Use of Technology in Learning Annotated Bibliography

USE OF TECHNOLOGY IN LEARNING 1

Institutions

Cheung, A. C., &ampSlavin, R. E. (2013). Effects of Educational Technology Applicationson Reading Outcomes for Struggling Readers: A Best‐EvidenceSynthesis. Reading Research Quarterly, 48(3), 277-299.

The authors examine the effectiveness of educational technologyapplications in improving the reading achievement of strugglingreaders in elementary schools. The objectives of their inquiry wereto assess how the struggling learners in elementary schools respondto the heightened use of technology in schools. It also sought tofind out how substantive characteristics of the programs used inlearning affect their performance.

The inquiry follows the best evidence synthesis method that appliesconsistency and well-justified standards to get meaningful andunbiased information from the experimental studies. The methodinvolves the use of various experiments and leveraging their resultsagainst each other to come up with the valid and evidentlygeneralized results. For this reason, an extensive study involving7,000 students divided into two studies was used to give the finalresults. The study found out that the effect that technology has onstruggling with learning is not found in the machine but rather tothe user-friendly nature of the applications as well the supportprovided by the teacher.

The article relates to the thoughts of other authors whose work willcontribute to the final paper in several ways. First, the authorsemphasize the importance of teacher assistance especially for thelearners with difficulties from the assertion that the magic does notlie in the machines. These sentiments are shared by Northrop andKillen, who outline that the teacher-oriented approach should be thefirst steps before letting the learners use the digital applicationsindependently. Also, their findings imply that the use of technologycannot be ruled out as an important factor that contributes to thelearning abilities to struggle students. The idea relates to thefindings of Wood and Jocius, who concluded that the increased use oftechnology in the daily life of children should not only be viewed asa source of entertainment but as a learning platform that onlyrequires the correct input of teachers, parents, and other relevantstakeholders. The article has changed the way I view the use oftechnology since I had no viewed it from the perspective of improvingthe learning abilities to struggle students. It will profoundlycontribute in assessing whether edutainment can play a significantrole in improving comprehension and reading capabilities in both thefast learning students and those with learning difficulties.

Delacruz, S. (2014).Using Nearpod in elementary guided reading groups. TechTrends,58(5), 62-69.

Delacruz focuses on the benefits that accrue to the use of Nearpodan application found in mini iPods that enable students to engage inguided learning. In this application, children can share their ideasin words, drawing and other forms applications.

The researcher inclined to the method of qualitative research wherebyhe purposively chose a suburban school with a variety of studentsfrom varied backgrounds and with the majority of the learners beingin the fourth grade. Out of the 1467 learners, 65% of them were infourth grade. The author interviewed nine students and one teacher byusing semi-structured interviews. Action research was used due to itsfuture of allowing teachers to monitor the process of learners aswell as contributing to improved instructional methods. It was foundout that students enjoy using the application, and they can transferthe knowledge they gain from the guided learning to other learningactivities.

The goal of the author is to show the role played by digitalapplication to children`s education by improving their comprehensionand literacy skills. The author uses a similar approach used by otherscholars like Neumann and Neumann in their article, TouchscreenTablets and Emergent Literacy, and who identified the importanceof using the iPad application in learning. The two agree that theuser-friendly learning applications instigate children’s interestto apply for them and in the process they polish their comprehensionskills. The article will be an imperative source of information to mytopic on the need to create the right environment and controlmeasures for maximum benefits to the use of a digital application ina class environment.

Neumann, M. M., &ampNeumann, D. L. (2014). Touch screen tablets and emergent literacy.Early Childhood Education Journal, 42(4), 231-239.

Neumann &amp Neumann lay insight on the importance of the use oftechnology on children’s learning with an emphasis on the use oftablets. According to the authors, the use of technology intensifiesevery day and this enhances innovations that people can use in theirdaily activities. The use of finger-based technology that comes withthe use of tablets strengthens children ability to read, and itimproves their literacy.

The authors incline to the methodology of reviewing various pieces ofliterature to get insight on the role that tablets can play inchildren’s literacy. They examined the works of renowned authors tocome up with a list of the importance inherent in the use of tabletsas how to create the right environment for learning while usingtablets. They borrow ideas from Yates who authored, Tablet Magic:Australian PC User Updated Techlife, and found out that theapplication found in the tablet improves children learning ability aswell acquaintance with order technology. Shamir, who authored anarticle dubbed, Processes and Outcomes of Joint Activity with e-booksfor Promoting Kindergarteners’ emergent literacy, also acted as animportant reference point for the writers to make conclusions on theforging o the right environment for learning. The authors also use atheoretical framework that shows the relationship between the use oftablets and improved education. Children pay attention to digitalprint, and they gain finger-operation skills while using the tablets.Secondly, they develop a logographic reading of digital print. Afterthis, they develop the emergent skills, and this contributes toreading and comprehension skills.

The high goal of the article is to show how that children can benefitfrom the use of technology when given the right environment andcontrol by both teachers and parents. The validity of informationcomes from the review of reviewed literature conducted empiricallyand also from the psychological knowledge and teaching experience ofthe authors in institutions of high learning. The article is veryinformative to my topic that focuses on the feasibility use of digitapplication to enhance children’s literacy and comprehension sinceits baseline is the appropriateness of the use o applications inlearning.

Northrop, L., &ampKilleen, E. (2013). A framework for using iPad to build earlyliteracy skills. The Reading Teacher, 66(7), 531-537.

Northrop and Killen are concerned with the increased use oftechnology both at home and in schools. Learning applies theavailable applications learn and for entertainment purposes. Whenusing the technology in the two environments, one cannot be surewhether learners are constructively engaging them or if they are justpassing the time. Therefore, the intensified use of technology bothat home and in school may not bear the desired fruits without theright control and guidance. The authors developed a framework thatintroduces learners to the use of technology in the most responsibleway. The structure dubbed, Gradual Release of Responsibility, allowsteachers to present the applications using a modeling approach andthen guide the learners to use it before letting the students applyindependently for it. It shifts the path from teacher-centered toStudent-centered.

The authors review the existing literature to make their points andto make conclusions on the appropriateness of their framework, andthis renders their claims valid. The article serves as a baseline forall the other articles to be used in the final paper since thestructure applies to the utilization of a variety of applications.The overall goal of the article is to show that parents and teachersshould not misconceive the notion that the heightened use oftechnology they observe in their children can result in desirablelearning skills. For the applications to be effective, there must bea guiding framework that gradually shifts the responsibility from theteacher to the learner. When assessing the effectiveness ofEdutainment in my final paper, I will refer to this framework todiscuss whether the users follow the proposed steps.

Wood, S., &amp Jocius, R. (2014). Beyond Fun and Games. TheReading Teacher, 68(2), 129-133.

Wood and Jocius present the reader that the use of technology thatis observed in almost all daily activities should go beyond fun andgames. The authors note that children in their early years develop aninterest in fun and games fond in iPods and iPad, and they can playthem for long periods. The authors aim at harnessing this interestinto something more constructive in children’s learning thatextends beyond only having fun. The authors propose three importantapplications that children can benefit from including croak.It,fotobabble and storymaker. Croak.it enables children to recordthemselves and share the audios with their friends. As they record,they will think of something constructive and challenging. Fotobabbleallows children to share captions and photographs and record theirvoices over the pictures. By using storymaker, children can writeshort descriptions about what they hear or depict from a picture andshare it with other learners.

The authors use the methodology of reviewing available literature togain insight on the appropriateness of these of applications inchildren’s learning. They relate to the findings and ideas ofNeumann and Neumann, who incline to the use of touch screen tabletsin emergent learning and Delacruz who lays insight on the use ofNearpod application in education. The article’s information isvalid since it refers to reviewed literature to make its conclusions.It will inform the final paper on the benefits that can accrue to theuse of applications when the supportive factors includingavailability of the devices and a significant level of control are inplace.

Zipke, M. (2014). Building an E‐BookLibrary. The Reading Teacher, 67(5), 375-383.

Like the authors in this bibliography, Zipke agrees that the wave oftechnology is too strong for parents and teachers to teach theirchildren acting in the oblivion of its effects. According to Zipke,technology is inseparable with daily activities including learningand the only remedy is to introduce children to relevant materialsthat serve both entertainment and learning purposes. The authorsobjective is to provide a list of the characteristics that teachersand parents should look into e-books before concluding whether theyare appropriate for their children or not. E-books should focus onliteracy skills rather than entirely on games, movies, and otherdistracters. The author gives educators tips on the best applicationthey can introduce their learners to that uphold literacy importanceand user-friendliness.

While reviewing the characteristics of appropriate e-books forchildren, the best application and how to search for the eBooksonline, the author discusses the works of other people. Although thearticle is not a research paper, it borrows ideas from both empiricaland theoretical works to validate its claims. It relates to the otherarticles to be used in the final paper in several ways. First, itprovides the criteria for arriving at the best eBook and applicationfor the learners. The other articles authored by Neumann, Neumann,and Delacruz focus on specific applications. The articles criteriacan assess whether these requests are consistent with the children’sinterests as outlined by Zipke. The article generally gives thereader insight on what to look for in an e-book or application toassess its learner friendliness. It will inform the final paper whileassessing the effectiveness of edutainment by analyzing theparticular characteristics outlined by Zipke.

References

Cheung, A. C., &ampSlavin, R. E. (2013). Effects of Educational Technology Applicationson Reading Outcomes for Struggling Readers: A Best‐EvidenceSynthesis. Reading Research Quarterly, 48(3), 277-299.

Delacruz, S. (2014).Using Nearpod in elementary guided reading groups. TechTrends,58(5), 62-69.

Neumann, M. M., &ampNeumann, D. L. (2014). Touch screen tablets and emergent literacy.Early Childhood Education Journal, 42(4), 231-239.

Northrop, L., &ampKilleen, E. (2013). A framework for using iPad to build earlyliteracy skills. The Reading Teacher, 66(7), 531-537.

Wood, S., &ampJocius, R. (2014). Beyond Fun and Games. The Reading Teacher,68(2), 129-133.

Zipke, M. (2014).Building an E‐Book Library.The Reading Teacher, 67(5), 375-383.