1. 2010 A Digital Odyssey: Exploring Document Camera Technology and Computer Self-Efficacy in a Digital Era
1.1. By Joaquin Hoge
1.2. May 2010
1.3. Article's main points
1.3.1. Teachers need to stay informed about current technologies so students do not become "digitally disconnected."
1.3.2. Document Camera Technology likely to be incorporated into classrooms because of...
1.3.2.1. Ease of use
1.3.2.2. Potential classroom applications
1.3.2.3. "Visualizer"
1.3.3. Very little professional development accompanied the installation of document cameras into one specific school district, which led to teacher becoming frustrated.
1.3.4. Very little research was done on the effectiveness of DCT or how to implement it before the district purchased it.
1.4. Take-away message
1.4.1. When a district decides to implement a new technology, it needs to be thoroughly researched ahead of time and a plan for professional development should be set in place so that teachers are confident in using the technology prior to integrating it into their classrooms. This will help to ensure the effectiveness of the technology.
2. Key Emerging Technologies for Elementary and Secondary Education
2.1. By: Lawrence F. Johnson, Alan Levine, Rachel S. Smith, Keene Haywood
2.2. 2010
2.3. Article's main points
2.3.1. Technology empowers students, changes the way we teach and learn, and increases interest and creativity.
2.3.2. 21st century skills are being increasingly required in every field, but professional development opportunities for teachers in cultivating these skills isn't growing at the same rate.
2.3.3. "Up-and-coming" technologies will be cloud computing and collaboration sites, as well as game-based learning.
2.3.4. Watch for Flexible Displays and Augmented Reality
2.4. Take-away message
2.4.1. Technology continues to develop and impact teaching exponentially, and professional developments need to keep up.
3. Taming the Chaos
3.1. By Doug Johnson
3.2. 2010
3.3. Article's main points
3.3.1. Technologies such as tablets, cell phones, laptops, etc. can all contribute to distracting students rather than engaging them. So how do we deal with this?
3.3.1.1. Ban/Block the technologies (this will become less effective as more people see the educational advantages of tech)
3.3.1.2. Continue to tolerate this behavior as we currently do
3.3.1.3. Encourage limited use of technologies with clear expectations
3.3.1.4. Use existent technologies to enhance what we already do (reference: The Digital Backpack by Karen Henke)
3.4. Take-away message
3.4.1. Technologies that distract students aren't going anywhere, so if you can't beat them, join them! The article encourages thinking about ways to incorporate technology that would otherwise be distracting into our classrooms in a productive way.
4. A Call for Technology Leadership
4.1. By Ron Schachter
4.2. November/December 2010
4.3. Article's main points
4.3.1. Superintendents need to have a strategy for technology implementation
4.3.2. Superintendents should do 5 things
4.3.2.1. Model use of technology in communication
4.3.2.2. Ensure 21st century skills are being taught
4.3.2.3. Encourage Web 2.0 uses
4.3.2.4. Offering technology-centered professional development
4.3.2.5. Requiring project-based learning incorporating technology and more authentic assessments
4.3.3. Very challenging to have this added to their agendas as superintendents are stretched so thin as it is.
4.3.3.1. Consortium for School Networking (CoSN) published "Empowering the 21st Century Superintendent"
4.3.4. New node
4.4. Take-away message
4.4.1. Superintendents should be very aware of adding and increasing technology in their districts, and should lead by example and encourage new ideas and collaboration.
5. The Effect of Electronic Storybooks on Struggling Fourth Graders' Reading Comprehension
5.1. By Ishan Seyit ERTEM
5.2. October 2010
5.3. Article's main points
5.3.1. Many students learn to read but have trouble comprehending what they read.
5.3.2. Study involved evaluating 4th graders' reading comprehension after...
5.3.2.1. 1/3 viewed a computer presentation of a story book with animation
5.3.2.2. 1/3 viewed a computer presentation of a story book without animation
5.3.2.3. 1/3 viewed a traditional story book
5.3.3. All of the 4th graders evaluated were reading below grade level
5.3.4. Study found that those 4th graders who viewed an electronic version of the story with animation scored higher on comprehension evaluations than their peers who viewed the story without animation or in a traditional style.
5.4. Take-away message
5.4.1. The use of computer and animation technology significantly improved the reading comprehension of struggling 4th graders.