Berdik, C. (2018). Dealing with Digital Distraction: Solutions run the gamut--from tech breaks to tech take-overs. Tech Directions, 78(4), 13–15. Retrieved from http://search.ebscohost.com.ecsu.idm.oclc.org/login.aspx?direct=true&db=aph&AN=133540936&site=ehost-live
This article discusses the affect the infiltration of technology devices has had on the classroom. This article also introduces the different programs schools have implemented in order to control off-task technology use in their classrooms. The article also talks about how even though we are multitasking more and more our brains are not hardwired to do more than one thing at a time.
Beyens, I., Valkenburg, P.M., & Piotrowski, J.T. (2018). Screen media use and ADHD-related behaviors: Four decades of research. PNAS Proceedings of the National Academy of Science of the United States of America, 115(40), 9875-9881.
This article presents research accumulated over the past 40 years to show what relationship screen time has with ADHD-related behaviors. The article explores many different variables such as age of the child, television vs. video games, and parental guidance. The conclusion of this article was that there was a statistically small relationship between children’s media use and ADHD-related behaviors but the researchers also identified many areas where more research is needed to come to any more conclusions on the matter.
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.Retrived from https://doi-org.ecsu.idm.oclc.org/10.1080/03054985.2017.1305045
This article takes a comprehensive look at how one to one technologies are being used in the classroom and whether they are beneficial to learning. The area in which the studies found one to one devices have the most purpose is teaching students to learn to code, develop their problem solving skills, and providing them access to all the data that is available online.
Daddona, P. (2016). Blended 2.0 Shifts Learning. Retrieved from https://districtadministration.com/blended-2-0-shifts-learning-in-schools/
This article was extremely influential on how I see myself using personalized learning in the future. In the article the author discusses making a “playlist” of different resources and assignments the students can choose from. This type of model allows for the student to work at their own pace in order to master the concepts before they move on to the next assignment.
David, L. (2016). Dopamine, Games, and Motivation. Learning Theories. Retrieved from https://www.learning-theories.com/dopamine-games-motivation.html.
On this website the Dopamine, Games, and Motivation learning theory is described. This page also describes how dopamine is not linked to pleasure but rather it causes motivation, arousal, and motor control. The author then goes on to describe that game playing to learn content can be successful because the student is driven to keep playing the game until they improve.
EdTechStaff. (2017). More than 50 Percent of Teachers Report 1:1 Computing. Retrieved from https://edtechmagazine.com/k12/article/2017/02/more-50-percent-teachers-report-11- computing
This article presents data showing an increase in 1 to 1 technology in the classroom. This article also cites a study by Michigan State University that shows 1 to 1 personal technology increases student achievement in English, Math, and Science. The article also states the importance of picking the right device for the curriculum and age level of the student.
Educationworld. (2013). Five Reasons to Use Games in the Classroom. Retrieved from https://www.educationworld.com/a_curr/reasons-to-play-games-in-the-classroom.shtml
This article details why teachers should be using games to teach content to students in the classroom. The article discusses that games are educational, provide a great format to teach vocabulary, teach life skills such as teamwork and good sportsmanship, help students connect with the content taught, and are very engaging.
Falloon, G. (2017). Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom. Journal of Science Education & Technology, 26(6), 613–628. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1007/s10956-017-9702-4
This article examines how the French Okiwibook apps which consist of an optional quiz, a range of experiments, and an optional video showing how to set up and complete each experiment helps students in the science classroom. The research presented in this article found that students were using the procedural scaffolds that the apps provided throughout their investigations and therefore there was minimal need for teacher intervention.
Gross, B., Tuchman, S., & Patrick, S. (2018). A National Landscape Scan of Personalized Learning in K-12 Education in the United States. Retrieved from https://www.inacol.org/wp-ave personlized learning content/uploads/2018/06/iNACOL_ANationalLandscapeScanOfPersonalizedLearning.pdf
This article provides a great background on what personalized learning is and how teachers are implementing it throughout the country. This article includes which states have personalized learning in their state regulations. This article also puts forth data on how often teachers at different grade levels are personalzing their students learning. The article then goes on to present data showing that NextGen classrooms are more likely to personalize their students learning experience.
International Society for Technology in Education (ISTE). (2019). ISTE Standards for Educators. Retrieved from https://www.iste.org/standards/for-educators
This ISTE website provides a detailed list of what the responsibilities of the educator are in order to follow the ISTE Standards. There are seven sections the educator must become familiar with and they are the following: Learner, Leader, Citizen, Collaborator, Designer, Facilitator, and Analyst. When clicking on the + sign on each section a dropdown opens up which describes how the educator specifically can fulfill the requirements of each section.
International Society for Technology in Education (ISTE). (2019). ISTE Standards for Students. Retrieved from https://www.iste.org/standards/for-students
This section of the ISTE Standards is dedicated to showing what skills students must demonstrate to follow the ISTE Standards. The different skills students are responsible for demonstrating are being a/an: Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative Communicator, and Global Collaborator. Just like the educator section there is a dropdown for each skill which describes it in detail.
Kaur, D., Koval, A., & Chaney, H. (2017). Potential of using Ipads as a supplement to teach math to students with learning disabilities. International Journal of Research in Education and Science (IJRES), 3(1), 114-121.
This article discusses how the iPad can be used to differentiate instruction to address the learning needs of students. This article also presents research on how the iPad increases student motivation and how it engages the different learning styles, for instance the iPad screen engages visual learners, the auditory learners can use headphones with the iPad, and the kinesthetic learners enjoy the touchscreen aspect. This article also mentions that the immediate feedback the iPad gives to the student helped with student engagement.
Lee, L., & Tu, X. (2016). Digital Media for Low-Income Preschoolers’ Effective Science Learning: A Study of iPad Instructions with a Social Development Approach. Computers in the Schools, 33(4), 239–252. Retrieved from https://doi-org.ecsu.idm.oclc.org/10.1080/07380569.2016.1249742
This research study focused on how iPad use in a low income preschool classroom lead to increased scores on science assessments which covered the content areas of the seasons, the senses, and planting. The increased scores were observed in ELL students, special education students, and non-ELL regular education students. Girls and boys both showed improvement in scores as well.
Mellecker, R., Witherspoon, L., & Watterson, T. (2013). Active Learning: Educational Experiences Enhanced Through Technology-Driven Active Game Play. The Journal of Educational Research, 106(5), 352-359.
This article presents research showing that students who played online games to learn the content scored better on their test than students who learned in a tradition way. The students who used the games to learn were also more focused. This study was conducted on 3rd, 4th, and 5th graders and an increase in test scores was observed at every grade level.
Next Generation Science Standards. (2013). Next Generation Science Standards: For states by states. Washington, DC: Author. Retrieved from http://www.nextgenscience.org
This is a comprehensive overview of the new NGSS Science Standards. These standards lay out the requirements for content area, as well as for engineering practices. These standards also describe the disciplinary core ideas, as well as the crosscutting concepts that should be covered in the different units. The standards also require teachers cover human impact on Earth.
Pane, J.F., Steiner, E.D., Baird, M.D., & Hamilton, L.S. (2015). Continued Progress Promising Evidence on Personalized Learning. Retrieved from https://www.rand.org/pubs/research_reports/RR1365.html
This article provides a great amount of data on personalized learning outcomes. In their findings they present how schools that have implemented personalized learning have increased math and reading scores for grades K-8. The study also finds that the longer the students were in a personalized learning setting the greater their growth in achievement was.
Quick, N. (2014) Using iPads to Improve Academic Gains for Students with Disabilities. Retrieved from https://scholarworks.rit.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1005&context=eatc;Using
This article describes how iPads can help students with behavioral and emotional issues increase their academic success. The article presents research which shows that the use of the iPad increases the motivation of many special education students and goes on to discuss that one of the reasons for this is that the iPad provides immediate feedback for the students.
Rivera, C.J., Hudson, M.E., Weiss, S.L., & Zambone, A., (2017). Using a Multicomponent Multimedia Shared Story Intervention with an iPad to Teach Content Picture Vocabulary to Students with Developmental Disabilities. Education and Treatment of Children, 40(3), 327-352.
This article focuses on how the different features on an iPad can be used as assistive technology tools for students with intellectual disabilities. The study focuses on teaching vocabulary to three developmentally disabled elementary school-aged children. The study made use of pre and post-test results. In the study all three participants showed improvement through use of the iPad.
Schuck, S., Emmerson, N., Ziv, H., Collins, P., Arastoo, S., Warschauer, M., & Lakes, K. (2016). Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies. PLoS ONE, 11(10), 1–13. Retrieved from http://eds.a.ebscohost.com.ecsu.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=5&sid=6114294e-e241-4954-b69e-365701f0d900%40sessionmgr4007
This article introduced me to an app designed for ADHD students to reflect on their learning as well as to see how the teacher scored their performance. The app has students self-evaluate their behavior every 30 minutes and earn points. The teacher evaluates the student on a separate iPad. A chart is produced through the app daily which is used for student reflection.
Seow P.S. & Wong, S. P. (2016) Using a mobile gaming app to enhance accounting education. Journal of Education for Business, 91, (8), 434-439.
This article describes the accounting mobile gaming app called Accounting Challenge (ACE). This app is free and was designed to make leaning accounting fun. In a student survey the app was rated favorably. The app has won a variety of awards and as of September 30th had been downloaded 23,230 times by people in 90 different countries.
Smith, T. (2016). New Frontiers in Blended Learning. Retrieved from https://www.techlearning.com/resources/new-frontiers-in-blended-learning
This article discusses the blended learning classroom and how technology helps create a student centered learning environment. The article touches on the teacher’s role in collecting resources in order to differentiate the learning in the classroom. The article discusses that creating a blended learning environment is difficult for the teacher at first but the benefits are worth the hard work.
TeamISTE. (2017). Connecticut Becomes the First State to Endorse ISTE Standards. Retrieved from https://www.iste.org/explore/Press-Releases/Connecticut-Becomes-First-State-to-Endorse-ISTE-Standards
This article announces that Connecticut is the first state to endorse the ISTE Standards for both students and educators. The ISTE Standards are described as a way to ensure learning is “student-driven” through adapting to technology changes. The article goes on to discuss how Connecticut’s Commission for Educational Technology will work with Connecticut’s Educator Computer Association and other educational leaders to provide training and support to implement the standards.
Zmuda, A. & Ullman, D. (N.D.) A Look to the Future: Personalized Learning in Connecticut. Retrieved from https://www.capss.org/uploaded/2014_Redesign/Educational_Transformation/CAPSS_Whitepaper_FINAL_12-23-14_copy_2.pdf
This article was so informative on what personalized learning should look like in Connecticut schools. The article begins with why we must as a state use a personalized learning approach to educate our students. The article then goes on to describe the roles of the teacher in a personalized classroom. There is a chart in this article comparing what a teacher-centered model looks like in comparison to a learner-centered model. There is then another chart which lists what our classrooms should be shifting from to what we should be shifting towards to provide our students with a personalized learning setting. For instance the chart says we should be shifting from a time-based system to a competency-based system.