EDER
601 – Interpreting Educational Research
Graduate
Division of Educational Research
Faculty
of Education
University
of Calgary
Annotated
Bibliography of Research Articles
Assignment
#3
Submitted to:
Dr. Dianne Dodsworth
Professor EDER 601
Submitted by:
Dawn Hayward
237521
June 20, 2001
Educational Technology Annotated Bibliography
For my final project for EDER 601 I have chosen to
create an annotated bibliography surrounding issues regarding Educational
Technology. This semester will see the end of my first year in the
Masters program at the University of Calgary studying in the Educational
Technology strand. I wish to be an
informed student regarding my discipline and therefore hope to critically
analyze ongoing research in this field above and beyond that, which is presented
through course work.
http://www.nationalpost.com/content/features/webhound/080500story3.html
This article details the challenges facing today’s school system in assisting students with crossing the digital divide and achieving digital literacy. Although a number of statistics are provided regarding the state of the Internet, connection speeds available in the average school and hardware/software needs for minimal attainment of technology objectives, details are not provided about how these stats were attained. The author, David Akin, does little to present alternatives to the current state of our school system; instead, he simply describes the pitfalls of what is currently available. Akin’s research seems to cover a scope of the entire country due to his mention of schools from Newfoundland and Labrador to British Columbia however there is little traceable information as to his research numbers or methods.
Baker, E.L. “Technology: How Do We Know It Works?" National Center for Research on Evaluation, Standards and Student Testing, CRESST, UCLA California, 1999.
Baker
advocates the possibilities of effective technology use in today’s classroom
along with teacher understanding and application.
The article presents a set of ideas and guidelines for teachers to
consider, ending with how technology itself can aid in the testing and
evaluation process. The author
hopes to present teachers with tools to effectively assess the strength of
technological aids in relation to student attainment of educational objectives.
The topics of the report encompass a vast selection of issues that relate
to a teachers classroom including technology innovations, evaluation
considerations and measures of outcome and impact. Although the resource section of the report is thorough and
effective, little is noted on research practices and data collection in writing
this article.
Carvin,
A. (2000). More than just access: Fitting literacy and content into the
Don Tapscott details his findings into coping with the demand for digital literacy in consideration of our education system. This article from the journal Educational Leadership picks up where Gilster leaves off. Tapscott proposes that the digital divide characterizes the discrepancy between those individuals in society who are digitally literate as opposed to those without proficient computer skills. Although there is no mention of the length of the study, examples are provided into Tapscott’s research. His study was intended to illustrate the extremes of the digital divide as well as offer a variety of suggestions of how to manage that gap. His findings are not statistical, however and his qualitative findings are not traceable in the article. There are sources and applicable links accompanying the research, however given the information into the study that is provided; there is no means to determine the validity of his findings.
The authors, Clifford, Friesen and Jacobson, study student use of “adult” technology tools versus developmentally appropriate versions of software applications. They believe that young children are challenged by technology software that may be thought as “above” their ability and that they actually attain outcomes outside of those set by educational organizations. Their focus was on primary students and their ability to master and utilize PowerPoint programs. Their findings are particularly useful for teachers and administrators considering the purchase and use of educational software in the Primary and Elementary grades. The authors use examples from the study to illustrate the power of challenging students with various softwares. Their conclusion supports their hypotheses, in that young children would use the programs to their ability, gradually expanding use, as they were cognitively able to do so.
Goldman, S., Cole, K. and Syer, C.
"The Technology/Content Dilemma" Institute for Research on
Learning, California, 1999.
This article provides a good discussion of technology
use and the tension between technology and content instruction.
Goldman, Cole and Syer extend the statistics on technological advancement
and schools to encompass where the school system is, versus where it should be
to assist students in attaining technological proficiency.
The report states research indicating that while infusing technology into
schools is worthwhile, it can be a long road from promise to reality.
The author’s call for research into new complex models to create formal
and informal opportunities for networks and communities in which to learn
technologies and to work on these teaching dilemmas.
Although they make valid suggestions on improving educational technology
through teacher assisted resources, they are unclear as to the research that was
the base of these proposals.
This report informs by discussing recent changes in
evaluation theory and practices, and by clarifying some definitions of
evaluation, technology and student learning.
Heinecke makes the assumption that the reader concurs with the belief
that technology is a valuable asset in education. He wastes no time offering evidence to the positive aspects
of technology education instead offering information about the conditions when
technology works well. Like
the article, Perspectives on Technology and Education Research by Honey, Carrigg
and McMillan Culp, Heinecke believes that there is little doubt that technology
is a valuable educational tool but in itself cannot cure the afflictions of the
system. He offers constructive
evidence of the conditions where technology has been a vital aid in student’s
attainment of educational objectives. The
author is very clear on his assumptions about definitions relating to the topic
of the paper and offers excellent resources, which gives a clear understanding
of the writer’s position.
Honey, M., Carrigg, F. and McMillan Culp, K. "Perspectives on Technology and Education Research:
Lessons from the Past and Present" EDC/Center for Children and Technology,
Union City New Jersey Board of Education, 1999.
This article is an excellent resource for anyone about to embark on study of Educational Technology and it’s affects on any aspect of society. The paper encompasses three decades of research on educational technology focusing on where the research field is heading. The authors provide a review of promising directions for technology’s role in education. This source takes a look at three notable observations that has come up again and again in their research of this area. Technological change, changes in the questions being asked and changes in method are addressed to assist researchers embarking on a new investigation of the field. Finally, the authors provide a direct example from their research, Union City School and the effects on the facility when influenced by The Center for Children and Technology. The article concludes with the belief that deep and sustained access to technology has the potential to have a positive impact on students' learning however, technology in and of itself, in the absence of other components of school reform, would not produce these kinds of changes
Honey, M., & Henriquez, A. (1993). Telecommunications and K-12 educators: Findings from a national survey. Washington, DC: Office of Educational Research and Improvement.
This report describes The International Society for Technology in Education (ISTE) who carried out a study of the potential that technology offers to education at all levels. This project was known as the Vision: TEST (Technologically Enriched Schools of Tomorrow). Data for the study were collected via a review of the applicable literature, visits to schools throughout the United States to videotape and observe the ways in which technology is playing a role in creating exciting learning environments, discussions with many people with expertise over the spectrum of relevant experience, and substantial dialogue with approximately 150 experts. The purpose of the project was to describe some of the ways in which technology can help improve education, help educational decision makers and administrators identify steps they must take to change education, and look at the economic impact of technology in education. The author includes a list of 150 experts who participated in the study and this provides an excellent reference for those interested in extending this topic into future research possibilities.
Hughes, M., & Zachariah, S. (2001). An Investigation into the Relationship between Effective Administrative Leadership Styles and the Use of Technology. IEJLL, 5(5),
This article is an in-depth recount of a research study supervised by Melissa Hughes and Sajit Zachariah. The researchers goal was to discover what leadership attributes affect the integration of technology to improve teaching and learning. Although the article is informative and provides persuasive statistics to support their hypothesis, their recount of research methods is vague and inconsistent. The article states, “Of the 40 questionnaires that were randomly distributed, all 40 were returned …” Mention is made of random sampling yet there is no detail provided regarding the procedure in sample selection. Due to the rarity of 100% participation in a distance survey, validity could have been provided by offering details as to the “random distribution”. This article is an excellent resource for those hoping to extend research in this area. It provides enough information to prove that the topic is worthy and applicable to the education field, but it does not offer a substantial and legitimate account of research proceedings.
McBee, D. (1994). The effect of technology on emergent writing. Juneau, AK: University of Alaska Southeast.
Noting
that emergent literacy and technology are new educational fields that are just
beginning to develop, this report details a study which explored the connection
between emergent writing and technology by examining the effects on kindergarten
children learning to write using a microcomputer.
Findings suggest that the experience of writing is more important than
the writing tool that students choose to use.
The paper contains eight references including Elizabeth Sulzby's
classification scheme for forms of writing, a student survey, and two tables of
data. McBee’s use of language
will not intimidate readers who are not familiar with research jargon. The information is presented in an audience friendly manner
that will increase the likelihood that his study will benefit the educational
community.
Norris, C. and Smalka, J. "Convergent Analysis: A Method for Extracting the Value from Research Studies on Technology in Education." College of Education, University of North Texas, and Elliot Soloway, University of Michigan, 1999
This paper presents a list of questions that
pre-school and elementary educators could possibly ask concerning technology and
its effects on students instead of those that researchers would ask other
researchers to evaluate the effectiveness of technology in pre-school and
elementary education. Norris and
Smalka believe that the current methods of evaluating the impact of technology
in education need to be changed. New ways of measuring and evaluating must be
explored and developed. The authors contend that before accurate assessment can
occur questions must be posed whose answer can benefit educational
practitioners. The article states that many times research about assessment is
written for other researchers and does not contain information that a teacher
may use in the classroom to broaden the understanding of the impact of
technology in education. Through
this paper, Norris and Smalka hope to provide techniques to decipher research to
make it applicable in the classroom.
North Central
Regional Educational Laboratory, Council for Educational
This publication helps educators evaluate the effectiveness of various technologies against a backdrop of the newest research on learning. The authors believe that technology that does not advance students' learning has little value in the classroom. Technology used in conjunction with the most recent research and development findings on learning, however, can help all students achieve in school. The account identifies indicators of effective learning and instruction and the features of technology that promote them. Among the article’s policy recommendations is that schools must, from the outset, plan on connecting their technologies to other schools and resources. The report includes a pullout section of worksheets, charts, and graphs that educators can use to evaluate an individual technology's effectiveness as well as how successful a school's current and future technology plans will be in promoting engaged student learning. . .
Penuel, W. R. and Means, B. "Observing Classroom Processes in Project-Based Learning Using Multimedia: A Tool for Evaluators" Center for Technology in Learning, SRI International, 1999.
This paper discusses methods for observing changes in classroom processes in project-based classrooms using multimedia technology. The article is used as part of a five-year evaluation of a local Technology Innovation Challenge Grant program called Challenge 2000: Multimedia Project. The authors discuss how researchers at SRI International's Center for Technology and Learning designed and used an observation tool as part of its evaluation of a local Technology Innovation Challenge Grant. The report is intended to present both a process and a tool that researchers, program designers, and teacher-researchers might adapt to similar programs and initiatives. The article describes the design of observation protocol to measure classroom processes and offers the results for year three of the study. The results of the study showed significant changes in classroom processes from fall to spring, with differences between technology-using and non-technology-using classrooms
The article, A New Digital Literacy: A Conversation with Paul Gilster details Gilster’s study into the area of technology and society. He investigates the new role of literacy in a society becoming ever more dependent on technology. The term digital literacy is defined in light of Gilster’s research as the ability to understand information and to evaluate and integrate information in multiple formats that technology delivers. The article proposes that children should be given the opportunity to become digitally literate, as society will demand these skills in order to manage basic functions of daily life. Gilster states that students graduating without basic technological skills will be at a severe disadvantage considering this trend toward digital proficiency. The article lacks any information or research into how to cope with such trends. Although results are reported into the topic, there is no information provided on data collection, research methods or participation numbers.
Weiner,
H. (1994). Enhancing student performance in the social studies through the use
of multimedia instructional technology. Ft. Lauderdale, FL: Nova University,
Master of Science Practicum
This report describes a social studies skills enhancement program developed and implemented to improve social studies performance in a public middle school (grades 6-8) in the southeastern United States. The 12-week study focused on improvement in vocabulary skills on a pre- and post-test. It also studied use of a CD-ROM card catalog, retrieval system, encyclopedia, and word processing software/hardware as measured by a teacher-made pre- and post-Multimedia Instructional Technology Identification and Usage Skills Tests. It finally reviewed critical thinking map skills on a pre- and post-test. By comparing the results of pretests and posttest, the study's conclusions indicated that all of the program's objectives were met successfully. Appendices include assessment materials and analysis of assessment data. Eight appendices include tables showing pre- and post-test results and a vocabulary skills midpoint test. Weiner’s account of research procedures was in-depth and verifiable. The report provides useful information for teachers hoping to implement alternatives to traditional curricular methods.
Williamson, B. L.
(1993). Writing with a byte. Computers: An effective teaching methodology to
improve freshman-writing skills. Cocoa, FL: Brevard Community College.
This report details a study that was conducted at Florida's Brevard Community College (BCC) to determine the effectiveness of using artificial intelligence software to teach Freshman Composition. Williamson provides clear and concise information about the sample population and how it was chosen. He allows the reader into the research process through the use of case studies and examples of documents and questionnaires. His results are clear and support his hypothesis that students would rate the use of computers in the writing laboratory as helpful and feel that future classes would also find the program useful. The report would make an excellent resource for any person attempting to promote use of such a program into an educational curriculum. It would also prove helpful for researchers hoping to extend such topics into further study.
Conclusion
To conclude, this paper represents an understanding on my part, of various aspects of Educational Research relating to EDER 601. Knowledge of quantitative and qualitative research methods was crucial to the evaluation of research validity. Awareness of such issues assists readers in making informed decisions about the effectiveness of an article to a particular field. In particular, I was able to objectively assess the legitimacy of research results given the probability of error especially when authors do not mention how error reduction procedures were carried-out. For example, one article stated a 100% participant response for a distance questionnaire. There was little mention of population selection and this unusual response rate caused questioning as to the validity of results. As an informed reader, I appreciated mention as to data coding and collection however, I do understand the need to limit research jargon in order to attract a large audience. For research findings to actually make a difference in educational practice, reports must be readable, concise and adaptable to various settings. Although an author may make little mention of research practice, it would be erroneous to assume that the findings are worthless.