication.
Fantozzi, V. B., Johnson, C., & Scherfen, A. (2018). One Classroom, One iPad, Many Stories. Reading Teacher, 71(6), 681–689. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1002/trtr.1651
This article is helpful in describing ways the iPad can be used collaboratively by students to tell a story. This article can be helpful for me to get ideas on what apps my students can use when working on collaborative projects.
Fenton, D. (2017). Recommendations for professional development necessary for iPad integration. Educational Media International, 54(3), 165–184. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/09523987.2017.1384150
This article was helpful to me because it made me recognize what areas of technology professional development I should be seeking out in order to effectively teach science in my 1:1 iPad classroom.
Geer, R., White, B., Zeegers, Y., Wing Au, & Barnes, A. (2017). Emerging pedagogies for the use of iPads in schools. British Journal of Educational Technology, 48(2), 490–498. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1111/bjet.12381
This article was helpful in exploring the most effective uses of the iPad in the classroom. The article describes that iPad use in schools leads to increased collaboration and communication as well as the ability to research and create.
Gronemann, S. (2017). Portable Tablets in Science Museum Learning: Options and Obstacles. Journal of Science Education & Technology, 26(3), 309–321. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1007/s10956-016-9680-y
This article provides me with yet another area where my students can implement iPad use. This article details how students can benefit from using iPads in a science museum.
Gunderson, J.L., Higgins, K., Morgan, J.J., Tandy, R., & Brown, M.R. (2017). Cognitively Accessible Lessons for Students with Intellectual Disabilities Using the iPad. Journal of Special Education Technology, 32(4), 187-188.
This study is helpful in my quest to further personalize the learning of my students by showing how the iPad can be used to increase the academic abilities of students with intellectual disabilities.
Henderson-Rosser, A., & Sauers, N. J. (2017). Analyzing the Effects of One-to-One Learning on Inquiry-Based Instruction. Computers in the Schools, 34(1/2), 107–123. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/07380569.2017.1298955
This article is helpful to me by showing how 1:1 technology in a science class can enhance inquiry-based instruction. The article also stresses that teachers must have the proper professional development in order for the students to see any benefits.
HEROLD, B., & KAZI, J. (2017). 1-to-1 Computing Under Microscope in Maine Schools. Education Digest, 82(5), 48–51. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=120215623&site=ehost-live
This article was an eye opening article because Maine has been questioning their 1:1 device initiatives effectiveness. It appears to me that the teachers in Maine have not had enough professional development and that is why they are not seeing the benefits that I have seen in the classroom.
Kuo, Y.-C., Belland, B. R., Schroder, K. E. E., & Walker, A. E. (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education, 35(3), 360–381. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/01587919.2015.955265
This article is helpful in showing that blended learning is more effective than traditional classroom instruction. It also stresses the importance of interaction between students, instructors and content for blended learning to be successful.
LANDON, M. (2018). More Than an AAC Device? ASHA Leader, 23(6), 6–7. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1044/leader.FMP.23062018.6
This article is helpful for me to learn how to use the iPad for students with augmentive/alternative communication disorders. The article also goes over the skills students need to effectively use the iPad for educational purposes.
Leo Sun, & The Motley Fool. (n.d.). U.S. schools in love with Chromebooks. USA Today. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=J0E273275112818&site=ehost-live
This article is important to future research I am interested in which is the comparison of students using iPad versus those using Chromebook. I am curious to see which type of technology raises students assessment score more.
Lynch, J. (2017). The complexity of teaching internet inquiry with iPads in the early years. Australian Journal of Language & Literacy, 40(3), 186–198. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=125086047&site=ehost-live
This article is helpful because I have noticed my students are not skilled in locating sources on the internet and the article details how to teach the skill of internet searching.
Monem, R., Bennett, K. D., & Barbetta, P. M. (2018). The Effects of Low-Tech and High-Tech Active Student Responding Strategies during History Instruction for Students with SLD. Learning Disabilities -- A Contemporary Journal, 16(1), 87–106. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=130266214&site=ehost-live
This article is helpful in providing me with research on which methods are best for helping students with specific learning disabilities understand curriculum content. This research compared an interactive notebook strategy with Quizlet. The results showed that while both applications improved students knowledge the Quizlet was slightly better.
Makransky, G., Mayer, R. E., Veitch, N., Hood, M., Christensen, K. B., & Gadegaard, H. (2019). Equivalence of using a desktop virtual reality science simulation at home and in class. PLoS ONE, 14(4), 1–14. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1371/journal.pone.0214944
This article was helpful because it showed students were able to do just as well on science simulations when they completed them at home as when they completed them at school. This is good to know when I assign these types of assignments to students who may have been absent.
NAGEL, D. (2017). Readers’ Choice Awards. T H E Journal, 44(5), 6–12. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=126029337&site=ehost-live
This article is helpful to me because it lists all the apps and software that have been picked as the best educational technology tools. This article gives me ideas of new apps I can try in my classroom.
Ok, M. W. (2018). Use of iPads as Assistive Technology for Students with Disabilities. TechTrends: Linking Research & Practice to Improve Learning, 62(1), 95–102. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1007/s11528-017-0199-8
This article provides a helpful list of assistive technology apps that students can use in the classroom. The article explains how to use the apps and whether the apps are free or what they cost if they are not free.
RAYMUNDO, O. (2017). IT professionals think Apple devices are easier to manage, according to new survey. Macworld - Digital Edition, 34(4), 94–95. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=122933618&site=ehost-live
I have been interested in researching the use of Chromebooks versus iPads in schools and this article reports that IT professionals feel that Apple devices are easier to manage than a PC or Chromebook.
Reeves, J. L., Gunter, G. A., & Lacey, C. (2017). Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice. Journal of Educational Technology & Society, 20(1), 37–44. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=120706100&site=ehost-live
This article presents data showing that mobile devices using informal feedback from students improves the students’ academic achievement in Phonological awareness and Math for pre-kindergarten students. Student feedback is an area I am interested in expanding in my classroom.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2017). Left to their own devices: the everyday realities of one-to-one classrooms. Oxford Review of Education, 43(3), 289–310. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/03054985.2017.1305047
This research article was helpful in looking at how different implementation methods of 1:1 devices in schools have different outcomes and how all schools studied needed to regulate and restrict access of devices over time.
Tarun, I. M. (2019). The Effectiveness of a Customized Online Collaboration Tool for Teaching and Learning. Journal of Information Technology Education, 18, 275–292. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.28945/4367
This article was helpful because it explored how customized online collaboration tools were effective for teaching and learning. I am always looking for more online collaboration apps to use with my students.
Thompson, G. (2017). 3 Keys to a Successful 1-to-1 and BYOD Implementation. T H E Journal, 44(5), 14–18. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=126029338&site=ehost-live
This article is helpful in providing the three keys to successful 1:1 implementation of devices in the classroom. The article details how to give students ownership of their device, make sure teachers have enough professional development, and make sure technology is up to date.
Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology, 48(5), 1092–1105. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1111/bjet.12536
This article provides an interesting way that I never thought of to provide students feedback. The article explores using the iPad video technology to record student- teacher feedback sessions. I am always looking for new and innovative ways to use the iPad in the classroom.
Vogelgesang, K., Bruhn, A., Coghill-Behrends, W., Kern, A., & Troughton, L. (2016). A Single-Subject Study of a Technology-Based Self-Monitoring Intervention. Journal of Behavioral Education, 25(4), 478–497. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1007/s10864-016-9253-4
This article explores the use of technology as a self-monitoring device for students with ADHD. Learning how to help my students with ADHD is an area I would like to research further.
Waters, S., Kenna, J., & Bruce, D. (2016). Apps-olutely Perfect! Apps to Support Common Core in the History/Social Studies Classroom. Social Studies, 107(3), 1–7. https://doi-org.ecsu.idm.oclc.org/10.1080/00377996.2016.1149046
This article was a great resource for apps that I can use in the classroom. It was especially helpful in describing apps that can be used for formative assessment.
ZUCKERBROD, N. (2018). Tech ALL Ways. Scholastic Teacher, 128(2), 33–35. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=132529235&site=ehost-live
This article is helpful because it provides different websites teachers can use to secure technology grants and/or funding. The author also provides free and inexpensive apps to help teachers create formatives, interact with students and parents, to create multimedia presentations, to teach coding, and to increase knowledge.