Jesse Pentz Professor Leslie Wolcott ENC 1102 12 March 2013 Annotated Bibliography The education system today

largely utilizes technology in an effort to work more efficiently. Students turn in reports online, teachers record everything digitally, and administration uses iPads. As a result, the dynamics of the classroom has changed drastically. The focus of my annotated bibliography will be the growing presence of digital media in classrooms, and the effect that this is having on students. To do so I will be utilizing articles that discuss the influence of digital literacy on traditional teaching methods, as well as the impact of the digital divide that exists between this generations digital natives and the last generation of digital immigrants . My annotated bibliography will not include arguments from those who oppose the use of technology in classrooms; rather it will focus on identifying flaws in schools adaptation of new technologies and how progressive teaching strategies can use technology more appropriately. This will involve reading texts from members of the education discourse community including professors, teachers, and school administrators. To ensure accuracy I used only articles from qualified individuals, many of whom speak from experience, and several of which use studies and data to support their ideas. The bulk of these texts are scholarly articles retrieved through the Education Full Text Database accessed through the University of Central Florida library website. This information would be beneficial to those looking to improve the use of technology in school, especially those who are less tech-savvy.

Pentz 2 Atif, Yacine. "Conversational Learning Integration In Technology Enhanced Classrooms." Computers In Human Behavior 29.2 (2013): 416-423. Education Full Text (H.W. Wilson). Web. 13 Mar. 2013. In this article, Yacine Atif, a Ph.D. degree in Computer Science and professor at UAE university, provides a new model for teaching that, when couples with modern technology, is more beneficial than traditional teaching styles. According to Atif, These digital natives typically gravitate toward group activities in technology embedded social contexts. Using this, he presents this teaching style based on conversation and student communication which takes advantage of technology to allow teachers to teach abstract concepts in a visual way. He then provides data from a study in which he compared traditional learning to his conversational learning model, which seems to be more effective. Although much of this article discusses this conversational learning model and how to apply it to classrooms, the part that is more useful to me is the authors view of and proposed use of technology. Atif clearly views technology as beneficial to education, allowing students to visualize conversations which otherwise would remain abstract. He also provides a technology enhanced alternative to traditional learning, which would be beneficial to school faculty interested in using technology in a more beneficial way. CRESS, SARAH. "The Digital Domain: Using Today's Technologies To Inspire Engaging Classroom Experiences." Art Education 66.1 (2013): 40-45. Education Full Text (H.W. Wilson). Web. 7 Mar. 2013.

Pentz 3 In this article by Sarah Cress, a high school photography teacher, she recalls her experiences with the changing technology as a high school digital arts teacher, as well as tells what shes learned along the way. This includes her experience with social networking and students obsession with text messaging. Using these experiences, Cress attempts to draw more broad conclusions about the role technology should play in the digital arts classrooms. This article is relevant to my discussion as it provides the first hand experience of a teacher in a technology-rich classroom. In addition to this, the author brings, although only briefly, the idea that students are already utilizing technology in constructive ways, its the teachers that need to take that step. Eyal, Liat. "Digital Assessment Literacy -- The Core Role Of The Teacher In A Digital Environment." Journal Of Educational Technology & Society 15.2 (2012): 37-49. Education Full Text (H.W. Wilson). Web. 24 Feb. 2013. In this article Liat Eyel, professor and head of the Excellence Program at Levinsky College of Education in Israel, explains her ideas about the role that teachers now have in the digital environment. While she begins by examining traditional assessment methods, she later describes different computer oriented methods teachers may use to teach and evaluate students, as well as implementing teaching methods that allow students to become self-regulated learners. The author says that This article seeks to highlight a different aspect of assessment literacydigital assessment literacy. This term has not

Pentz 4 yet appeared in the academic literature, and refers to the role of the teacher as an assessor in a technology-rich environment. This relates to my topic of the influence of the digital environment in classrooms by discussing how teachers can use computers for student learning and assessment. It also compares these methods to the more traditional approach to assessment. Eyal does makes a clear point for the use of technology in the classroom, emphasizing the benefits of computers for all parties involved in education. Kinchin, Ian. "Avoiding Technology-Enhanced Non-Learning." British Journal Of Educational Technology 43.2 (2012): E43-E48. Education Full Text (H.W. Wilson). Web. 12 Mar. 2013. This article, written by Ian Kinchin, a professor at King's Learning Institute in London, addresses the issue of domestication of technology in schools. According to Kinchin, much of the adaptation of technology in classrooms has been encouraged by managerialist agendas. For this reason, the majority of that useful technology ends up simply being used for traditional teaching with little benefit. He identifies three areas as the cause of ineffective integration of technology: lack of condence, lack of competence, and lack of access to resources, and discusses what can be done in these areas to more effectively use technology in classrooms. He also addresses the separation of education and technology discourse communities. This article is valuable to my annotated bibliography because it attempts to identify several factors that have led to the ineffective use of technology in schools. It is clear that Kinchin believes that technology is a good tool for helping students learn, yet has

Pentz 5 been adopted in a way that is much less effective than it could be. This article would be useful to school faculty seeking to optimize their use of technology to teach. Kurt, Serhat, and Muhammed, Ciftci. "Barriers To Teachers' Use Of Technology." International Journal Of Instructional Media 39.3 (2012): 225-238. Education Full Text (H.W. Wilson). Web. 4 Mar. 2013. This article is written by Serhat Kurt and Ciftci Muhammed, professors at Ataturk University in Turkey. The focus of the article is the examination of factors either contributing to or hindering the adaptation of technology by elementary school teachers in Turkey. To do this, the authors interviewed, observed, surveyed, and analyzed documents in order to find barriers that prevented teachers from using these technologies. What they found was that six major factors contributed to this: (a) limitations of physical settings, (b) availability of materials, (c) conditions of equipment and maintenance, (d) lack of training and interest, (e) low socio-economic status and (f) crowded classroom. I believe this is important to include in my annotated bibliography as it is important to understand factors limiting the use of technology in classrooms in order to increase the adaptation of this technology. The authors of this article clearly support the use of technology in education, quoting another article that calls technology well-functioning instructional tool. One element that will be important to consider when using this article will be the cultural difference between the US and Turkey.

Pentz 6 Nemcek, Felicia. "A Progressive Approach To INTERGRATING Education Technology." Techniques: Connecting Education & Careers 88.1 (2013): 32-35. Education Full Text (H.W. Wilson). Web. 11 Mar. 2013. In this article, Felicia Nemcek, a Principal at Clark County School District, gives a both entertaining and informational narrative about her experience as the principal of a technology-rich high school. Additionally, Nemcek provides a form of instruction for schools that wish to adopt similar, more progressive technologies. This includes programs such as Google Apps for Education and Moodle, classroom management software. This is important to include in my discussion as it provides a unique firsthand account of how technology has improved a school drastically. This article would probably be even more useful to a school administrator interested in integrating more technology in the classroom, as that seems to be the audience.

Proctor, Michael D., and Yaela, Marks. "A Survey Of Exemplar Teachers' Perceptions, Use, And Access Of Computer-Based Games And Technology For Classroom Instruction." Computers & Education 62.(2013): 171-180. Education Full Text (H.W. Wilson). Web. 4 Mar. 2013. This article, written by Michael Proctor, an associate professor Department of Industrial Engineering and Management Systems at the University of Central Florida, report as

Pentz 7 well as analyzes the use, perception, and access of computer based technology in classrooms. To do this the author surveyed 259 Primary and Secondary educators from exemplar (receiving a Milken Educator Award between 1996 and 2009) schools in the United States. What he found was that despite negative notions about computer games in classrooms, the use of such technology is progressing along the Rogers Technology Curve. He also noted that teachers in grades k-12 are experiencing an increase in both Ease of Use and Usefulness in regards to technology in the classroom. This article is important to include as it provides concrete data on the adaptation of computer based learning in American schools. It also provides an indication of how teachers feel about the use of this technology, which seems to be increasingly positive. This seems to reflect the authors own feelings, which seem to be that increasingly easy to use technology is becoming more beneficial in the classroom.

Petter, Karlstrm, et al. "Identifying Different Registers Of Digital Literacy In Virtual Learning Environments." Internet & Higher Education 15.4 (2012): 237-246. Education Full Text (H.W. Wilson). Web. 27 Feb. 2013. This article, written by Ola Karlstrm, a Ph.D who teaches Language technology at Stockholm University, discusses the issue of digital literacy and virtual learning environments from a social semiotic perspective. The author seeks to answer the following question in his article: What different registers of digital literacy could be identified when students and teachers communicate and interact in a VLE?. He also

Pentz 8 identifies the problem of a gap in the digital literacy of teachers, designers, and students, which makes it hard to form common registers. I do not intend to use this entire article; much of the focus is on linguistics. However much of this article also focuses on (and does a case study on) course specific virtual earning environments. Based on the authors analysis he then concludes that teachers and designers need to acquire a better understanding of the students everyday digital literacy. I believe this is an important factor in the effective use of technology in classrooms, and thus is important to the conversation. Richardson, Will. "Students First, Not Stuff." Educational Leadership 70.6 (2013): 10-14. Education Full Text (H.W. Wilson). Web. 12 Mar. 2013. In this article, Will Richardson, teacher and author of Why School? How Education Must Change When Learning and Information Are Everywhere, offers a unique approach to the changing education system. Richardson discusses how technology is currently being improperly used by schools to teach the traditional curriculum, and why this doesnt work. With near infinite amounts of information at our fingertips, education needs to move towards teaching students how to use these resources and develop skills to learn and grow on their own rather than memorize information. He also proposes the idea that Real learning that sticks is about allowing students to pursue their interests in the context of the curriculum. This article is extremely useful for my research as it brings in a much more progressive view of how technology is changing education. Richardson clearly sees that despite

Pentz 9 being intimidating and challenging traditional schooling, modern technology presents incredible opportunities for students to learn in ways that werent previousl y possible. This article would be especially useful for educational leaders looking to improve the educational system with technology. Stuht, Amy Colcord, and Cean Colcord. "TECH, TEACHERS & TEENS: Bridging The Divide." Leadership 40.4 (2011): 26-30. Education Full Text (H.W. Wilson). Web. 7 Mar. 2013. This article by Amy Colcord Stuht, an assistant principal at Jordan High School in Long Beach, tackles the problem of the digital divide. Identifying the issue of the digital divide as stemming from an outdated school system that prepares students for work in an industrial society rather than the post industrial society we live in, the author speaks on how technology can motivate students in a deeper way than traditional education. This can be seen when she says To mind the (technology) gap between schools and youth, educators must recognize changing conditions and adjust instruction in ways that help students prepare for an information-rich future rather than an industrial past. Stuht describes how technology can be used to help students learn through the use of mastery goals instead of performance or avoidance goals. This article relates to my discussion by providing Stuhts ideas as to the cause of the digital divide. She seems to sympathize with students who are caught on the wrong side of this technological gap, and believes that technology is an invaluable teaching tool in the educational system that so desperately needs to catch up to the demands of modern society.

Pentz 10 Vie, Stephanie. "Digital Divide 2.0: Generation M And Online Social Networking Sites In The Composition Classroom." Computers & Composition 25.1 (2008): 9-23. Education Full Text (H.W. Wilson). Web. 26 Feb. 2013. In this article Stephanie Vie, Director of the Writing Center at Fort Lewis College, describes the growing problem in education known as the digital divide. Vie says that this gap is caused by students in generation M exceeding their instructors in digital literacy. As well as discussing the issue of the digital divide, she also gives her input into what needs to be done to solve this problem, which she says is not so much providing access for Generation M students surrounded by technology but rather to effectively integrate technological literacy instruction into the composition classroom in meaningful ways. This includes instructions for teachers that include the use of blogs and social media sites. Vie feels that technology can be beneficial if utilized correctly by the teacher, however acknowledges the problem that instructors are often surpassed by the students with technology. This directly relates to my topic by addressing and offering a solution to the problem at hand. Xiaoqing Gu, Yuankun Zhu, and Xiaofeng Guo. "Meeting The "Digital Natives": Understanding The Acceptance Of Technology In Classrooms." Journal Of Educational Technology & Society 16.1 (2013): 392-402. Education Full Text (H.W. Wilson). Web. 11 Mar. 2013. This article is written by Xiaoqing Gu, a professor at East China Normal University in Shanghai City in China. In this article Gu and several colleagues examine one element of

Pentz 11 the digital divide: the way teachers and students use and view Information and communication technology. To do this Gu gathers data from randomly selected schools in Shanghai using surveys. Based on this empirical data, the author then seeks to identify trends in the way teachers and students view technology based on social, personal, and other factors. The author also uses the terms digital natives to describe students who have grow up surrounded by technology, while calling teachers digital immigrants I believe that this article is important to the discussion because, unlike many of the other articles which I have been examining, the authors gather hard data as part of their research. The author doesnt attempt to form a detailed explanation of the trends that emerge in this data; rather he cites the need for further study into the factors of the digital divide.