P1: Annotated Bibliography

Susan Daly, Marcia McCollister & Paula Wyatt

June 20, 2016
Introduction
Technology integration is a prominent topic in education today. Much money and time is spent on
technology in order to improve student learning and prepare students for the 21 st century. Professional
development for teachers is vital due to monetary investment and predominance of use in everyday life.
Technology is so prevalent today that we must find a way to effectively utilize the potential to increase
student learning. The following collection of articles helps provide direction for the necessary professional
development and leadership.
Objective 1 Article 1
Howell, M. P., Reames, E. H., & Andrzejewski, C. E. (2014). Educational leadership program faculty as
technology leaders: What support will they need? New Waves Educational Research and
Development, 17(1), 31-49.
Article Summary
Should educational leadership programs prepare K-12 school leaders to serve as technology
leaders? According to this study, school leaders should model safe and ethical use of technology. Leaders
should also encourage student-centered instruction that integrates the use of technology among their K12 school staff. In order to do this, educational leadership programs should prepare school faculty to
serve as technology leaders in the K-12 school environment. Leadership programs should serve as a
testing ground for collaborative learning and research.
Research Question(s)
The following research questions guided this study: What is the relationship between higher
education leadership facultys beliefs regarding the importance of modeling technology integration and
their preparedness to model technology best practices?, What supports are critical to the success of
faculty and programs in regards to modeling technology best practices?, and What barriers does higher
education leadership faculty face?
Data Collection Methods and Analysis
Educational Leadership faculty members from several southeastern United States universities
were invited to participate in the survey. Of the 154 who received invitations to complete the online
questionnaire, 39 complied. The 24- item survey consisted of three parts; 21 five-point Likert items
ranging from unimportant to important and three open-ended questions that all related to the research
questions. The questionnaire was sent to the participants using the online survey tool, Qualtrics. Open
coding to identify emergent themes was used to analyze the results of the open-ended responses.
Analysis of variance (ANOVA) was used to analyze the quantitative data.

Findings
Participants agreed that Educational Leadership programs need to serve as technology leaders
and model 21st century skills. However, they expressed a need for additional support including training
opportunities, resources and time to prepare technology rich lessons. Additional findings identified a
missing link in communication between college administrators and students enrolled in the program. This
miscommunication resulted in a lack of readiness in meeting student needs. Participants also stated the
need for the technological infrastructure and resources required to meet these needs.
Value to Research
The findings from this study will be of great value to help me in writing a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. Teachers need both support and resources from their
administrators. These administrators need to know how and what to do to provide support to their
faculties. This can be accomplished through an administrator with a vision for strong technology
integration in the classroom. Administrators must be willing to purchase needed resources and to provide
professional development opportunities for their staff.
Objective 1 Article 2
Levin, B. B., Schrum, L. (2013). Using systems thinking to leverage technology for school improvement:
Lessons learned from award-winning secondary schools/districts. Journal of Research on
Technology in Education, 46(1), 29-51.
Article Summary
We all know there are barriers to successful technology integration. Effective leadership can be
one of these barriers. This study seeks to discover what role technology leadership plays in school
improvement. Research for this study was conducted at eight award-winning secondary schools across
the Unites States that have had success in this area. The main goal of the study was to review in-depth
case studies of award-winning school districts that had successfully used technology to improve their
student achievement.
Research Question(s)
The primary research question was: How are leaders of award-winning schools/districts using
technology to improve their schools? Another question was what key factors, beyond technology
leadership, must be in place for schools to improve outcomes for students?
Data Collection Methods and Analysis
This study is based on the cross-case analysis of descriptive case studies of eight award-winning
secondary schools and their leaders from across the United States (California, Colorado, Maryland,
Michigan, Minnesota, North Carolina, Virginia, and Washington). A systems approach was used early in

the data collection because schools and districts are organizational systems embedded in larger complex
systems. So when something changes in one area of the system, it causes changes in other parts of the
system. Interviews (both formal and informal) were conducted with principals and other district
administrators, teachers, support staff, parents, school board members, and community leaders. In
addition to interviews, classroom observations and focus groups were also conducted. The school's
improvement plans, technology plans, agendas, websites, and student achievement data were also
collected for analysis. Debriefings were held at the end of each day during which the research team
performed and reviewed audio tapes which had captured patterns and insights into the data.
Findings
The cross-case data analysis revealed that the leaders of these award-winning schools were
exemplary. They had worked diligently and conscientiously to improve school culture, address funding
issues, and provide high-quality professional development. These leaders stressed the importance of
moving away from traditional teaching methods. They stated that the key to improving school culture is to
work closely with parents, families and the community. Finally, they emphasized that as leaders they knew
the importance of communicating the vision for the school to their staff and setting a good example to
follow themselves.
Value to research
This article is very valuable to my research on professional development because it focuses on
what is needed in order to successfully lead change for school improvement. Primarily, success hinges on
effective leadership. Learning about the qualities required of a good leader will be very helpful when
writing the grant proposal focusing on teaching, learning, and technology. As stated, strong leadership is
important to facilitating change. Lessons learned from this research will have strong implications for future
and current practices of school leaders.
Objective 1 Article 3
Dexter, S. (2011). School technology leadership: Artifacts in systems of practice. Journal of School
Leadership, 21, 166-189.
Article Summary
Due to the potential to improve student achievement and classroom instruction, a rapidly growing
technology implementation trend for many schools involves a 1:1 device to student ratio. Many school
systems are seeking grants in order to accomplish this goal. Other school systems are crunching budget
numbers in an effort to provide one laptop for every, single child in the school. Successful implementation
of this improvement effort requires a strong leadership approach. The success of a team-based
technology leadership effort to support a middle school laptop program designed to enhance teaching and

learning was the focus of this study. Additionally, technical and curriculum/instruction issues were
addressed.
Research Question(s)
The main question guiding this research was: What were the leadership practices, including
technical and normative elements, used by principals, technology coordinators, and other technology
leaders to develop and support a shared purpose and successful implementation for this universal
computing initiative?
Data Collection Methods and Analysis
Five middle schools (comprised of students in 6th, 7th and 8th grades) were included in this crosscase analysis. Demographically, the students were from varied racial and socioeconomic backgrounds.
Data was collected through interviews and classroom/teacher observations. All interview transcripts and
documents were analyzed with a structured coding scheme derived from the conceptual framework for
the study. In addition, the teachers at the school completed a 23-item survey about classroom use of
laptops.
Findings
The findings showed that the leadership teams were similar in all five schools. The team leaders
from each school had created a system of technology leadership practices which included guidelines for
laptop distribution, assigned roles of technology staff and professional development opportunities for all
staff. Most teams consisted of district and school administrators and the person in the lead technologyspecific role. This person was either a classroom teacher or a full-time technology coordinator. Surveys
returned by teachers gave evidence that non-administrative technology leaders provided support more
often than administrative leaders.
Value to Research
The findings from this study will be of great value to help me in writing a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. Administrators need to know how and what to do to provide
support to their faculties in order for a successful technology implementation to occur. Teachers need
administrators to provide professional development opportunities as well. Administrators who are willing to
purchase needed resources and to provide professional development opportunities for their staff during
technology adoptions are more effective per the findings of this study. Additionally, the study concluded
that without continued support after the integration, it will surely fail.
Objective 1 Article 4
Sugar, W., and van Tryon, P. S. (2014). Development of a virtual technology coach to support technology

integration for k-12 educators. TechTrends: Linking Research and Practice to Improve Learning,
58(3), 54-62.
Article Summary
This study seeks to investigate the development of a virtual learning coach. The use of a
technology coach is supported by the ISTE standards. The survey utilized in this research addressed
what resources would be desired in a virtual environment hosted by a virtual technology coach. The use
of a virtual technology coach would enable continued professional development for teachers, aid in
implementation of technology and provide a professional learning community. The virtual technology
coach would enable this virtual learning community to promote best practices, share ideas and learn from
one another without the boundaries of the school building walls. The utilization of a virtual technology
coach instead of an individual assigned to the school building would also reduce the costs. This study is
a starting point to determine if teachers would benefit from such a service.
Research Question
The research question for this study was how can one systematize some of the services of a
technology coach in order to facilitate effective technology integration among teachers?
Data Collection Methods and Analysis
The research method for this study was mixed method. The survey created for this study was
based on a prior research by the authors. The analysis of the prior study had resulted in seven main
themes of a virtual technology coach including: Collaboration, Discussion, Learning, News, Profile,
Sharing and Technical. Utilizing those seven features, a survey was developed and reviewed by four
college of education faculty members for face validity. The Likert scale survey was disseminated
electronically to in-service teachers from the southeastern region of the United States. The questions
asked the respondents to rate the seven themes of a virtual technology coach. The Likert scale
responses were assigned a numerical value with very valuable equaling 5 and not valuable resulting in a
1. The resources were ranked according to their mean value. Additionally, the teachers were asked to
rank their top three resources form the themes. A prototyping session was held to further to gather
qualitative data regarding the desired resources available from a virtual technology coach.
Findings
The findings show that teachers identified sharing, learning and collaboration to be the top three
resources desired in a virtual learning community hosted by the virtual coach. Within these resources
specific activities were identified as being prioritized. The top two activities for learning were how to
integrate technology into the curriculum and how to become proficient with particular software. For
sharing, teachers wanted to share digital resources and teaching material. Teachers wished to collaborate

with others that teach the same grade or subject to develop lessons and units. Additionally, they wanted
the ability to contact the authors or lessons posted on the sharing room if they had questions.
Value to Research
The results of this study are valuable to my research on leadership and integration of technology.
It offers a possible solution to the costly need for a technology coach in every school. It is essential
teachers receive continued guidance and support during the implementation of a new program. The
survey results show what resources are desired in a virtual coach for a teacher to feel confident in
implementing technology. Learning about these traits will assist in organizing the follow up sessions with
the participating teachers in the fall.
Objective 1 Article 5
Johnston, M. P. (2012). School librarians as technology integration leaders: enablers and barriers to
leadership enactment. School Library Research, 15. 1-33.
Article Summary
This article defines the enablers and barriers for school librarians to become the technology
integration leaders in their school. The role of the school librarian has changed drastically. However, the
defined job descriptor has not kept up with the times. This study looks at proficient school librarians to
help find the answers. The research identifies those issues that are both preventing and empowering
them to become leaders in technology integration.
Research Questions
Research for this study was done to answer the following questions: What enablers or supporting
factors do accomplished school librarians perceive in enacting the role of leader in technology
integration?, What barriers or constraining factors do accomplished school librarians perceive as
preventing or hindering their enactment of the role of leader in technology integration?, What is the
association between accomplished school librarians involved at a high level in technology-integration
leadership and the identified enablers in comparison to the other participants? and What is the
association between accomplished school librarians involved at a low level in technology-integration
leadership and the identified barriers in comparison to the other participants?
Data Collection Methods and Analysis
This research was based on previously collected data. After ensuring the appropriateness,
quality and congruency of the data set and determining that it would address the research questions,
applicable data was selected from School Library and Media Specialist and Technology Survey (PALM
Center 2009). The original participants were 279 National Board certified School Librarians. Qualitative
data from two of the open-ended questions regarding the respondents leadership practices as well as the

barriers and enablers was utilized. To analyze this data, a content analysis was applied to code the data.
Hand coding was completed. Inter-coding and intra-coding reliability was close to 100 percent.
Findings
The study ranked the enablers and barriers utilizing a frequency table. The top enabler for school
librarians to demonstrate the leadership role in technology integration was a supportive principal.
Additionally, the opportunity for leadership roles and the desire to make a difference were strong
enablers. The number one barrier was time. Also, school librarians felt they were not given leadership
roles. They felt this prevented their role as a leader. Lack of funding and inadequate staffing also played
a part in barriers to becoming leaders.
Value to Research
The findings from this study will be helpful in the application of the grant. When providing
professional development to a school, it helps to have a liaison to help with the implementation after the
class. Frequently this role falls on the school librarian. Understanding the possible challenges for their
leadership role, allows for the barriers to be addressed and hopefully surmounted. Identifying the
enablers permits them to be cultivated helping the school librarian develop leadership skills. Ultimately
having a strong leader within the school heading the technology integration will improve the success.

Objective 1 Article 6
Anthony, B. (2012). Activity theory as a framework for investigating district-classroom system interactions
and their influences on technology integration. Journal of Research on Technology in
Education,
44(4), 335-356.
Article Summary
It seems that efforts towards technology integration have not had the positive impact on teaching
and learning for which school leaders had hoped. This study set out to determine why we have not seen
more positive effects of technology integration. The researchers examined the harmony between systemlevel planning for technology and teachers actual classroom technology use. Some past research has
suggested that the problems lie with the settings at the district level. Other research has suggested that
teachers characteristics have influenced classroom technology use the most. This study of the planning
and implementation of a one-to-one student laptop program for fifth, sixth, and seventh grade students
suggests the discrepancy between great integration effort and little classroom use is due to a combination
of the two factors.
Research Questions

The two questions addressed in this study were: Did district-classroom system interactions
account for differences in teachers technology integration experiences? In what ways, if any, did
administrators, technology specialists, and teachers work to align district-classroom system linkages
associated with the laptop program?
Data Collection Methods and Analysis
The participants of the study included the planners of the laptop program, who were the assistant
superintendent, technology director, technology integration specialist, and the sixth grade principal of a
middle school in a rural area of an unnamed Midwestern state, as well as two of the four classroom
teachers who participated in the districts laptop program at the planners request. One was a science
teacher, and the other taught language arts and social studies. Interviews of the teachers and the
planners were the primary method of data collection, but observations played a main role, too.
Observations were conducted in classrooms, in professional development workshops led by district-level
employees, and in district laptop meetings. Additional documents were collected to aid in the collection of
information about the program. The data was analyzed to determine two things: (1) whether there was a
change in technology use from years 1 to 3, and (2) whether the technology use in classrooms was
seamlessly embedded in the lessons or if it was peripheral to the classroom routines.
Findings
This study found that the classroom teachers and their technology integration practices were
influenced by several factors at the district level. The effects were sometimes caused by first-order
issues, such as hardware and professional development designs. Sometimes the effects were caused by
second-order changes, such as redefining program goals due to progress being made with integration. In
the end, technology leadership emerged as the most important factor of successful technology
integration. This was due to its influence over design and delivery of the program, as well as the
experiences that teachers had with professional development.
Value to Research
This study will contribute great value to the writing of a professional development grant proposal
for elementary teachers focusing on effective technology integration practices to improve student
learning. The findings from this study show that the most influential factors that affect teachers
technology integration, and hence students learning with technology, are a direct result of the program
planners decisions and actions at the district level. It is important for all administrators involved to be

aware of the influences their decisions have on the most important people in the schools -- the students.
The findings from this study demonstrate why the leaders are called leaders.
Objective 1 Article 7
Miranda, H.P. & Russell, M. (2012). Understanding factors associated with teacher-directed student use
of technology in elementary classrooms: A structural equation modeling approach. British Journal
of Educational Technology, 43(4), 652-666.
Article Summary
Technology is rapidly becoming more available for classrooms use. Internet access is ubiquitous
in public schools, and laptop programs and other programs designed to get technology into students
hands are developing quickly as we work towards a 1:1 situation in classrooms across the nation. Despite
the rise of technology availability, many teachers are not using the technology for effective classroom
practices. In fact, many teachers are not using the technology at all. This study is focused on exploring
some of the reasons why.
Research Questions
This study attempted to answer two questions: Which teacher-level factors have the largest
effect on a teachers instructional use of technology? How do those factors interact to affect a teachers
instructional use of technology?
Data Collection Methods and Analysis
The study examined programs in 21 districts located in Massachusetts. These districts were
located in rural, suburban, and urban areas. There were 1040 elementary teachers from 81 schools
involved in the study. The researchers used the USEIT teacher survey to collect data. It included 330
items concerning 14 factors that many experts believe to contribute to technology use in the classroom.
After data was collected, the data were factor-analyzed, and the article reported on nine out of thirty-one
scales that were created. The ways technology was used, the frequency of use, the availability of
instructional technology professional development, teachers beliefs, obstacles and pressures related to
technology use, resources, and support for instructional technology were examined, among other topics.
The authors used structural equation modeling to help them find predictors of teacher-directed student
use of technology.
Findings
An impressive correlation emerged concerning teachers experience with technology as related to
their perceived importance of using technology instructionally in the classroom. It was determined that just
a little bit of an increase in teachers experience with computers resulted in a rather large rise in their
perceptions of the importance of technologys use. The same amount of an increase in their experience
was related to a rather large rise in their confidence with technology, too. In this study, it was determined

that more experienced teachers are more confident in using technology than less experienced teachers.
Interestingly, it was also determined that required documentation of technology use in lesson plans
resulted in less use of technology in the classroom.
Value to Research
The information gained from this study will be valuable to me as I write a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. The results of the study point to the need for more technology
integration-related professional development that will provide experiences with technology. That, in turn,
may increase teachers confidence and their perception of the need for technology integration. The data
also suggests that leaders should search for ways to remove obstacles to technology use as the
obstacles adversely affect the teachers beliefs that technology use is beneficial. These findings should be
important in helping administrators and technology leaders make decisions about how to use their time
and money to achieve their technology integrations goals.
Objective 1 Article 8
Carver, L. (2016, January). Teacher perception of barriers and benefits in k-12 technology usage. The
Turkish Online Journal of Educational Technology, 15(1), 110-116.
Article Summary
This article discusses the research completed by Dr. Lin B. Carver regarding the perception
teachers have regarding the benefits and barriers of technology. The study addresses both student and
teacher use of technology. The participants of the study were individuals enrolled in an online graduate
with an education major. All taught in the K-12 setting. The students were provided a survey regarding
their perceptions of technology use.
Research Questions
The study focused on the following questions: What factors impact technology use in K-12
instruction by teachers enrolled in online graduate studies in education programs? What factors impact
how teachers enrolled in online graduate studies in education program incorporate technology in their K12 instruction? and What K-12 digital instructional benefits and/or barriers were identified by K-12
teachers enrolled in online graduate studies in education programs?
Data Collection Method and Analysis
The researchers sent 310 K-12 teachers enrolled in online education graduate classes email
invitations to participate in the study. 68 students comprised the sample of convenience. They completed
an anonymous online mixed method survey comprised of quantitative and qualitative questions.
Demographic data was provided on from the survey providing a description of those who responded.

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Frequency and the type of technology utilized by the students and teachers was reported using an
interval Likert scale. These were analyzed using frequency counts and percentages. Finally, there were
four open ended questions regarding barriers and support for technology integration. This qualitative data
was analyzed using axial and open coding methods. Validity of the results was confirmed by
triangulation.
Findings
The respondents reported using computers and digital projectors most frequently. Only half
stated they used an interactive whiteboard, digital camera or iPad at least once a month. The majority did
not use smartphones in their lessons. 61% listed availability of technology as a perceived first order
barrier. Next, the location of the technology was noted by 6 %as a barrier. Familiarity with technology
skills and knowledge was reported by 24 % as a second order barrier. 59% of the teacher believed use of
technology increased student engagement. 23% perceive better student understanding.
Value to Research
This study provides valuable information to consider when leading a school professional
development on technology integration. It is important to understand the mindset of the staff prior to
beginning. This provides a glimpse into the daily life of the school environment. Possibly a similar survey
could be conducted with the staff. Knowing your audience is helpful. Additionally, when writing the grant,
considerations can be made determining the amount and types of technology available the schools to
help determine the program.
Objective 2 Article 1
Carr, J.M. (2012). Does math achievement hAPPen when iPads and game-based learning are
incorporated into fifth-grade mathematics instruction?, Journal of Information Technology
Education: Research, 11, 269-286.
Article Summary
The purpose of this quantitative, quasi-experimental study was to determine the effects of 1:1
iPad use on student achievement in two fifth-grade mathematics classrooms in two elementary schools in
Virginia as measured by the SFAW Virginia SOL aligned assessment. In recent years, a hot topic in
education circles focuses on the potential that iPad use in the classroom has on significantly enhancing
learning. Across the country, school districts are purchasing tablets in hopes of creating interactive
learning environments for their students in all subjects, but especially in mathematics, an area which has
shown very little increase in assessment scores in recent years. As an elementary school educator in a
school system also dealing with this issue, this research is important as we attempt to identify what works

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in the classroom. Using iPads in elementary school classrooms has been discussed as a topic for future
professional development classes.
Research Question(s)
What, if any, difference exists in mathematics achievement among fifth- grade students in a small,
rural Virginia school district as measured by the fifth-grade mathematics SFAW Virginia SOL aligned
assessment for students in the group in which iPads were used in a 1:1 setting for mathematical
instruction as compared to students in the group in which iPads were not used?
Data Collection Methods and Analysis
Participants consisted of 104 fifth grade students at two different schools in Virginia; both schools
were fully accredited by the state. Both male and female students participated in the study. In addition,
both teachers had the same years of professional experience and similar instructional practices. Possible
limitations of the sample include the relative small size of the sample and the mathematical skills of the
students in each group prior to the study.
Prior to the study, both teachers covered material focusing on six mathematical strands from
Virginias 5th grade SFAW textbook series, used a benchmarks pacing guide, and received all content and
objectives directly from Virginias curriculum framework. Lesson plans were collected throughout the
study and both teachers completed a Lesson Plan Accuracy Rubric (LPAR) daily. The rubrics were used
to reflect any deviations in the daily lesson plan. The experimental group used iPads daily during the
quarter. Quantitative data was collected from a pretest and posttest using the SFAW Virginia SOL aligned
assessment test for 5th graders. The cumulative test is comprised of 50 multiple choice questions and
scored on a scale of 0 50. The instrumentation used in this study accurately addressed the research
question. The assumptions of this study lie in the honesty of the participating teachers in completing the
LPARs and the effectiveness of their instruction. It appears that these assumptions were addressed and
met as the LPARs were reviewed by other experienced teachers for validity and both teachers had similar
teaching experience, certifications and excellent administrative evaluations.
Findings
This study provides valuable information when considering iPads as an effective device for to
support classroom instruction. Findings from the study did not indicate that the use of iPads in these two
5th grade math classes was an effective intervention. The study and the resulting data indicated that
experiences with iPads were not meaningful enough to influence students mathematics achievement. In
addition, findings from similar studies also concluded that 1:1 mobile learning devices, like the iPad, were
not shown as having a significant impact on student achievement. This study was completed within one

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academic semester, which may not be long enough to reflect academic growth. It was also noted that
some state assessment tests, including the one used in this study, may not be adequately equipped to
measure learning based on current technology intervention.
Value to Research
Although the findings from this study did not indicate that the use of iPads in this instance
significantly affected math achievement for these students, it does not state anywhere in the study that
the teachers were provided any professional development on iPads or apps related to mathematical skills.
If the teachers had been provided professional development on math related apps, the results may have
been different. I have read other articles that support the claim that the use of iPads in the classroom
positively affects student achievement. Perhaps the difference in this study was the lack of professional
development offered to these teachers.
Objective 2 Article 2
Hsu, P. (2016). Examining current beliefs, practices and barriers about technology integration: A case
study. TechTrends: Linking Research and Practice to Improve Learning, 60(1), 30-40.
Article Summary
Does teacher integration of technology into the classroom improve student learning? Do teachers
feel prepared to utilize technology tools in their classroom? Some studies have indicated that teachers
are hesitant to use technology resources during their classroom instruction. This mixed methods study
was conducted in order to examine the current beliefs, practices and barriers about technology integration
of K-6 teachers in a school system in the Midwestern United States. Three data collection methods were
utilized.
Research Question(s)
What were the teachers beliefs about technology integration? What types of technology did the
teachers integrate into their instruction as well as when and how? What were the barriers in classrooms
and schools that affected the teachers ability to integrate technology?
Data Collection Methods and Analysis
A mixed method approach was used for this study. Surveys as well as observations and
interviews were conducted. Collecting and analyzing the data was done by the researcher. The
researcher was a course instructor of technology integration in the elementary education program at the
university. Teachers in school districts that partnered with a university in the Midwestern United States
were the participants in the study. One hundred fifty-two teachers completed the survey. The data were
analyzed using the qualitative research tool QSR NVivo.
Findings

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High positive beliefs regarding the value of technology for learning was indicated by 75% of the
participants. 100% were confident in their ability to learn new technologies and integrate these new
technologies into their classroom lessons. Language arts gained the most attention for technology
integration, followed by social studies. Online Webquests, document cameras were a few of the tools
used by the teachers. Barriers noted included the teachers lack of professional development training,
lack of time to implement technology integrated lessons, and students lack of computer skills.
Value to Research
The findings from this study will be of great value to help me in writing a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. Teachers need administrators to provide professional development
opportunities for technology integration. They also need to provide their teachers time to learn and to
collaborate with their grade group partners on how to use new technology tools and resources. It is
reassuring to read that a high percentage of teachers are eager to learn how to integrate new technology
tools and resources into their lessons. Also, based on the findings from this study, teachers also need to
be introduced to a variety of effective online resources that can support their curriculum.
Objective 2 Article 3
Graham, C. R., Borup, J., and Smith, N. B. (2012). Using TPACK as a framework to understand teacher
candidates' technology integration decisions. Journal of Computer Assisted Learning,
28(6),
530-546.
Article Summary
This article studies the effect the completion of an introductory educational technology class has
on teacher candidates. The participants completed surveys pre and post assessments to measure their
growth. The researchers studied the rational the participants provided for using technology in the
curriculum. Technological Pedagogical Content Knowledge, TPACK, was utilized to help understand how
the students decided upon the integration. TPACK is a framework for understanding technology
integration in three areas: technological knowledge, content knowledge, and pedagogical knowledge.
Research Questions
Two research questions were addressed in this study: What are teacher candidates general and
content specific rationales for using ICT as part of a design task addressing curriculum standards?
How do teacher candidates rationales change following a course designed to help them develop
knowledge, skills and dispositions related to the use of ICT in the K-6 teaching?
Data Collection Method and Analysis
The authors of this study measured 133 teacher candidates by investigating their explanations of
how and why they would teach a particular core curriculum standard using technology. The participants

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were all enrolled in an introductory educational technology class at Brigham Young. The on line
assessment was administered pre and post course. Each student was given three elementary grade
tasks in various content subjects. Researchers analyzed the open ended responses by selected 200
responses through a stratified random sample. The answers were coded and themes were determined for
teacher candidates growth in technical knowledge (TK), technical pedagogical knowledge (TPK) and
technical pedagogical and content knowledge (TPACK).
Findings
Researchers found teacher candidates quantity and quality improved in regards to the content of
their open ended responses after a semester of projects and modeling of technology integration. The
ability to design lessons using technology enhanced activities increased. However, the authors of this
article found the students were still focusing on TPK and using technology to motivate rather than a direct
connection to content. This shows that teachers need to be exposed to more examples of true
technology integration. Additionally, there is a need for further instruction on content-specific integration.
Value to Research
The findings from this study are relevant to the research of identifying the importance of
instructional technology in the teaching process. The article introduces TPACK which is a tool to help
understand the process of technology integrations. TPACK displays the connection between the
pedagogy, content and technology. It provides a framework for possibly assessing participants growth.
Additionally, the findings of the article deliver guidelines for improving instructional content
Objective 2 Article 4
Wen, J., Chuang, M. K., & Kuo, S. (2012). The learning effectiveness of integrating e-books into
elementary school science and technology classes. Journal of Humanities and Arts
Computing: A Journal of Digital Humanities, 6(1/2), 224-235
Article Summary
This study investigates the use of eBooks in a sixth grade science classroom. EBooks can provide
animation, sound and a variety of multimedia effects. The students either received lessons with the
eBooks or with the traditional textbooks. They were given a pre and posttest during the six week study.
The students were asked them to rate their motivation, attitude and the learning on a five point scale.
Research Question
The researchers in this study focused on the following questions: How to build e-book learning
environment?, What is needed of an E-book in Elementary School Science and what are the
requirements of development e-book Technology Classes?, Before the implementation of e-book teaching

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in elementary school, what are the requirements?, What is e-book teaching strategy?, What is the e-book
learning process? and What would it be (e-learning motivation, learning attitude, learning of the result)?
Data Collection Method and Analysis
The researchers utilized quasi-experimental design. They had two groups of a total of sixty sixth
grade students. The experimental group received the application of e-Book Learning method while the
control group received Paper-Based Learning method. The authors of this study measured learning
motivation, learning attitude, and learning effectiveness utilizing a Likert Scale. The students groups were
given a pretest then participated in the prescribed lessons for 20 minutes a period, three periods a week
for six weeks. Following this period, they were given a post test. The scale consisted of five points to
score. The data was analyzed using descriptive statistics reporting the variation of each item for
minimum, maximum, mean, and standard deviation.
Findings
There were four main findings with this study. First, gender played little part with the learning
effectiveness when using e-Books due to gender. Second, the experimental group displayed a positive
attitude regarding e-Books, and thought they improved their motivation to learn. Third, learning
effectiveness was improved by the use of the eBooks. Finally, the use of eBooks could enhance the
learning of students.
Value to Research
The findings from this study are relevant to the research of identifying the importance of
instructional technology in the teaching process. EBooks are a common part of a childs everyday life. As
the textbook adoption rolls around, the schools may want to investigate the use of eBooks instead of the
traditional textbooks. Additionally, schools can easily supplement their standard textbook with the use of
eBooks. This study shows that students are more motivated and their learning is enhanced with the use
of eBooks.
Objective 2 Article 5
Coleman, M.B., Cherry, R.A., Moore, T.C., Park, Y., & Cihak, D.F. (2015). Teaching sight words to
elementary students with intellectual disability and autism: A comparison of teacherdirected

versus computer-assisted simultaneous prompting. Intellectual and

Developmental Disabilities,
53(3), 196-210.
Article Summary
This study compared the effectiveness of two different types of prompting of unfamiliar sight
words: teacher-directed prompting and computer-assisted prompting. There were three elementary
students with intellectual disabilities involved in the study. The students were each exposed to both types

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of prompting. All three students either learned more sight words when presented with teacher-directed
methods, or they simply preferred teacher-directed methods over the computer-assisted methods.
Although the sample size was small, there is something to be learned from the study.
Research Questions
The study attempted to answer this question: What are the differential effects of teacher-directed
simultaneous prompting compared with computer-assisted simultaneous prompting in terms of
effectiveness or efficiency in increasing the number of sight words recognized by elementary school
students with intellectual disabilities?
Data Collection Methods and Analysis
Three young students having IQs ranging from approximately 46 to 55 participated in the study.
They were shown a list of high frequency words and asked to read them. The researchers recorded the
correct and incorrect responses. After three baseline scores was gathered in this way, ten target sight
words were identified for each student. Of the ten words, five were designated as those to be taught
using the teacher-directed prompting method whereas the other five were to be taught using the
computer-assisted prompting. Teachers read the words first from flash cards when administering the
teacher-directed method, whereas a computer-generated voice read the words first from a computer
screen. They kept track of correct and incorrect readings. Treatments alternating between the two types
of teaching were followed until the students reached a pre-set goal. At that time, the most effective
condition was used to continue teaching, or the students were asked which method they preferred, at
which time teaching continued using the preferred method.
Findings
Both the teacher-directed simultaneous prompting and the computer-assisted simultaneous
prompting were effective for all three students. The three students made gains with both methods. It was
evident; however, that two of the students learned more quickly using the teacher-directed method. For
them, the computer-directed simultaneous prompting was not very effect. The third student learned
slightly more quickly with the computer-assisted method, but he indicated a personal preference for the
teacher-directed method.
Value to Research
The information gained from this study will be valuable to me as I write a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. There has been a push for technology infusion that is getting

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stronger each year. The findings from this article show that leaders and planners must take their time to
consider the hardware and the software available before purchasing and implementing new programs in
their schools. The students having technology in their hands is no guarantee that learning or motivation
will take place. Much consideration should be done on the front end to prevent a waste of time, money,
and efforts.
Objective 2 Article 6
Union, C. D., Union, L. W., & Green, T. D. (2015). The use of eReaders in the classroom and at home to
help third-grade students improve their reading and English/language arts standardized
test
scores. TechTrends, 59(5), 71-81.
Article Summary
The proliferation of eReaders in American culture has led many to begin to question whether the
eReaders have the potential to motivate and engage students. This study examines the effects of
students using Nook Simple Touch eReaders and their associated eBooks in the classroom and at home
on 16 students standardized test scores and levels of responsibility and motivation. The researchers
gathered both qualitative and quantitative data during the study, which was conducted with third graders
in an elementary school in Northeast suburban Atlanta. Positive results were found that suggested the
eReaders may be a smart purchase for schools.
Research Questions
There were three questions that guided the study: Are there differences between the average
CRCT reading scores of students who learned with eReaders and those of students in other classes who
did not learn with eReaders?, Are there differences between average CRCT English/Language Arts
(E/LA) scores of students who learned with eReaders and those of students in other classes who did not
learn with eReaders? and In what ways does the behavior of students who used eReaders in the study
reflect student responsibility and the physical durability of the eReaders?
Data Collection Methods and Analysis
Students in five third grade classrooms at Lawrenceville Elementary School participated in the
study. In order to answer the first two questions, which refer to standardized test scores, the researchers
gathered the students 2012 Georgia OAS scores earned at the end of the second grade year to serve as
pre-data, and they used the students 2013 CRCT scores earned at the end of the third grade year to
serve as post-data. In order to answer the third question, which refers to student behavior, researchers
took notes in six stages of research, which began with an introduction of the Nook and its parts and
features and culminated in the permanent issuance of Nooks to students. The test score data of the

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students was compared to other students who were not issued Nook eReaders during the school year.
That data was then triangulated with the notes from the researchers log books in an effort to find themes
and patterns in the students responsibility levels and eReader durability.
Findings
The students who were issued an eReader for assignments at school and at home had an
increase in Reading and ELA scores. The students who did not receive an eReader experienced a
decrease in scores. The triangulated data indicated no relationship between the eReader treatment and
the Reading scores, but the data showed a significant relationship between the eReader treatment and
the ELA scores. The qualitative data gathered suggested that the eReader intervention resulted in
greater engagement and a demonstration of greater student responsibility. In completely answering the
third question of the study, the researchers determined that the Nook eReaders were able to hold up to
the activities and behaviors of third-grade students.
Value to Research
The information gained from this study will be valuable to me as I write a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. As I address the needs and concerns of technology integration
leaders, test scores will undoubtedly be at the top of the list. Also, as large amounts of money are
budgeted for technology integration each year, we need to make wise decisions about the types of
hardware we purchase. It is encouraging to see that a study has been conducted in a nearby system to
explore the relationship between portable technology and test scores. It is even more encouraging to see
that the results indicate that the technology is durable enough to be used by third graders and possibly
influential on the students test scores in a positive way.
Objective 2 Article 7
Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on
elementary student learning in mathematics. British Journal of Educational Technology,
43(4),
540-560.
Article Summary
The study described in this article involved an original game design that dealt with basic math
facts. The authors developed a technology-based game that used design principles that were found to be
successful in helping students learn and were reported in research literature they previously reviewed.
They then conducted two quantitative studies designed to determine whether or not game technology
helps children learn elementary mathematics. They also studied what types of game design positively

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influences learning. The article describes the process of comparing student learning when using their
technology-based game as opposed to flash cards depicting fact families.
Research Questions
The questions that guided these studies were: How does student performance on an arithmetic
skills assessment vary for students using a technology-based game and students using a nontechnology-based game?, How does student performance on an arithmetic skills assessment differ
depending on whether they play the technology-based game twice or play more than three times per
week? What is the relationship between students performance on a technology-based arithmetic game
(high/low) and their performance on a related skills assessment?
Data Collection Methods and Analysis
Study one used a quasi-experimental control-group design with repeated measures. It dealt with
the first two research questions. There were 41 second grade students from a public elementary school
in the Midwest who participated. The students were already divided into two different classes, so
students in one class played the technology-based game only while the students in the other class played
a flash card game for a few weeks and then played the technology-based game after that. Using a 70item addition and subtraction test, pre-test data from was compared to post-test data at several points
throughout the study. Study Two used the same 41 students in addition to nine others, making a total of
50 students. Their attitudes toward math were measured using a survey. The original 41 students played
the technology-based game as they had before while the additional nine students played the same game
more frequently. In total, there were three conditions for game play. They varied in frequency and
duration, but the total playing time remained the same. As a post-test, the attitudes toward math survey
were administered again to all 50 participants, as was the 70-item mathematics test. The responses to
the survey were compared to scores on the mathematics test. The scores were disaggregated for
detailed examination.
Findings
The technology-based game had a positive effect on the students learning regardless of their
ability levels. Those who played the technology-based game scored better in the first study than those
who played the paper flash card game. Those who played the technology-based game longer scored
better than the others who played the game for a shorter amount of time. The findings of the second
study indicated that technology-based game playing has a positive effect on students learning, too.

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There are several suggestions for further study that could help to more closely identify the factors that
have the most impact.
Value to Research
The information gained from this study will be valuable to me as I write a professional
development grant proposal for elementary teachers focusing on effective technology integration
practices to improve student learning. Much of the mathematical learning that takes place in elementary
schools is centered on basic math facts. Students continue to struggle through elementary school with
becoming proficient with their facts. Therefore, a lot of time is devoted to that standard in several grade
levels. Knowing basic math facts is essential to efficient success in much of math, so the study has
provided valuable information about the benefits of mathematics games in the classroom. When leaders
are preparing budgets for technology integration, information such as that contained in this study may
help to make determinations about what to purchase.
Conclusion
After reviewing these research studies, two primary themes emerge: teacher perceptions of
barriers and challenges to technology integration and quality professional development needs of
teachers. The studies give insight into experiences with different grade levels of students as well as with
different types of technology resources. After reading the material, it has become apparent that the
technology leaders and planners have incredible influence over teachers experiences with technology,
their attitudes toward technology, and the types of technology that may be implemented in the
classrooms. All of these factors directly affect student achievement. It is imperative that we inform
technology leaders of students needs so they can begin to look at the most appropriate professional
development that will aid teachers in integrating technology in the most efficient and effective way
possible. In addition, included in this bibliography is a case study related to students with intellectual
disabilities preferred use of technology resources. Finally, in an effort to determine the role or value of
certain technology tools in instruction, studies focusing on the use of e-readers, game technology and
iPads in instruction are also included in the bibliography.

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