Annotated Bibliography

Agarwal, S. (2022). iPad vs. Chromebook: Which is better for work? Laptop Mag. https://www.laptopmag.com/features/ipad-vs-chromebook-which-is-better-for-work

Topic: Hardware

Both the iPad and Chromebook are capable computers. Both allow you to utilize many apps at once, have 2-in-1 form factors, have long battery lives, and more. Their less resource-intensive operating systems work more smoothly and are updated for a much longer period of time. Both Chromebooks and iPads run significantly different operating systems, and each has its own ecosystem of apps, productivity tools, and peripheral options. Which one is best for you will depend not only on their merits but also on your needs and workflow.

Future use: There are many factors to consider when choosing hardware. Using articles like this helps make informed decisions about the right choice.

CAST. (2018). UDL Guidelines. CAST. https://udlguidelines.cast.org/more/about-graphic-organizer

Topic: Differentiation

Designing learning experiences that accommodate the needs of all learners can be done with the help of the UDL Guidelines. These Guidelines provide a series of practical recommendations for putting the UDL framework into practice and aid in making sure that all students can access and take part in worthwhile, difficult learning opportunities. Modern neuroscience forms the research foundation for the general UDL principles. The three principles (recognition to representation, strategic to action and expression, and emotional to engagement) are aligned with with the Guidelines.

Future use: This resource provides teachers a visual of how to reach diverse learners. It can be used as a checklist when creating lessons that use technology.

Colwell, J., Hutchison, A., & Woodward, L. (2022). Digitally Supported Disciplinary Literacy in Elementary Instruction. Reading Teacher, 75(4), 463–474. https://doi.org/10.1002/trtr.2070

Topic: Differentiation

The use of digital technologies to improve disciplinary literacy in primary school is explored in this article. It looks at the ways in which technology might be used to teach students not only basic reading skills but also the particular literacy requirements of various academic areas. The study emphasizes the advantages of using digital resources, like interactive texts and multimedia, to help students improve their communication, understanding, and critical thinking abilities across a range of academic areas. The essay clarifies the potential of digital tools to promote greater comprehension and engagement in elementary students while coordinating with the literacy requirements of many disciplines through real-world examples and insights.

Future use: Digital technology can be implemented everyday. Tools like text-to-speech, speech-to-text, online annotations, videos, and e-books can improve literacy skills.

Grosseck, G., & Holotescu, C. (2011). Teacher education in 140 characters - microblogging implications for continuous education, training, learning and personal development. Procedia - Social and Behavioral Sciences, 11, 160–164. https://doi.org/10.1016/j.sbspro.2011.01.053

Topic: Microblogging

This article examines the use of microblogging, especially within the confines of 140 characters, for teacher education and professional development. The study explores how social media sites like Twitter can be effective tools for educators to exchange information, engage in continuous learning, and interact with a global network of peers. The essay offers insights into the changing environment of professional development in the digital era by talking about the implications of microblogging for educators' ability to teach better, learn more, and nurture personal growth.

Future use: Twitter can be used for teaching and learning. For teaching, teachers can gain new insights that can be incorporated into instruction. For learning, students can reply to prompts and using the hashtag to group the ideas together.

Hu, L., Yuan, Y., Chen, Q., Kang, X., & Zhu, Y. (2022). The Practice and Application of AR Games to Assist Children’s English Pronunciation Teaching. Occupational Therapy International, 1–12. https://doi.org/10.1155/2022/3966740

Topic: Augmented Reality

This article examines how Augmented Reality (AR) games can improve English pronunciation instruction for kids. The project explores how AR technology might be used in real-world settings to engage young students in interactive language learning. The article assesses the efficiency of AR games in promoting language acquisition and retention by focusing on pronunciation improvement through gamified experiences. The results shed light on how AR technology may be used to improve language learning environments for kids, enhancing both teaching strategies and student learning outcomes in the context of English pronunciation education.

Future use: AR technology has a lot of potential in schools. Aside from language acquisition, AR can help students view historic places, visit ecosystems, and gain extra knowledge about a specific topic.

Kaur, D. (2020). Post-Positivist Approach to Factors That Influence K-12 Teachers’ Use of iPads and Chromebooks. International Journal of Technology in Education and Science, 4(1), 26–36.

Topic: Hardware

This article examines the many elements that have an impact on K-12 teachers' use of iPads and Chromebooks in the classroom from a post-positivist perspective. This study investigates the complex interactions among factors influencing teachers' practices and decisions using these devices, including pedagogical views, technological aptitude, institutional policies, and professional development. The study aims to advance the conversation on effective technology integration in education by advancing a deeper knowledge of the complex processes that affect teachers' adoption and integration of technological tools. The research provides insights to improve technology integration techniques and enlighten educational policy decisions by examining these multiple influences.

Future use: When implementing technology, a teacher needs to be self-aware. Being afraid of using new tools will create a barrier.

Kirkpatrick, L. C., Brown, H. M., Searle, M. J., Sauder, A. E., & Smiley, E. (2017). The Impact of a School Board’s One-To-One iPad Initiative on Equity and Inclusion. Exceptionality Education International, 27(2), 26–53.

Topic: Hardware

This article explores how a school district's one-to-one iPad initiative has affected the concepts of fairness and inclusion. The study examines how giving iPads to every student impacts their access to technology and learning tools, as well as whether or not it narrows or widens already-existing equity disparities. To evaluate the effectiveness of the effort, the paper examines data on student demographics, academic performance, and technological use. In terms of guaranteeing fair access to digital resources and fostering inclusive learning environments, the findings give light on the potential advantages and difficulties of such initiatives. The study's overall findings emphasize the significance of careful planning and continuing evaluation to guarantee that technological initiatives effectively advance the objective of equal and inclusive education.

Future use: It is important for all teachers to be aware of equitable practices when it comes to assigning hardware to students.

Lazar, K. B., Moysey, S. M., Brame, S., Coulson, A. B., Lee, C. M., & Wagner, J. R. (2018). Breaking out of the traditional lecture hall: Geocaching as a tool for experiential learning in large geology service courses. Journal of Geoscience Education, 66(3), 170-185. https://doi.org/10.1080/10899995.2018.1453191

Topic: Geocaching

This article examines how geocaching might be creatively used to improve experiential learning in lengthy geology service courses. The authors talk about how the technology-enabled treasure hunt activity known as geocaching was incorporated into the curriculum to give students more experiential learning opportunities than just regular lectures. Geocaching is an efficient way to increase students' comprehension of geological principles by involving them in practical exploration and problem-solving. The essay outlines the benefits of this strategy, such as greater learning retention, higher student engagement, and the growth of critical thinking and collaborative abilities. The study's findings highlight the potential of geocaching as a useful tool for boosting experiential learning in large geology classes, encouraging active engagement and a closer bond with the subject matter.

Future use: Geocaching would be an engaging activity to do outdoors with students. Geocaching can also be integrated into content areas, especially science and social studies.

Özgen, D. S., Afacan, Y., & Sürer, E. (2021). Usability of virtual reality for basic design education: a comparative study with paper-based design. International Journal of Technology & Design Education, 31(2), 357–377. https://doi.org/10.1007/s10798-019-09554-0

Topic: Virtual reality

This article looks at how well virtual reality (VR) works as a teaching medium for elementary design. The study contrasts traditional paper-based design processes with VR in terms of usability and learning effects. The article compares and contrasts various elements, including student engagement, inventiveness, and comprehension. The results provide understanding into how this technology can improve the learning process and skill development for aspiring designers. They also shed light on the possible advantages and difficulties of integrating VR into design education.

Future use: VR is another great tool to use with students. With headsets, students can be transported to a particular location or event and experience it “first-hand.” This would be a great addition to the science and social studies curricula.

Park, H. J., Takahashi, K., Roberts, K. D., & Delise, D. (2017). Effects of text-to-speech software use on the reading proficiency of high school struggling readers. Assistive Technology, 29(3), 146–152. https://doi.org/10.1080/10400435.2016.1171808

Topic: Differentiation

This article looks at how text-to-speech software affects high school students who have trouble with reading. The study looks at whether this technology enhances the reading performance of these struggling readers in terms of comprehension, reading speed, and reading ability. The article assesses the effectiveness of text-to-speech software as an intervention tool through a number of assessments and analyses. The results reveals that this technology improves the reading skills of struggling high school readers, perhaps providing instructors with a useful tool. The study adds important data to the continuing discussion regarding practical methods to deal with literacy difficulties in educational settings by evaluating the possible advantages of text-to-speech software for struggling readers.

Future use: Text-to-speech is a feature that can easily be downloaded onto devices. Google Read & Write is a Chrome extension that can be used. Also, some curriculum tools and virtual libraries have text-to-speech features.

REFLECTION

I have learned a lot about myself while blogging. I learned that I like to write and I also like to be creative. Finding images or gifs to add was always something fun to add. I also learned that I was very picky about the titles. I wanted something catchy and would often change the title two or three times. I also learned that blogging is not as hard as it sounded. I started off very apprehensive but once I got the hang of it, I really liked it. I may keep it and continue it.

I can see using a blog in my learning environment. I could keep a class blog where I would share the antics of our class. I could also use this class blog to share other information about topics we are learning about. I think parents would appreciate and enjoy it. Blogging can also be a part of my students’ literacy block. Each student could have a blog site and post about personal projects, their own learning, reflections, and any other related topics. They can even showcase their work and achievements over time. Students could also write about current events and how they’re related to their learning. I firmly believe blogging has a place in education.