Research
on Classroom Teaching
Technology
Resources
Akin, D. (2000). Schools overcoming the digital divide. National Post
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. 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.
Atkinson, S. and Dias, L. "Technology Integration: Best Practices–Where Do Teachers Stand? " International Electronic Journal for Leadership in Learning. Vol 5, No 10, July 2001.
http://www.ucalgary.ca/~iejll/volume5/dias.html
This article summarizes the stages of technology integration, and then goes on to present examples of best technology integration practices. Next, it offers questions to consider when assessing teachers and their uses of technology.
Baker,
E.L. “Technology: How Do We Know
It Works?" National Center for Research on Evaluation, Standards and
Student Testing, CRESST, UCLA California, 1999.
This article advocates the possibilities of effective technology use in today’s classroom along with teacher understanding and application. The report presents a set of ideas and guidelines for teachers to consider, ending with how technology itself can aid in the testing and evaluation process.
Carvin A. (2000). More
than just access: Fitting literacy and content into the digital divide equation.
EDCAUSE
Carvin details his findings into coping with the demand for digital literacy in consideration of our education system. This study was intended to illustrate the extremes of the digital divide as well as suggests characteristics contributing to the divide.
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. 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.
Heinecke,
W.F. Ph.D., "New Directions
for Evaluation of Technology and Student Learning" Assistant Professor,
Department of Leadership, Foundations & Policy, Curry School of Education,
University of Virginia, 1999.
This report informs by
discussing recent changes in evaluation theory and practices, and by clarifying
some definitions of evaluation, technology and student learning.
Heinecke believes that there is little doubt that technology is a
valuable educational tool but in it self 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.
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 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 by
giving a direct example from their research, Union City School and the effects
on the facility when influenced by The Center for Children and Technology.
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).
Hughes, M., &
Zachariah, S. (2001). An Investigation
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.
McBee, D. (1994). The
effect of technology on emergent writing. Juneau, AK: University of Alaska
Southeast.
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.
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 concerning technology and its effects on students, Norris and Smalka believe that the current methods of evaluating the impact of technology in education need to be changed.