Article Review: "What is Successful Technology Integration?"

"What Is Successful Technology Integration?" Edutopia. 05 Nov. 2007. Web. 21 Apr. 2016.

Summary

One of the greatest challenges that many teachers face when taking their first few steps on the seemingly unconquerable journey to technology integration is answering the simple question of - where do I start? Even those teachers that consider themselves to be relatively “techie” as compared to their peers can become overwhelmed with the immensity of options when trying to infuse technology into their instruction and curriculum. Edutopia.com published an article that serves as a valuable resource for teachers that are facing this dilemma.

This article published Edutopia’s entitled “What is Successful Technology Integration” offers a clear and specific set of criteria that teachers can use to guide their transition to a technology-rich classroom. According to the article, successful technology integration is based on transparency, accessibility, and connection to curricular goals. With that said, the article also acknowledges that the use of technology can vary greatly from classroom to classroom based on factors such as financial resources and teacher familiarity. But regardless of the type or frequency of technology used, there are several key tasks that signify successful technology integration. According to the article, the true value of integrating technology in the classroom is evidenced through access to primary sources, collecting and tracking data, collaborating with others  from around the world, expressing ideas through multimedia, allowing for authentic assessment, and sharing their new knowledge.

The article goes on to suggest ways that teachers can integrate technology into their curriculum and instruction, including blended classroom, social media, project-based activities and game-based learning and assessment.

Reaction

This article serves as a valuable resource for teachers that are looking to incorporate technology into their instruction. Also, it is applicable to teachers of varying familiarity with technology. For many teachers, the challenge of adapting to a technology-centered instructional approach is to avoid using technology simply for the sake of progress. Instead, this article provides specific and purposeful recommendations for using technology to support curricular goals in unique and engaging ways. But the greatest feature of this article (which I believe also highlights the great benefits of technology) is that nearly every topic covered, every suggestion for technology integration and every suggested framework for technology integration include links to additional articles and resources that teachers can use to expand their knowledge of best practices of technology integration.

http://www.edutopia.org/technology-integration-guide-description.

Using Gardner's Theory of Multiple Intelligences and Technology to Promote Student Engagement

Jackson, A., Gaudet, L., McDaniel, L., & Brammer, D. (2009). Curriculum integration: The use of technology to support learning. Journal of College Teaching and Learning, 6(7), 71-78. Retrieved from

     http://search.proquest.com/docview/218897888?accountid=26354

Summary
This article sets out to provide a technology-focused updated to Howard Gardner’s Theory of Multiple Intelligences by identifying emerging technologies and how they can be best utilized for the varying abilities of modern learners. While technically not a research-based study, the authors of this article attempt to build on previous research on Gardner’s theory to find to current educational technologies to update instructional practices and curricular development (2009).

The article starts out by reaffirming those characteristics that define each of the intelligences as outlined by Gardner. To extend this thinking, the authors then remind us that, as the use of technology becomes ever-more pervasive in the classroom, the responsible for educators to explore ways to utilize technology to address the varying intelligences of our students. Whereas, before, when developing curriculum and instructional strategies to address multiple intelligences, the focus was always on the activity. Now, with the advances of new forms of educational technology, the question is not so much about the specific activity, but allowing enough flexibility so that all students, regardless of learning modality preferences and aptitudes, can achieve their highest potential. Ultimately, according to the authors, the true value of integrating new technologies into the classroom can only be realized when that technology is coordinated with the needs of each student (2009).

The authors suggest that the singular best way to develop curriculum that incorporates technology while still providing opportunities for students of varying abilities and interests is Problem-Based Learning (PBL) (2009). When using a PBL approach to curriculum development, teachers become less focused on the specific content or information they want to impart, but instead provide learning opportunities for students that develop cognitive skills such as processing new material, creating new understandings through analysis, and, of course, creating solutions to real-world problems (2009). When blended with the Multiple Intelligences Learning Theory (MILT) teachers can also offer unique and user-specific tasks that promote the enrichment in learning for all students (2009). Ultimately, the great value of technology in the classroom can be realized, by using the MILT model for developing curriculum, by using creative and innovative technological tools to create a multi-faceted lessons that promotes engagement and academic growth for all students.

Reflection

For many educators, Gardner’s Theory of Multiple Intelligences has become ingrained in curriculum and lesson planning that describing it as a theory seems counterintuitive. Nonetheless, one of the greatest challenges to incorporating technology in the classroom is not adopting a one right way mindset as we discover and utilize these new strategies. This article should serve as a fitting reminder that, as we incorporate new strategies, theories, and technologies into the classroom, that we must revisit and adapt those time-tested educational practices to give them a more modern and timely application. Technology has drastically altered the face of education in only a few short decades, and it will continue to do so in an ever-increasing fashion. Ultimately, this article reminds me that sound teaching is a timeless practice that is only enhanced and improved with technology, not necessarily reinvented.

What Type of Media is Most Effective?

Sankey, M. D., Birch, D., & Gardiner, M. W. (2011). The impact of multiple representations of content using multimedia on learning outcomes across learning styles and modal preferences. International Journal of Education and Development using Information and Communication Technology, 7(3), 18-35. Retrieved from http://search.proquest.com/docview/1017894716?accountid=26354

Summary

This study, published by Sankey, Birch, and Gardiner for the International Journal of Education and Development Using Information and Communication Technology (IJEDICT), attempts to investigate the effects of presenting educational content in multiple formats, including multimedia, on learning outcomes for students of varying learning styles and preferences. The authors of this study acknowledge that new multimodal environments allow information to be disseminated in an ever-increasing variety of formats (2011). Also, according to the study, recent research has identified a principle called the “multimedia effect” that shows a correlation between a deeper understanding of concepts when they are presented in both written and visual (picture) formats (2011).

To extend the understanding of this “multimedia effect” Sankey, Birch, and Gardiner set out to determine if there was a correlation between individual learning styles and the methods with which students are able to access the information. The authors administered learning style assessments to the study participants and then grouped them as “visual, aural, read/write or kinaesthetic” learners (2011). Then, the participants in the study were presented with specific material, but in a variety of formats, including text, text and images, study guides, printed presentations (visual), recorded presentation with audio, and interactive online activities.

According to the authors, the findings were quite surprising. The data revealed that there were no notable differences in learning outcomes across the different subgroups, regardless of the methods in which the material was presented. What the authors did discover, is that the only correlation they could identify is between the participant’s satisfaction and enjoyment with the presentation method and the overall learning outcomes. Ultimately, the study provides evidence that students do not necessarily perform better simply because content in presented in multiple formats, but instead, students find the experience more engaging and enjoyable because they are able to chose a format, or formats, that assist them in accessing, understanding, and retaining the information (2011).

Reflection

This study is a very useful and pertinent resource for those teachers grappling with how to incorporate multimedia and technology into their classrooms. It can be very daunting for teachers to try and determine which method is best when presenting new information to students. This study ultimately reaffirms what many teachers already have concluded about using technology in their instruction; the true value of technology is not found in innovation for innovation's sake, but instead giving students new and exciting ways to engage with the material they are learning. Teachers need to worry less about which method to use, and instead, seek out, experiment, and evaluate new methodologies for presenting information to their students.  

Lacina, J., & Block, C. C., (2012). Progressive writing instruction: Empowering school leaders and teachers. Voices from the Middle, 19 (3). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/VM/0193-mar2012/VM0193Progressive.pdf

Summary

This article by Jan Lacina and Cathy Collins Block, published in the magazine for the National Council of Teachers of English, outlines the authors' investigation into the the methods used by large, urban districts across the United States for writing instruction. By collecting information from key teaching and support personnel in each district, the authors were then able to compiles an generalized anecdotal representation of the state of writing instruction in many schools across the nation. 

The authors first started by inquiring about how each district evaluates the writing aptitude of their students based on previous years. According to their findings, the authors report that nearly 73% of respondents stated that their current students are less proficient in writing than previous generations (Lacina & Block, 2012). The second component of this study is to identify and describe the research-based instructional strategies used by each of the districts. The authors go on to identify and explain four specific research-based strategies that the majority of districts use in writing instruction. While the authors don't specifically focus on the technological tools used for writing instruction, they do provide examples that include technology. 

One such example that the authors provide is using exemplar texts and writers as a method of writing instruction (Lacina & Block, 2012). While the use of such texts could be either printed or online format, the authors and encourage the use of the internet to research or even collaborate with authors to enhance student motivation and exposure to new ideas. Another research-based method of writing instruction the authors discuss using peer response groups. While these groups could meet in class, the authors suggest the value and flexibility of using online forums to conduct peer interaction. 

The third example in the article is the most technology-focused strategy - having students use real-time, collaborative online tools, such as Twitter or Google Docs, to build an online community that can grow outside of the classroom (Lacina & Block, 2012). The final example provided in the article is using content-specific strategies to read, discuss, and write about specific topics. One such example is having students use learning logs in which they reflect on their learning in an informal, low-stakes format (Lacina & Block, 2012).

Reflection

This value is an excellent resource for teachers that are looking for specific, empirically-supported strategies to improve their writing instruction. While technology and writing go hand-in-hand in the modern classroom, the technology that is used is typically limited to online word-processors and basic collaboration. This article takes writing instruction to the next level by providing simplistic yet innovative ways to leverage the vast resources provided by the internet to help students build not only their interest in writing but their skills as well. 

Edutopia's Review of Research Findings on Technology Integration

Vega, V., (2013). Technology integration research review. Edutopia. Retrieved Tuesday, July 7, 2015 from http://www.edutopia.org/technology-integration-research-learning-outcomes.

Summary

Vanessa Vega, former Senior Manager of Research for Edutopia.com, sets out in her article "Technology Integration Research Review" to review and summarize the vast amount of research on the generic term technology integration and to provide key findings that would be most beneficial to educators. In this four part article, Vega (2013) outlines key learning outcomes from technology integration, describes evidence-based technology programs for different content areas, identifies successful technological tools, and explains common stumbling blocks to technology integration.

Vega (2013) explains that, based on many empirical studies, the blend of face-to-face teacher interaction and the use of technology results in the greatest improvements in learning outcomes as opposed to either direct instruction or technology alone. Unfortunately, there is no concrete evidence as to what specific features of technology integration is responsible for these improvements (Vega 2013). Ultimately, the research suggests that, regardless of the specific technological tools that are utilized, any successful technology integration must include three key components. The first component challenges traditional instructional practices by requiring students to shift from passive to active learners while providing individualized and frequent feedback on their progress (Vega 2013). The second key element to successful technology integration is that student must create and analyze media messages to reflect and evaluate their own understanding (Vega 2013). The third and final component is that students are able to see direct connections to the material they are learning to the world beyond the classroom (Vega 2013).

Vega's assertions about the benefits of technology integration in the classroom are well-supported, but she does caution against some common pitfalls that can quickly derail any technology integration initiatives. Very few teachers consider themselves experienced enough to successfully implement a technology program in their classrooms. It is imperative that, for such programs to be successful, teachers must receive comprehensive and continuous support (Vega 2013). Another common problem with the implementation of new technology programs is the false assumption that all students have the necessary skills to navigate the technological tools and platforms utilized in the classroom. While most students from kindergarten to college could now be considered digital natives, it is important to ensure that all students are confident in navigating the technology. Just as it is vital to ensure that teachers are properly supported through this process, it is equally important for students to achieve the same level of confidence.

Reflection

This article provides excellent information that any teacher must consider prior to utilizing technological tools to advance their instruction. The author makes it abundantly clear that simply using technology will never result in improved learning outcomes without a clear and well-developed plan that includes deliberate and purposeful lesson plans, continuous support for both teachers and students, and a more global curricular focus. While Vega outlines several specific tools that have proven results in different content areas, it is clear that she is confident that any technology integration program can be successful if is deliberate and well-planned.

Here is a link to the article

"Flipping the Classroom" Article Review

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved Monday, July 6, 2015 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

"Flipping the Classroom" Summary

In recent years, more and more teachers have begun to question the traditional classroom models of direct instruction, that have become of the most guarded sacred cows in the modern educational system. Whether perpetuated by the belief that teachers, serving as the experts, should impart their knowledge to their students through lecture, or the traditional notion that the most orderly, and thus productive, classrooms are the ones where teachers talk and students listen, the method of direct instruction, the direct instruction model is one that consistently creeps into the classroom of even the most innovative teachers.

Cynthia Brame, Assistant Director of the Center for Teaching at Vanderbilt University, in her article  "Flipping the Classroom" outlines a fairly new instructional strategy designed to improve student outcomes by turning the direct instruction method on its head.

According to Brame (2013), the flipped classroom is rooted in a student-centered instructional strategy proposed by Barbara Walvoord and Virginia Johnson Anderson in their book Effective Grading. The basis behind the flipped classroom is that students are initially exposed to new material outside of class and they process that new information with the classmates and teacher in class (Brame 2013). Based on Bloom's Taxonomy, this approach allows students to complete the more simplistic tasks of understanding and remembering the new information on their own, while providing the benefit of peer interaction and teacher guidance on the more challenging tasks of applying, analyzing, and evaluating what they have learned (Brame 2013). 

The flipped classroom grew out of two related instructional approaches introduced in the early 2000 called the inverted classroom and peer instruction (Brame 2013). The inverted classroom introduced the idea of first-exposure learning outside of class and peer instruction espoused the benefits of working with classmates to deepen understanding of new information (Brame 2013). 

According to Brame (2013), there is empirical evidence the that flipped classroom is more effective than traditional, teacher-centered instructional approaches. The article cites several examples in which students in introductory college level courses, were either exposed to traditional lecture-style instructional methods or the flipped classroom format (Brame 2013). In each circumstance, those students that participated in the flipped classroom demonstrated significant learning gains over those students in the traditional classrooms (Brame 2013).  

Ultimately, to be effectively implemented, the flipped classroom must include four key components (Brame 2013) The first component is that students must be introduced to new information outside of the classroom. Whether through reading an article, watching a YouTube video, or completing an online tutorial, the students must come to class with a basic understanding of the concept to be learned. The second key component is some type of incentive for students to complete the activity beforehand (i.e. a simple completion grade) to ensure that students come to class prepared. The third component is a method for assessing student understanding. This could be a brief quiz at the start of class or a bell-ringer activity in which students answer short questions about the material. The fourth and final component is an opportunity for students to engage in higher-level cognitive activities to further their understanding of the material. Students must be able to work together to use their shared knowledge of the topic to deepen their understanding (Brame 2013).

Reflection

In my search to find exciting and engaging ways to use technology in my classroom, I stumbled upon this article on the flipped classroom. Initially, I felt that it may not be too relevant to my research, but after reading it, I was motivated to rethink my approach. I realized that I was being too narrow with my thinking by only searching for ways to use technology in my classroom. In reading this article, I realized that there are other effective ways for students to use technology outside of class. 

While this flipped classroom approach does not require the use of technology, it is not difficult to see how this instructional method could effectively integrate many of the current technology resources available. With the seemingly endless supply of information on the web, I think it would be easy to find interesting and unique options to introduce new concepts to my students.