School of Graduate Studies

Bemidji State University

1500 Birchmont Dr NE, #48
Bemidji, MN 56601-2699
218-755-2027
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ON BECOMING AN EFFECTIVE USER OF TECHNOLOGY AS AN EDUCATOR

By

Yvonne R. Carlson

____________________

A Project and Presentation Submitted to the Faculty of the

DEPARTMENT OF PROFESSIONAL EDUCATION

In Partial Fulfillment of the Requirements

For the Degree of

MASTER OF ARTS IN TEACHING

BEMIDJI STATE UNIVERSITY

Bemidji, Minnesota, USA

March 06, 2017

Copyright 2017 by Yvonne Carlson

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ACKNOWLEDGMENTS

Thanks to my wonderful husband, Daniel, and my seven children, Jacob, Sarah, Kara,
Elizabeth, Joshua, Helen and Jeremy, who believed in me and have been my
encouragement and inspiration to take on this project and see it through to completion.
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ON BECOMING AN EFFECTIVE USER OF TECHNOLOGY AS AN EDUCATOR

Yvonne R. Carlson

Abstract
My Applied Capstone Project will explore how teachers develop technology literacy
and effectively integrate 21st Century Technology into their practice. I will create a
website that I and other educators for any age group can reference for professional
development in the area of technology literacy and effective technology integration
methods for curriculum and instruction design. These skills are vital in preparing 21st
Century learners for a work place that requires a labor force that is fluent in current
technology, able to know which tools and resources are relevant for a given task and
how to engage with technology using critical and creative thinking. Educators in
general are behind as a labor force in mastering these skills and applying them in their
practice. The guide will address the pathway to technology literacy mastery, effective
technology integration and maintaining current in technology professional
development.

Keywords: technology literacy, technology integration, Digital Age, curriculum

design, pedagogy
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TABLE OF CONTENTS

Chapter Page
1. Introduction
Problem Statement...........................................................................................1
Background......................................................................................................2
Significance of the Project...............................................................................5
Limitations and Assumptions.........................................................................7
Definition of Terms..........................................................................................7
Summary Statement........................................................................................9

2. Review of the Literature

Introduction....................................................................................................11
Defining, Assessing and Training for Technology Literacy........................11
Current Expressions and Discussions of the 21st Century Classroom......25
Understanding the Classroom Teachers Role in Technology Literacy....35
Summary Statement......................................................................................38

3. Method
Statement of Intent........................................................................................40
Procedure........................................................................................................40
Presentation....................................................................................................40
Summary Statement......................................................................................41

References.........................................................................................................................42
 Chapter 1: Introduction

Problem Statement

Since the onset of the Information Age, academia has pursued a reshaping of the

education framework to address the many new knowledges and skills needed to operate

effectively in a digitally saturated world (Brantley-Dias & Etmer, 2013; Cydis, 2014;

Dawson & Siemens, 2014; Taffe & Gwinn, 2007). Through the Industrial Era, the core of

the educational framework consisted of content knowledge-what to teach (CK) and

pedagogical knowledge-how to teach it (PK) (Brantley-Dias & Etmer, 2013; Jolls, 2015;

Kivunja, 2014; Tsai, 2015) delivered in a factory model education context (Jolls, 2015).

With the shrinking of computers in both size and price (Kercher & McClurg, 1985) and

the advent of the Internet and the World Wide Web, information and communication

technology (ICT) has become globally accessible. Mobile devices have made information

and communication available anytime and anywhere (Jolls, 2015). Technology

knowledge (TK) is the new component that is the issue concerning both the idea of

technology literacy and technology integration for todays classroom (Brantley-Dias &

Etmer, 2013; Cydis, 2014; Taffe & Gwinn, 2007). Though much research has been done

to explore these issues and to define what effective technology integration looks like, no

model or definition has been agreed on universally (Brantley-Dias & Etmer, 2013;

Kivunja, 2014; Wang, 2008). Both model developers and model critics are calling for

changes in updating both content knowledge (CK) and pedagogy knowledge (PK) to

address the need for students to become technology literate and for teachers to effectively

integrate technology into their teaching content and process (Kivunja, 2014; McNicol,

2014; Zurier, 2015).

 Taffe and Gwinn (2007) reported that most teachers felt unprepared to use

computers and the Internet in their classrooms. They also found that many teachers in

technology rich schools had not started to integrate technology into their teaching ( Taffe

& Gwinn, 2007). The problem for educators at the classroom level is the lack of time,

lack of confidence, past failed attempts, and lack of training and knowledge of how to

take personal or informally acquired technology skills and apply them effectively in an

academic environment (Jolls, 2015; Johnston & Stoll, 2011; Tsai, 2015). Novice teachers

are overwhelmed with adjusting to their new environment so they often avoid using

technology for the first several years (Jolls, 2015; Stover, Yearta, & Sease, 2014;

Karchmer-Klein, 2007; Cydis, 2014). Senior teachers have efficacy in their established

content knowledge and methods; yet, they often feel intimidated by changing

technologies and time pressures and fail to prioritize incorporating professional

development in the areas of technology literacy and effective technology integration

(Tsai, 2015). Educators need a time saving resource guide focused on the essential

beginner knowledge and steps needed to start a successful technology integration

program in the classroom along with the technology literacy base laid out to support the

integration process.

Background

I recently returned to public classroom teaching as a guest instructor after a

teaching and consulting career in the private sector. After my first day in a 2015

classroom, I realized that I had a significant technology literacy learning curve to climb.

Therefore, I began to search for some help with the technology equipment and software.
Although, I was accustomed to technology integration and software in the private

context, I had outdated experience in the modern public school classrooms of my district.

Some of the equipment in the classrooms included an interactive smart board and the

Apple iMac all in one desktop personal computer along with a variety of applications and

other devices used in conjunction with these. Teachers in the neighboring classrooms

were often not able to help, as there is often no consistency of hardware and software

used within a building or department, so they were not familiar with each others unique

technology. At home, my library, bookstore, and current skills in Internet searches failed

to provide me with any useful tool, resource, or information that would help me learn the

features of these modern technologies. In addition, the district policy prohibited

providing guest instructors with password access to district Internet services or having

their own district user account to access and learn the district collaborative research and

presentation software/website that teachers and students use. Due to these district

restrictions, guest instructors are limited in their ability to help students master the

technology resources and applications students are required to use to complete their

assignments. I recently was a long-term guest instructor filling in as the technology

specialist for a K-5 school. I interacted with the staff and the technology support clerk.

These exchanges have confirmed the technology literacy and integration challenges

teachers are facing and the need for a time saving, compact, distilled reference resource

for getting a successful start with technology literacy, integration, assessment, and goal

setting.

Technology is a tool with vast capabilities and possibilities but like the other tools

of the teaching craft such as paper and pencils, rulers, glue, and scissors, chalk and black
boards, and textbooks and notebooks, it has an appropriate use for a given learning task.

Tools aid the learner in achieving a learning task. However, information technology is not

just any tool; it is a highly complex and layered tool. Computers are programmable

machines, which gives them the quality of being the ultimate universal tool. Each

program or software application is a tool to achieve various functions. Within an

application, a programmer can create many tools and layers of complexity to accomplish

sophisticated tasks. Each application, such as Excel for spreadsheets or Microsoft Word

for word processing, then has many embedded tools to master the full capabilities of the

application. Davies (2011) noted that teachers need to enter a cyclical learning pattern to

stay current with technology tools and resources due to the frequency of updates and

availability of new generation additions being released every two to three years.

Academias leaders and teachers need to set priorities for what skills are fundamental

and pick the appropriate applications to aid the students in achieving the desired learning

outcome (Kereluik, Mishra, Fahnoe, & Terry, 2013). For example, since most desktop

computers and laptops utilize keyboards, mice, touch pads or touch screens as input

devices, keyboarding, mouse and touch input skills are high priorities for primary

learners to master at basic skill levels since these are foundational skills needed to

support computer-mediated communications (Gillmon, 1991; Kercher & McClurg, 1985).

Yet as I experience many classrooms and see children working on keyboards, I have

noticed that few have touch key skills that would enable them to type without looking at

the keyboard. At my recent school assignment, students interfaced with a keyboard

application during their 50-minute computer lab lessons. Such time limits and lack of

access to technology inhibit student technology literacy and teacher motivation to

integrate technology into their lessons when students struggle with inputting text with a

keyboard.

The purpose of this study is to explore the nature of technology literacy, how teachers

acquire it and transfer it into effective technology integration. I examined the literature to

seek answers to two questions. First, what are the core knowledge and skills for teachers

to possess and utilize that demonstrates effective technology integration or use of

technology literacy in teaching 21st century learners? Secondly, what standards and

assessment tools are available to educators to assist them in measuring their personal

technology literacy to guide them in setting and prioritizing goals for their professional

development.

Significance of the Project

According to Tsai (2015), there is very little research done on the effective

integration of technology by senior teachers. Tsai found some common barriers that

inhibit senior teachers from incorporating technology into their teaching methods. These

include, time, professionalism (technology skills), access (digital equipment), resources

(support personnel) and support (leadership). The personal factors under professionalism

include the teachers ability to integrate technology in teaching, perception and attitude

toward technology integration, and level of experience applying technology in

instruction (Tsai, 2015, p. 155). The external factors include what technology is

available, support from administrators, influence from co-workers, and time and budget

restrictions. From his research findings, Tsai has identified four main factors that

influence teachers use of technology in class. These factors are a) the teachers belief in

pedagogy; b) learning effectiveness; c) familiarity with technology; and d)

appropriateness of the integration regarding subject contents (Tsai, 2015, p.156).

Overall, he confirmed his hypothesis that teachers would be enticed to apply technology

in the classroom through the creation of successful experiences with technology

integration (Tsai, 2015). Teachers need a resource that will walk them through the

beginning steps of technology integration and will also provide successful experiences in

integrating technology into their lessons.

When I worked in the corporate world, I helped to open a new department store

with the first fully automated system for that company in the state. Headquarter directors,

out of state, provided the staff with several four-inch thick loose-leaf binder manuals as

resources for the store manager and three assistant managers to operate this new

technology. After the first week in operation, it became apparent that the managers and

the employees were not able to use the new system effectively. I was the cash-room

manager responsible for cash flow of the business and discovered over $10,000 was

unaccounted for. After discovering the cause of this problem, and realizing the link with

the ineffective uses of the technology, I took the initiative to examine the thick manuals

to distill the necessary steps and skills each department needed to operate successfully. I

provided each department with the condensed information they needed for effectively

performing their jobs with the technology. Employees used these compact easy to use

steps written on index cards, pressed neatly under their glass counter tops, for the next

seven years until the store up-graded to a new system. Although, computer technology

can be complex and difficult to interface with, when people have access to concise need

only information and steps, they can experience success using technology effectively. I

believe teachers would utilize a time saving, concise product in guiding their effective
use of technology. Such a product would economize time, enable teachers to meet

objectives, and possess utility and usability. Encouraging and promoting the increase of

effective technology integration will benefit the students and the staff as they will all

effectively increase their technology literacy and preparedness for meeting the challenges

of the 21st century workplace. I propose to produce this product as the result of my

Capstone project.

Limitations and Assumptions

My Applied Capstone Project is designed to serve educators of any age group.

The website I will develop will serve as a launch pad to guide those seeking to increase

their technology literacy and technology integration practices. The scope of my project

will be focused on beginning to intermediate skill development in technology literacy and

technology integration in the classroom with the additional skill of how to remain current

in technology literacy with the fast-paced growth and development of technology used in

the workplace, the home, and the schools.

Definition of Terms

App: a digital application or software program such as Learn with Homer.

Content Knowledge (CK): What to teach such as the base of knowledge such as that

contained in a scope and sequence manual for each grade level.

Digital Age: The computer and information technology driven era that began in the

1970s with the introduction of the personal computer and replaced the Industrial Age.
Digital & Information Literacy: the ability to effectively and thoughtfully evaluate,

navigate, and construct information using a range of digital technologies and thus to

function fluently in a digital world (Kereluik, Mishra, Fahnoe, & Terry, 2013, p. 131).

Digital Knowledge or TPACK: Technological pedagogical content knowledge that occurs

from the intersection of technological knowledge, pedagogical knowledge, and content

knowledge.

Digital Natives: Persons born into a digital information technology culture, also known

as Net Geners and 21st Century Learners.

Information Technology: (IT) is the application of computers and telecommunications

equipment to store, retrieve, transmit, and manipulate data, often in the context of a

business or other enterprise.

In-service: Teachers currently employed in the school systems.

ICT: Information and Communication Technology

One-to-one: computing initiatives where all students have a digital device that is

connected to the Internet.

PCK: Pedagogical Content Knowledge-an area where PK and CK overlap.

Pedagogical Knowledge (PK): How to teach the selected content knowledge. The

methods teachers use to achieve learning objectives.

Phronesis: the mastery of skills including the wisdom in both how and when to apply

them.

Praxis: the practice of skills or application of knowledge verse theory or mental

awareness.
Preservice: Higher education students studying to become teachers in teacher education

programs.

TCK: Technology Content Knowledge

TK: Technology Knowledge

TPACK: Technology Pedagogical and Content Knowledge

TPK: Technology Pedagogical Knowledge

Technology integration: a special form of pedagogical content knowledge (PCK)

(Brantley-Dias, L., & Etmer, P., 2013) whos goal is the wise and competent use of

technology to facilitate learning (Davies, 2011, p. 50).

Technology literacy: (In educational context) the ability to effectively use technology

(i.e., any tool, piece of equipment or device, electronic or mechanical) to accomplish

required learning tasks (Davies, 2011, p. 47).

The Internet: A constellation of computer networks linked worldwide that provide

access to e-mail and the World Wide Web ( Taffe & Gwinn, 2007, p. 117).

Web 2.0: The second generation of the World Wide Web, which shifted from a purely

consumer-based format to include producer formats which provides users the ability to

collaborate and share information online.

World Wide Web: A massive collection of files located on computers or servers around

the world that are connected by way of the Internet (Taffe & Gwinn, 2007, p. 118).

Summary Statement

Through the Digital Age, teachers have more access to information and digital tools

that they can incorporate into their PCK (pedagogical content knowledge-an area where

PK and CK overlap) than at any other time in history. The corporations of this new age
require a technology literate workforce to support the vast global information,

communication technology industry. Technology has permeated the workplace on a

global scale and graduates of our education systems need to have the technology literacy

skills to succeed in the 21st century workplace. Educators need to provide effective

integration of technology into their classroom to prepare students for the digital

technology embedded workplace. Classroom teachers are experiencing many barriers to

technology integration. I propose, in my Applied Capstone Project, to explore the nature

of technology literacy, and the steps teachers use to effectively integrate technology into

their curriculum and instruction and to condense these steps into a simple to use reference

tool.
 Chapter 2: Review of the Literature

Introduction

Being literate with educational technologies is not a one-time achievement; it is a

lifelong endeavor (Davies, 2011). According to Davies, no student or educator will

arrive at a point of complete digital literacy or information technology literacy.

Educational technology literacy has a cyclical nature due to the fact that advancements in

technology are constantly introducing new technology knowledge and skills to be

mastered (Davies, 2011). Since the 1980s when personal computers entered the K-12

classrooms, researchers and educators have been seeking standards for technology

integration (Brantley-Dias & Ertmer, 2013). With the advent of the 21st century, educators

have come under pressure to provide learning experiences tailored to the needs of 21st

century learners (Kereluik, Mishra, Fahnoe & Terry, 2013). Much research has been

conducted to isolate what constitutes the knowledge and skill base necessary for these

learners to possess when they exit the educational system (Brantley-Dias & Ertmer,

2013). As yet no model has been universally accepted as the paramount description and

tool for evaluating what constitutes technology literacy and effective technology

integration(Brantley-Dias & Ertmer, 2013; Romano, 2003).

Defining, Assessing and Training for Technology Literacy and Integration

According to Taffe and Gwinn (2007), before entering into the Digital Age, the

world had not seen such an extreme impact on literacy since the invention of the printing

press and movable type. Modern ICT have resulted in another profound change in the

way we learn, work and play (Leu, 2000) (Taffe & Gwinn, 2007, p.2).
 Kereluik, Mishia, Fahnoe and Terry (2013) defined digital and information

literacy as the ability to effectively and thoughtfully evaluate, navigate, and construct

information using a range of digital technologies and thus to function fluently in a digital

world (p. 130). Two other components of this literacy include applying research

processes using a variety of media and responsible use of technology and

media (Kereluik et al., 2013). Leaders in education agree that the definition of literacy is

ever expanding to include digital, electronic, and visual expressions, in addition to the

traditional concepts of reading, writing, and numeracy (Sharp, 2014). With the

technologies of the Digital Age bringing greater access to information and

communications on a global scale, researchers and academics have sought to revise

educational practice by expanding traditional literacy skills to include an enhanced set of

multiliteracies (p. 286) or new media literacies (Dawson, Shane & Siemens, 2014).

Multiliteracies refer to traditional literacy with the addition of the diversity of media and

modes of communication that are now available to learners (Dawson et al. 2014, p. 286).

Twenty-first Century technology has transformed the way people communicate

and interact with one another (Dawson, Shane & Siemens, 2014). Dawson et al examined

a table published in 2006, by Jenkins, Clinton, Rurushotma, Robinson and Weigel which

overviews the multiple new literacys along with a short description of each. Altogether,

Jenkins et al. identified eleven new media literacys, which include play, performance,

simulation, appropriation, multitasking, distributed cognition, collective intelligence,

judgment, transmedia navigation, networking, and negotiation (Jenkins et al., 2006).

Learners experimenting with digital surroundings as a form of problem solving are

exhibiting the literacy of play. The ability to adapt alternative identities for
improvisation and discovery (p. 288) encompasses the element of performance.

Simulation is the learners ability to interpret and construct dynamic models of real-

world processes (p. 288). Appropriation occurs when the learner applies the ability to

meaningfully sample and remix media content. The learners ability to interact

meaningfully with tools that expand mental capacities is the distributed cognition literacy.

Multitasking is the ability to scan ones environment and shift focus as needed to salient

details (p. 288). Collective intelligence is the learners ability to pool knowledge and

compare notes with others towards a common goal. When a learner evaluates the

reliability and credibility of different information sources, he is applying the literacy of

judgment. Transmedia navigation is the ability to follow the flow of stories and

information across multiple modalities (p. 288). Searching for, synthesizing and

disseminating information is the ability to network. Learners travel across diverse

communities with discernment and respect of the multiple perspectives and apply the

ability to grasp and follow alternative norms are applying negotiation literacy (Jenkins, et

al., 2006). Dawson et al. (2014) suggested that educators need to develop alternative

assessments to gain a better understanding of these developing multiliteracies.

From the eleven media literacies proposed by Jenkins, Clinton, Rurushotma,

Robinson and Weigel, Dawson, Shane and Siemens generated a grouping system with

four main areas. These areas include experimentation, network agility/citizenship,

products/creation and task effectiveness and efficiency along with multiple overlapping

literacy subcategories. Experimentation in multimedia takes place in the literacies of play,

performance, and simulation. Products and creation occurs in appropriation and

simulations. Network agility and citizenship occurs in collective, intelligence, judgment,

negotiation, and distributed cognition skills. Task effectiveness and efficiency has the

subcategories of transmedia navigation, networking, multitasking, and distributed

cognition (Dawson et al., 2014).

After creating a model for the new literacies, Dawson, Shane and Siemens went

on to examine what the researchers are identifying as the artifacts learners produced with

these new literacies and how teachers can use these artifacts to assess the fluencies of

these multi literacies. For example, play produced interactions generated in game or

simulation settings, which included evidence of experimentation through novel

combinations of game artifacts (Shaffer et al., 2009) (Dawson et al. 2014, p. 297).

Learner production of video creations and other digital artifacts exhibited their

performance literacy. Teachers can examine the artifacts showing networking ability,

which includes trails of interactions, networks, and search queries. Learners expressed

their negotiation literacy as they engaged in debate, discourse tools, and give and take

interactions in knowledge development (Pozzi, Manca, Persico, & Sarti, 2007).

Charles Kivunja (2014) examined some theories of how digital natives learn. He

asserts that digital immigrant educators cannot adequately meet the digital natives

educational needs. A digital immigrant is equivalent to being technology illiterate. The

problem is that digital immigrants do not speak the same language as their digital native

students. Simply it is a case where the illiterate individuals are attempting to teach the

literate learners (Kivunja, 2014). Kivunja reviewed the leaders in the field, and focused

on how digital natives learn to extrapolate the theoretical perspectives emerging in

current literature. He began his investigation by reviewing the context of general

educational theory, namely providing an overview of behaviorism, cognitive, and

constructivist theorist to lay an historical perspective. Kivunja made connections with the

contemporary emergent theories on how digital children learn. Some of the ways these

21st century learners learn and create meaning include using online cameras, simulations,

games, wikis, and blogs they create (Kivunja, 2014). These new ways of learning are

dynamic, relevant, and fun. Kivunja provided a long list of qualities of digital natives.

Some of these qualities include the desire for speed and freedom, and the desire to

customize things and make them their own. They are natural collaborators and insist on

integrity and openness. They use the Internet to communicate, understand, and learn.

Kivunja listed many other items including the aim to have fun even at work and at school

(Kivunja, 2014).

The implications Kivunja noted include the need for teachers to experience digital

immersion to acquire digital fluency, the pressing need for the content knowledge to be

distilled down to essential knowledge construction in the digital era and the need to

embed digital and technology content into the teaching of ethics, politics, sociology,

languages and other content related to these areas. Kivunja suggested that educators learn

new content and teach it using technology in ways digital natives can understand it, such

as in a gaming context. Though educators retain their traditional educational pedagogy,

they can update the language they use with it to contemporary, computer-aided

terminology, consistent with digital native methodology (p. 104). Acquiring digital

fluency will require teachers to think deeply and research into how to use computers and

electronic, digital tools in teaching, in ways that help our learners to instill knowledge

that needs to be internalized (Kivunja, 2014, p 104).

 Educators who utilize the methods todays learners take for granted every day will

be engaging their students through e-mail, chatting with instant messaging, reading and

publishing blogs, texting with cell phones, taking and sending pictures with cell phones,

playing electronic and online games and listening, watching and creating podcasts for

starters. Just the acts of developing a relationship with the digital world will put an

educator in the framework for providing a more relevant school experience. A continual

process of exploring the digital world to discover powerful new digital tools for further

enhancement of learners is a key for staying up to date and relevant. Teachers need to

gain new digital life experiences, for them to be better equipped to guide their students in

constructing relevant and memorable knowledge (Kivunja, 2014).

Kivunja examined Tapscotts (2009) study which proposed a 21st century

pedagogy that is student focused, emphasizes conversation over lecture, provides time to

focus on listening to students and conversing and interacting with them, and replaces rote

learning styles with critical thinking approaches to constructing meaningful knowledge

that needs to be internalized. In addition, teachers can shift from broadcasting content to

putting students into the seat to discover content for themselves. This will require the

refitting of the one-size-fits-all form of education in favor of an individualized;

customization of the education to fit each childs learning style (Tapscott, 2009). The

21st century classroom needs to support collaboration between students and those outside

the school building verses isolating students. Educators will emphasize training students

to master the processing skills to help the students think creatively, critically and

collaboratively as they gain the basic skills and work to excel in reading, writing,

mathematics, and science and information literacy. The training should be designed to
allow students to respond to opportunities and challenges with speed, agility and

innovation. Teachers should design their lessons with the use of technology and

embedded interactive, computer-mediated methodologies. Customizing active-learner

lessons to the needs of a classroom, teachers can now introduce just-in-time teaching and

learning strategies with web-based assignments (Tapscott, 2009).

Kivunjas overview of the education theories and the contemporary changes in

literacy knowledge and skills has important implications for the everyday teacher.

Educators need to make learning meaningful to contemporary students through

opportunities that require higher level thinking skills which connect content to the big

picture, while making use of digital technology that aligns with the way digital natives

learn and think. Educators do not need to leave the industrial model altogether but strike a

balance which utilizes technology and the learning modes of digital natives that both

interests them and addresses them within their digital cultural language (Kivunja, 2014).

Laurie Strand gave an overview, to the best practice standards set by the

International Society for Technology in Education (ISTE) in her study entitled Literacy

in the Digital Age (2014). She also provided an evaluative tool for educators to employ

to evaluate their perceived adeptness with the knowledge and skills needed to teach in the

Digital Age. The goal of ISTE standards is to see that educators are connecting content

knowledge to the learners digital knowledge and capabilities as a new and important

goal of teaching in the Digital Age (Sharp, 2014). There are five basic standards for

teachers to exhibit as literacy educators of Digital Age learners. First, teachers need to

facilitate and inspire student learning and creativity. Next, they need to design and

develop digital age learning experiences and assessments. Third, teachers should model
digital age work and learning. Fourth, they need to promote and model digital citizenship

and responsibility. Lastly, teachers need to engage in professional growth and leadership

(International, 2008). Students enter todays classrooms with off-site or homegrown

technology skills and functions to interact with their peers, connect with the world and

access information (Sharp, 2014, p. 75).

As constructivist educators seek to know their students in order to facilitate and

inspire student learning and creativity, teachers in the Digital Age need to know what

level of digital fluency each of their students possess when they enter the classroom.

Digital fluency assessments should include the students access to devices and the

Internet, their frequency habits, their informal purposes for using these devices, and their

own perception of their digital fluency (Sharp, 2014). Besides using technology as a

means to deliver information, teachers need to plan projects that will facilitate students

using technology to practice making meaning that transcends language and includes

photography, art, music, video, and audio representations. Online book clubs and Twitter

are a few Internet apps for innovative uses that students and teachers can use with their

digital mobile devices.

One way teachers design and develop Digital Age learning experiences and

assessments, Sharp (2014) pointed out, is to use mobile devices to collect and analyze

data as a way to monitor student literacy skills such as reading fluency and mastery.

Teachers, demonstrate digital fluency through the ability to apply current digital

knowledge to new situations and new technology tools. Teachers, using security and

safety techniques with their digital devices and practicing legal and ethical values in their

technology practices, are modeling and promoting digital citizenship and responsibility. It
is important for teachers to address the concerns of the Digital Health Initiative that

among other things, covers the areas of cyber bullying and sexting. Modeling and

training students with a Digital Code of Conduct is part of guiding them to discern

appropriate and inappropriate uses of technology. Privacy protection includes how to

exercise freedom of speech responsibility in a virtual environment and responsibility

includes the respect for intellectual property of others and protected copy righted digital

ware such as music, videos and games. Responsible digital behavior needs to begin at

kindergarten (Sharp, 2014) or from the beginning uses of any digital technology for pre-

K children.

The third standard addressed in Sharps overview of the ISTE is the importance of

educators to stay current through engaging in professional growth and learning effective

uses of technology. Teachers can begin by establishing a certain mindset to foster

learners understandings of content using Web 2.0 interactive tools, to read and write in

electronic environments (Sharp, 2014). Second, educators need to frame the World Wide

Web as a literary issue not as a technology issue. Through this approach, all areas of

content will be given technology support, which would lead to the World Wide Web

being integrated with content knowledge (Sharp, 2014). Finally, educators need to pursue

continual professional growth to learn technology pedagogical content knowledge.

In the final standard recommended by the ISTE, Sharp elaborated on the Digital

Learning Collaborative, which encompasses teachers considering use of technology in

the classroom, learning how to master the use of a technology tool and working in

collaborative teams consisting of three to five members for support (Sharp, 2014).
Learning requires time and is optimal in a social context; therefore, teachers will

experience more success through a collaborative environment.

Sharp used her overview of the ISTE to construct an evaluative tool for literacy

educators. The survey tool can be adapted to use with any content educator. Educators

can use the tool to establish their personal perception of their application of best practices

for teaching digital native students. With the data they create, they can measure their

perceived level of proficiency with each knowledge and skill area for digital age teaching

according to the ISTE standard for teachers. The tool will provide data for individual and

collective uses. Teachers and leaders can learn strengths and weaknesses in themselves or

in their staff and devise a plan for the areas that need improvement. Teachers and

administrators can use the results to guide literacy educators plans for professional

development. A literacy educator or coach might use the tool to conduct a campus wide

survey to analyze the staffs digital fluency and use the data to create a campus plan for

overall improvement of digital literacy for the staff (Sharp, 2014).

Teacher educators must address the influence the Digital Age has had on the

literacy knowledge base required for 21stcentury learners to master. Teacher training

colleges must then find creative methods to change the preservice training so future

teachers are equipped with skills and knowledge needed to meet the needs of 21st century

learners. One example is found in Rachel Karchmer-Kleins study of the effects of

leveraging technology to prepare preservice teachers with a virtual world practicum in

literacy methods (Karchmer-Klein, 2007). She designed an experience that would

embed technology within the required content of a beginning literacy course and allow

opportunities for students to learn from experienced teachers (p. 126). With this design,
Karchmer-Klein provided preservice teachers with a realistic approach to teacher

preparation by engaging with the same elementary students and then providing time to

discuss and reflect upon concerns and issues with their peers (Karchmer-Klein, 2007).

Karchmer-Klein identified six principles that stood out in her study results. First,

the virtual practicum was Internet dependent for all communications via e-mail or on the

project web site. Therefore, it was not bound to the university grounds, time, or place. A

bonus that teacher educators discovered was the ability to identify the exemplary host

teachers, which would be necessary for good practicum experiences because these host

teachers need to effectively model the concepts and content taught in class without being

tied to the brick and mortar time and place traditional modes of education (Karchmer-

Klein, 2007). Second, preservice teachers could focus on the development and

implementation of instruction. They were not distracted or overwhelmed by classroom

management but could work on procedures, activities, and evaluation of their teaching.

Third, the university instructor played a critical role in the virtual practicum described in

the study, which lead to improved alignment of the course goals and content to the design

and content of the practicum. Fourth, the preservice students observed and participated in

literacy activities through the virtual practicum, which was another step in examining the

benefits of technology application for teacher education. The exemplary teachers

modeled and illustrated how they can naturally incorporate the Internet into elementary

curriculum. Fifth, greater integration of the Internet in teacher education means higher

levels of technology proficiency by instructors (Karchmer-Klein, 2007, p. 127).

Karchmer-Klein recommended further research be done in this area to insure teacher

educators are given ample opportunities to learn new technologies and how to incorporate
them into higher education (2007). The final principle that stood out was the setting of

realistic expectations for new teachers to begin to integrate technology into their teaching

practice. First year teachers voiced concern about building confidence and acclimating to

their new environment as a primary focus over that of effective technology integration

into their classroom. On the other hand, experienced teachers were more likely to use

technology than the novice teachers (Karchmer-Klein, 2007). Currently, without the

support of administrators and educators becoming more invested in making technology

a fundamental component of elementary education, teachers will have the luxury of

deciding when they begin to use it with students (Karchmer-Klein, 2007, p. 127).

Karchmer-Klein suggested that more research needs to be conducted to explore ways to

seamlessly incorporate Internet integration into teacher preparation so that new teachers

build confidence and reach their comfort level sooner which will enable them to

effectively use technology within their first or second year of teaching (Karchmer-Klein,

2007).

Another research project explored how preservice teachers could engage in ways

to incorporate technology into their classrooms to provide students with opportunities to

engage in communicative and collaborative acts as readers and writers (Stover, Yearta,

& Sease, 2014, p. 99). Stover et al. discovered three themes through their experiment

with a case study of undergraduate preservice teachers enrolled in literacy methods. They

used pre-interviews and post- interviews, blog exchanges, and reflective papers as raw

data to analyze. The researchers used data analysis to uncover themes and patterns. The

first theme they labeled Development as Active Readers and Writers (p. 104).

Preservice teachers discussed a common text with an assigned group of fifth grade
students in a digital space. Through this real-world experience, these preservice teachers

developed themselves as active readers and writers, which increased their ability to give

effective instruction and guidance to their student pen pals (Stover et al., 2014). These

undergraduate students learned the value of technology as an effective tool to facilitate

and enhance learning. They also recognized that cyber collaboration is an engaging way

to encourage the students to interact with the text in more meaningful ways (Stover et

al., 2014, p. 105).

The second theme Stover, Yearta, and Sease noted was Individualized Instruction.

In the pre-interviews, the preservice teachers knew the importance of individualizing

instruction but had no idea of how to accomplish it. During the implementation, they

observed a range of ability levels and practiced differentiated instruction to address the

various abilities levels. Through the one to one pen pal format, the preservice teachers

developed specifically directed instructions and guidance to meet individual student

needs. The preservice teachers used this real-life experience as an effective base to

transfer differentiated instruction design and implementation to an entire

classroom (Stover et al., 2014).

Finally, the third theme the researchers found is that before the experience the

preservice teachers had little familiarity with Integrating Technology in the Classroom

though they were aware of its importance. After engaging in the pen pal project, these

preservice teachers experienced and embraced the value of technology as an effective

tool to aid and enhance learning (Stover et al., 2014). They recognized cyber

collaboration as an engaging way to encourage the students to interact with the text in

more meaningful ways. Incorporated into the cyber space classroom was the ability for
each preservice teacher to view their peers responses, which extended the possibilities of

teaching ideas and professional learning in a collaborative electronic-environment.

Having access to a wider network of fellow preservice teachers was another benefit of the

social interaction in the digital space (Stover et al., 2014).

Stover, Yearta, and Sease discussed some of the limitations that the preservice

teacher participants noted in to the pen pal project. Some suggested improvement is made

by balancing between the blog and face-to-face Skype interactions as a way to virtually

meet their pen pals and to enhance the experience for all the participants involved. Others

believed that limited keyboarding skills of the students could be a factor in their written

expressions, which would make it hard for the students to demonstrate accurately the full

degree of their writing fluency. Access to technology outside of school was a third

limitation the preservice teachers expressed as a factor inhibiting students from

monitoring and interacting in the blog space (Stover et al., 2014). The fourth limitation

was the need for the digital blog space to provide a continuous stream of the exchange

within one thread so that it is experienced more as a dialog in true face-to-face

communications. Finally, the authors acknowledged that other factors in the preservice

teachers training could have influenced the preservice teachers growth and development

in their own reading and writing practices and awareness of the need for individualized

assessment and instruction and an appreciation of technology. They do not know to what

extent the pen pal experience itself contributed to the growth experienced over the 11

weeks the preservice teacher participated in the project (Stover, et al., 2014). Overall, the

study supports the importance of providing preservice teachers with opportunities to

construct their own meaning through purposeful experiences and application of in-course
content. In this case, having the preservice teachers use and see technology integration in

a purposeful context resulted in more confidence about using it in their future

classrooms (Stover et al., 2014).

Current Expressions and Discussions of the 21st Century Classroom

An Iowa school district has designed and developed Room 21C specifically to

address the needs of 21st century learners. This modern classroom is equipped with six

learning areas that are mobile and adaptable versus the rows and columns of desks. To

make these groups flexible the tables are on casters and can be raised or lowered to

accommodate various aged students. All the chairs are swivel capable and easy to move.

The tables are fitted with USB ports, a Promethean ActivTable, and a MakerBot 3D

printer. Each group can cast from their devices to a 50-inch flat-screen display or monitor

that can show up to four students devices. This allows students to easily show and share

their work with the group or with other groups within the room. In addition, designers

equipped each collaborative space with writable surfaces. Instead of interactive white

boards, they painted the space with Idea Paint, which provides a floor to ceiling white

board friendly surface (Zurier, 2015). Room 21C provides a space where students are

empowered and become more engaged with the content.

Teachers become competent in operating in Room 21C through dedicated training

sessions that help familiarize them with the new digital tools and resources. They develop

skills in how to best put students into groups and demonstrate techniques that support

personalizing a students education. Teachers need special training to gain confidence and

success in using and maximizing the benefits of a 21st century classroom as the one

deployed in Iowa (Zurier, 2015). Teachers as guides can assist the students by being the
ones to sort through the myriad of digital tools and assist the students in choosing the

ones that will be the most effective for their learning goals.

Real technology integration is not the replication of traditional methods.

Technology is a tool to transform and elevate the depth of the learning dynamic. With

new interactive projectors, students will be able to share from their own devices what

they are working on with the rest of the class. Students experience anytime, anywhere

access to their digital workspaces with software like Google Apps for Education. Getting

devices into students hands is important for providing digital natives anytime anywhere

access to the modern classroom (Zurier, 2015).

An additional dynamic of the 21st century classroom is the deployment of one-to-

one devices. The one-to-one initiative provides students with anytime, anywhere learning

programs. The idea is to give each student his or her own Internet-capable mobile device

such as a laptop, tablet, or iPod. Each device is loaded with contemporary productivity

software and wireless Internet access, which gives each learner the opportunity to use up-

to-date learning resources. The students use the devices to complete academic tasks such

as homework assignments, tests, and presentations (Penuel, 2006). Penuel argued that in

order for technology to make a powerful difference in student learning, students must be

able to use computers more than once or twice a week in a lab at a school. In addition,

having limited access to technology is a common reason teachers cite as why they rarely

use technology with students (Penuel, 2006). Penuel discovered in his synthesis that

deploying a one-to-one initiative provided students with continual practice with

technology daily. Students most often used productivity and design tools and improved
their technology literacy skills by improving their use of word processing tools, which in

turn improved their writing skills (Penuel, 2006).

The use of mobile apps with preschoolers is another example in the literature for

effective use of technology in the classroom. New York University (2015) Steinhardt

researchers Neuman and Strom did a study on the use of literacy apps with at-risk

preschoolers. In their study, preschoolers experienced the use of mobile apps in their

classroom. Through the guided used of an educational app the children became motivated

and engaged in early years emergent literacy skills development. The purpose of the

study was to examine if a motivating app could accelerate childrens learning, which it

did (New York University, 2015, p. 1). Their study identified an app gap between

middle class children and low-income children and their access to mobile devices and

other technology. The authors evaluated research based statistics and found that 49

percent of middle class children reported downloading an app, 80 percent that were

educational, whereas, 30 percent of lower income children reported down downloading

an app, with 57 percent being educational in nature (New York University, 2015). They

designed a study to examine the effectiveness of an education app called Learn with

Homer on low-income preschoolers school readiness skills. Researchers randomly

selected participants to use either the Learn with Homer app or an art and activity app.

There were 148 preschoolers from 10 Head Start classrooms involved in the study. Over

a ten-week period, the students engaged with the apps for about ten to twelve minutes

each day with the assistance or a moderator. The researchers employed early literacy tests

to measure the changes in childrens phonological awareness as a result of daily uses of

Learn with Homer, compared with the control group using the other app (p.1). Their
analysis of the data showed that the group using Learn with Homer experienced

measurable growth in their ability to detect sounds that make up words and observed

significant differences in print concepts (New York University, 2015). At risk preschool

students may receive substantial help in closing their readiness skills with digital

resources in a highly-controlled setting, like a classroom, according the Neuman and

Storms study (2015).

Sarah McNicol (2014) shared examples of information literacy models that

exemplify classrooms of the future where technology enhanced learning occurs within

the established constructivist education theories. Web 2.0 is a second-generation concept

that in broad terms shifts the technology design from a tool to access knowledge to one

where the users can now participate in creating knowledge. First generation concepts

related more to passive receipt of knowledge whereas the second-generation concepts

invite the user to play an active role in creating knowledge. Pedagogy 2.0 is likewise

founded on learners as participants in producing knowledge verses passive consumers of

knowledge. McNicol followed a major European Union - funded project attempting to

bring about transformation in learning and teaching through the strategic application of

learning technology (McNicol, 2014, p. 3). Information Literacy (IL) 2.0 is a new

emerging concept springing up alongside Web 2.0 and Pedagogy 2.0. IL 2.0 is viewed in

a limited way by some literacy models. These models limit IL 2.0 to the application of

interactive, collaborative, and multimedia technology to web-based library services and

collections. McNicol shares Spiranac and Zorica (2010) view that IL 2.0 needs a re-

examination of information literacy definitions and conceptions and the adoption of a

brand new philosophy of information literacy in general (p. 1). The redefining of
information literature is needed due to the shift of the role of the users from consumers to

producers. An example of this shift is seen in the development of maker spaces which

are physical spaces usually in community centers like libraries where makers can

gather to collaborate and share and produce (McNicol, 2014). The Iowa room 21C,

mentioned earlier, is an example of a maker space where learners bring their own devices.

The full nature of the change needed in the definition of IL 2.0 remains to be

determined. Researchers have developed many IL models to help both learners and

teachers in all levels of education with developing IL skills though these models were

largely based on traditional technologies and pedagogies (McNicol, 2014). Innovators

developed the iTEC (Innovative Technologies for Engaging Classrooms) project to focus

on innovative approaches to bring about transformation in learning and teaching through

the strategic application of learning technology in the primary and secondary

schools (McNicol, 2014). The iTEC project is working to define an achievable vision of

technology-supported learning, compatible with European schools, which will enhance

the ability of education systems to focus on the effective use of technology (McNicol,

2014). Constructivist pedagogies and 21st century skills are important features of

the iTEC project, along with introducing innovative and student-centered technologies

into the classroom and encouraging collaboration and group work with a teacher acting as

a guide and mentor.

McNicol observed examples from the iTEC project, spanning 2010-2014, in its

third cycle. The researchers synthesized themes of design, feedback and redesign,

information gathering, collaboration, and flexibility out of the analysis of the data.

McNicol related the results that corresponded to each of these elements. Students were
highly motivated and experienced creativity and strengthened their connections between

classroom content and the skills they will need in the world beyond school (McNicol,

2014). The element of create is often missing in IL models but creativity and problem

solving are essential skills that enable graduates to increase their employability and

competitiveness in the market place; so, it is a crucial element. The iTEC project

findings, thus far, backs an IL definition that supports the type of tasks needed in the

workplace, which will require employees to design and to create new knowledge.

In the iTEC project, information gathering went beyond the typical elements of

evaluation, synthesis, and presentation IL models. McNicol noted that primary source

gathering through observation and interviews, to name two examples, are rarely

addressed even in the more innovative IL models. Furthermore, McNicol asserted that

guidance on how to collect, record, analyze and evaluate a much broader range of sources

needs to be part of an IL definition. In addition, collaboration leading to the creation of

knowledge through dialogue and negotiation of meaning needs to be included in the IL

model verses treating it as an individual endeavor. Finally, model designers often leave

out flexibility in their IL models but this nonlinear method of approaching meaning-

making may resemble more of a cyclical or repetitive nature. One can see flexibility in

use through hyperlinks and user-customization (McNicol, 2014). McNicol sums up the

findings noting that an IL model for the 21st century needs to be flexible, suited to

collaborative work and most importantly acknowledge and support students as creators of

knowledge, not simply consumer (2015).

Make It Reel was a study of a summer school program for remediation of at-

risk students to become filmmakers at a university campus setting in place of the

traditional summer school remedial program (Comber, 2011). Comber addressed the

issue of the evolving nature of what constitutes literacy due to the continuous

advancement and never ending supply of new technologies and communication media,

which enable different forms of meaning-making. As with many countries in the

21st century, Australia has an ever-growing diverse population, which is influencing and

introducing new challenges to the modern educator. The purpose of the Make It Reel

project was to improve students literacy in English through filmmaking and to help them

envision themselves as future university students. The students worked in groups with

university-student mentors and teachers to design, script, shoot and edit a complete film

for launching at the completion of the summer school (Comber, 2011). This program --

based around young peoples serious engagement in the media arts -- ensured the

development of skills through high-quality learning and sustained motivation (p. 15-16).

The students experienced purposeful and real world life experience as serious apprentice

filmmakers.

When compared with the control group who experienced the standard summer

school remediation which required individual students to practice basic skills with pre-

determined tasks, the Make It Reel group did collaborative work on an evolving

negotiated product, that was rigorous and challenging and resulted in high quality

learning and sustained motivation (Comber, 2011, p. 16). Data analysis revealed evidence

that those students in the Make It Reel group took their work seriously. In fact, they were

still seeking critical feedback on their work months after graduation. In conclusion,

Comber asserts the importance of educators developing understandings of positive and

productive discursive practices across new sites and in various modes and media. Critical
approaches to multiliteracies will need to invent new frames, vocabularies and

pedagogies for changing population, communication and pedagogical

environments (Comber, 2011 p.17).

There are many groups of researchers proposing a variety of models for guiding

the integration of ICT into teaching and learning. Wang (2008) proposed a generic model

that can function to the design of Web-based learning environments and the facilitation of

online discussions. The model is composed of three key elements: pedagogy, social

interaction and technology (Wang, 2008). The more saturated the school and culture

become with technology the more prominent the technical component comes into play.

Ease of access and availability of technology are basic requirements for an effective

online environment. The interface system design for human-computer interaction

determines the usability of a technology-based learning environment. Wang stated that

ease of learning, ease of use and aesthetics should be the trifold focus of the design. Wang

places a form of interaction in each of these three areas. He joins interaction with content

to pedagogy; he attaches interaction with people to social interaction; and on the third

corner of this triangular model he connects technology to interaction with interface.

Wang illustrated the use of his model in its application in the facilitating of online

discussions. As noted in research he cites, online discussions are an important

instructional strategy for learning. These forms of digitally based dialogs contribute to

learner critical thinking and knowledge construction. The problem that inhibits many

online discussions from being effective is the lack of value participants place on them.

Providing a facilitator promotes effective online discussions. These facilitators or

tutor/moderators need training in certain skills to be effective facilitators. These skills

include providing information, inviting missing students, monitoring regularly, or

acknowledging contributions. Master facilitators must acquire skills in pedagogical,

managerial, social, and technical areas (Wang, 2008). The facilitator of online discussions

assists the group in pedagogy by initiating questions, providing information, making

connections, giving informative feedback and summarizing key points. The managerial

area includes demonstration of leadership, keeping the discussions focused, monitoring

regularly, inviting missing members, and setting up rules/norms. Technical facilitation

skills include demonstrating the use of the system, starting new threads, providing

opportunities to explore the system and developing a study guide. Lastly, social

facilitation deals with setting the tone, encouraging participation, inviting responses,

asking questions to clarify and acknowledging contributions (Wang, 2008). Wangs three

components of his generic model are among the important facilitation skills. His model is

significant because it fits well with the constructivist learning theories and the definition

of the usefulness of a system, and it uses interactivity design. It can also help teachers to

select appropriate tools for specific educational contexts in addition to guiding the design

of e-learning environments and facilitating online discussion processes.

Finding a model or construct that is just right to evaluate the effective use of

technology and evaluate the new literacy skill of the Digital Age is a complex and often-

confusing process that is far from arriving at conclusive answers according to Brandley-

Dias and Ertmer (2013). The basic model of effective integration interlocked three areas

of integration: Content knowledge (CK), pedagogy knowledge (PK) and technology

knowledge (TK). A new term call TPACK (Technology Pedagogy and Content

Knowledge) proposes the addition of four more types of knowledge (PCK, TCK, TPK,
and TPCK) making seven types of knowledge that interlock and incorporate what it is to

effectively use and integrate technology. Brantley-Dias and Ertmer (2013) found two

major problems with the TPACK construct. First, research educators have produced over

300 unique publications on this topic yet researchers have made little progress in

providing teachers with a simple, precise definition of the TPACK framework and its

seven knowledge constructs. Second, no robust way to measure it has been developed

(Brantley-Dias & Ertmer, 2013). Third, TPACK is too big and its individual

subcategories are too small according to Brantley-Dias et al. (2013). The purpose of their

study was to provide a critical review of the TPACK framework using supporting

literature to refocus the conversation to the aspects of technology integrations knowledge

and skills that are MOST productive to achieving learner centered pedagogical use. Their

critical evaluation produced evidence that one can discern effective technology

integration through a combination of assessment techniques such as surveys, design

tasks, and teacher observation, all of which have yet to be developed.

The proponents of TPACK claim that teachers must have it or they cannot use

technology effectively. Brantley-Dias and Ertmer (2013) disagree. They note that the

claim is unfounded due to the lack of evidence and the absence of a tool to measure

TPACK. Brantley-Dias and Ertmer criticize TPACK as an appropriate model to frame our

conversations about technology integration because it ignores a host of other variables

that researchers have shown to affect the technology integration process significantly.

These variables include both internal factors such as pedagogical beliefs, confidence, and

attitudes, and external factors like school and classroom cultures, or school and district

policies. Brantley-Dias and Ertmer suggest that we may more effectively help teachers
achieve technology integration if we shift our focus from promoting technology

integration per se to promoting technology-enabled learning (Ertmer & Ottenbreit-

Leftwich, 2013; Sutherland, Eagle, & Joubert, 2012) aimed at preparing students for their

21st century careers (Brantley-Dias & Ertmer, 2013 p.120). The authors conclude from

their analysis of publications of the TPACK, that as a framework it is too big and its

constructs too small and therefore additional clarification and conversation is (sic)

needed to adequately guide future educational efforts aimed at preparing both teachers

and students for the 21st century (Brantley-Dias & Ertmer., p 123).

Understanding the Classroom Teachers Role in Technology Literacy

Technology literate people know what the technology is capable of; they are able

to use the technology proficiently; and they make intelligent decisions about which

technology to use and when to use it (Davies, 2011). In his article on understanding

technology literacy, Davies used a straight forward definition for technology literacy in

educational situations. He defined it as the ability to effectively use technology (i.e., any

tool, piece of equipment or device, electronic or mechanical) to accomplish required

learning tasks (p. 47). Davies developed a framework for understanding and assessing

technology literacy through two different studies he conducted. The first part of the

framework addresses levels of technology literacy ranging from awareness, to praxis, and

finally to phronesis (Davies, 2011). Those within the awareness level are those who are

functionally illiterate to those who express limited literacy. They are either non users or

potential users of technology whose usage level ranges from none/resistant to limited.

The praxis level of literacy includes those who are the developing and experienced

learners. This group includes both tentative users whose usage level requires guidance
and direction and capable users who are at the bring it on(p. 48) usage level. The

phronesis literacy level ranges from practical competence to the highest level of

technology literacy, practical wisdom. These users range from expert to discerning users.

Their usage level ranges from power to being selective (Davies, 2011).

The second part of the framework describes the characteristics of users at various

levels of technology literacy. At the awareness level the typical learner activities include

hearing about new technologies and learning of capabilities of new technologies. They

are able to answer questions about what the technology does (p. 48). The praxis level is

where learners interact with the technology at basic levels and become skilled with the

basic uses and functions of the technology. They accomplish simple tasks with it and

answer questions on how to use it. These users move from novice use to enthusiastic use

but they require the expert guidance and practice involving simulated problem solving

activities to become capable users (Davies, 2011).

At the highest levels of technology literacy, phronesis level, the learners have

become adept and skilled at learning new technologies. They approach using technology

to accomplish learning tasks without fear or intimidation. They can answer the why

questions, such as Why do I use or not use technology in this specific situation?

(Davies, 2011, p. 49). At this level learners are involved in reflective practice, and are

continually refining their skills and abilities. This level of practical competence and

practical wisdom requires the application in authentic situations. Students working at this

level of literacy must have an understanding of the learning task and recognize ways the

technology will help him or her achieve that learning goal (Davies, 2011). These users

know why the technology is being used or not being used for a given situation. The
teacher must design a performance assessment involving an authentic situation to

measure this level of technology literacy (Davies, 2011).

The framework Davies developed has important implication for evaluating

technology integration in learning situations. Teachers and students both move through

the various levels of technology literacy, through awareness, praxis and phronesis. The

teachers must develop proficiency with technology before using it as a teaching tool.

Guided practice seems to be the best way to gain instructional effectiveness and

efficiency verses self-discovery. It requires less time and gets the learners working on the

tasks more quickly (Davies, 2011). To attain the highest level of technology literacy the

learner must be provided with an authentic situation for which they are allowed to select

the learning technologies (Davies, 2011, p. 50). The evidence of technology literacy is

seen in the learners ability to transfer knowledge to unique situations. As teachers reach

this level of literacy they will be experiencing their classroom as their authentic situation.

Teachers use their content knowledge and their pedagogical knowledge and as they attain

technology literacy they apply their practical wisdom in selecting the right technology for

a given learning task (Davies 2011). This is the picture of effective technology

integration. Finally, the teachers and the students levels of technology literacy can be

evaluated based on why they are using the technology and how well they used it to

accomplish the learning task (Davies, 2011).

Summary Statement

Technology literacy and integration is a complex and developing issue facing the

academic world. Volumes of literature have been published on the topic and work is still
ongoing to come to agreement upon definitions, assessment and training models for

developing technology literacy and technology integration (Brantley-Dias, & Etmer,

2013). Many current expressions and discussions on the 21st century classroom are based

on setting up learning experiences supported by constructivist learning theories that

involve students in active and social participatory learning activities with technology

used as a supporting tool to aid in constructing meaning (Kivunja, 2014; Stover et al.

2014; Wang, 2008). The classroom teachers role in technology literacy and integration

starts with developing his or her own knowledge and skills with technology. The higher

the teachers literacy level, the more effective he or she will be in integrating technology

effectively and efficiently into the classroom. As teachers reflect on their use of

technology they can address why the technology was selected and how well it was used.

Through the process of developing personal technology literacy the teacher will be

equipped to effectively use technology in his or her lessons and evaluate learner

technology literacy. Teachers need a technology literacy model that is a just right fit for

understanding the issue, evaluating the fluency and designing meaningful learner

activities that effectively promote awareness, practice and eventual mastery.

 Chapter 3: Method

Statement of Intent

I will complete my Applied Capstone Project by synthesizing what I have learned

from the literature review and my professional and personal experience as an educator

and a student. I will organize the knowledge and skills for acquiring technology literacy

and integration into a user-friendly website. My website site will be a launching pad to

get educators started in successful steps for becoming tech-savvy educators.

Procedures

I will determine from the review of the literature the foundational knowledge and

skills needed for educators to become both literate and effective integrators of

technology. I have developed two hybrid courses to use as illustrations of technology

literacy development and integration application. Through creating these courses, I have

gained authentic experience in developing and learning technology literacy and

integration. I will rely on the knowledge and skills I have learned to identify how

technology literacy is developed and applied in a professional education context. I will

provide concrete examples from my own professional work to demonstrate how

educators can exercise technology literacy, and applying effective technology integration

in their curriculum and instruction.

Presentation

I will present my Applied Capstone Project before my Capstone Committee. I will

unveil the The Beginners Guide to Becoming a Tech-Savvy Guru resource website

using a power point or a similar multi-media tool. I will briefly explore the website

features through a short-guided preview.

Summary Statement

I discussed in this chapter, how I will reflect on the knowledge gained in my

literature review and my personal and professional development to create a website that

explores the nature and way technology literacy is developed, and how teachers can

master effective technology integration. I will create a website for myself and other

educators to reference as a compact and easy to use guide to help them begin a successful

process in their classroom in developing technology literacy and effective technology

integration.
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