Journal Review: "I Tolerate Technology - I Don't Embrace It": Instructor Surprise and Sensemaking in a Technology-Rich Learning Environment

Fairchild, J. L., Meiners, E. B., & Violette, J. L. (2016). "I Tolerate Technology--I Don't Embrace It": Instructor Surprise and Sensemaking in a Technology-Rich Learning Environment. Journal Of The Scholarship Of Teaching And Learning, 16(4), 92-108.

PARTICIPANTS

The study looked at 7 teachers in a tech-enriched classroom that had flexible seating, tablets for every student, an interactive whiteboard, and a document camera. 

METHOD

The study wanted to answer two questions;

1. What tensions will be revealed for instructors teaching in a technology-rich classroom?
2. What sensemaking strategies will instructors report in response to these tensions?

In order to answer these questions, the researchers interviewed the instructors weekly for 30-90 minutes. 

RESULTS

The researchers identified 3 tensions. Below I will summarize each tension.

• Freedom V Confinement - Although technology allowed for freedom to try new things, it takes a lot of time to try and implement new things.
• Contentedness V Fragmentation - Technology allows for greater collaboration, but at times it becomes easier to seclude self.
• Change V Stability - Here it was decided by most teachers that the teaching has to change with the introduction of technology. Teachers can't continue doing the same thing after getting technology. "There is more to technology integration than electronics."

The researchers identified 2 sensemaking strategies. Below I will summarize each tension.

• Adaptation - Teachers quickly realized that they had to "roll with the glitches" instead of getting caught up in technology glitches. 
• Reframing - Most teachers realized they had to change the way they taught and their role in the classroom.

REFLECTION

This article seemed to solidify what has been said in class lately. The article did a great job in providing the insight of teachers that were struggling with technology integration and getting at what are their struggles. I have two big take-aways. 

1. Teachers have to learn how to adapt to technology glitches and this can be scary. However, adapting to these challenges in front of students in a calm, positive manner is good modeling for when they come across glitches. Instead of giving up in front of the students or getting angry, teachers need to show good problem-solving skills. The issue for technology coaches and administration is; how do you get teachers comfortable at "rolling with the glitches"?
2. Technology is a change agent. Teachers will only get frustrated with technology if they try to jam technology in their old lesson plans. Successful integration involves making changes to how you teach and what you teach. 

Journal Review: The Pedagogy of Technology Integration

Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The Pedagogy of Technology Integration. Journal Of Technology Studies, 32(2), 66-71.

SUMMARY

The article starts by identifying 3 reasons why teachers are reluctant to incorporate technology. Shortage of computers, lack of computer skills, and computer intimidation were listed. Then the authors defined educational technology as any technology (video, media, devices) that is used to enhance and facilitate learning. Authors did a study (without identifying methodology or participants) and found that many in-service and pre-service teachers do not understand what it means to integrate technology and when asked, they focus their responses on the different devices, not the learning itself. Too often teachers focus on the tool and not the task. 

Also, the authors suggest a few fixes to the current integration of technology. Technology integration needs to focus on the task (not the tool), involve students in the design stages, and create an implementation plan before buying technology. 

REFLECTION

First, the article itself was lack-luster. It claims to have data from a quick study without mentioning any details of the study. 

Having said that, I agree that too often teachers, technology coaches, students, and administration focus on the tool and not the task. I have sat through too many professional development sessions that taught me how to use apps (garage band, iMovie, etc) without showing me how to incorporate it into my classroom beyond a superficial level. 

It is an interesting idea to have students involved in designing technology-based tasks to learn set learning objectives. I often have prescribed ways for students to learn, practice, or demonstrate understanding, but I have never talked to students about what they need to learn, and how they want to tackle that learning objective. I see that as a way to help teachers get new ideas, take the stress off of teachers to create these grand projects, and as a great way to engage students. However, teachers that struggle to give-up control, will find this even more terrifying. It would require teachers to be flexible and would require a great group of students that want to learn. 

Journal Review: Are Schools Getting a Big Enough Bang for Their Education Technology Buck?

Boser, U., & Center for American, P. (2013). Are Schools Getting a Big Enough Bang for Their Education Technology Buck?.

Summary

"Schools are not using technology to do things differently."

The Center for American Progress wanted to see if states and schools are getting "enough bang for their..buck" with educational technology funding. It was found that no state has completed a return of investment analysis. Studies have been conducted with what are students doing with technology. For the most part, students are using technology to complete basic tasks, not tasks that require higher-order thinking. 

The Center for American Progress identified the following potential aspects of technology;

• Boosts the reach of highly effective teachers
• Creates greater personalization and differentiation
• Improves testing by making it less expensive and more adaptive.

They continue by saying that schools need to allow technology to be the transformative tool that it can be and not resist change. 

Finally, the Center for American Progress concludes by requesting the states and schools to complete return on investment study to decide if the spending on technology is necessary. If it is found that technology is not providing enough of a difference given the cost, then schools and states need to find a different way to spend money.

Reflection

The quote above is my big take away. I have heard this before, but here is research that shows it. I agree that too often schools take technology and continue to do what they have always done, with technology. Technology is transformative, but schools are resistant to change. I look at what my department is doing right now and see that, despite having 32 chromebooks in each room, we are developing new curriculum without developing transformative curriculum. The curriculum could have easily been created and implemented without computers. I can't help but question, why do we have the technology?

Having said that, I disagree with some of their conclusion. If a return on investment study is done and it finds that the technology is not providing enough of a difference given the cost, we should not abandon technology. Instead, we need to mandate changing how we are using the technology. Don't take away technology, change the way we are using technology. 

Journal Review: Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

Gambari, I. A., Gbodi, B. E., Olakanmi, E. U., & Abalaka, E. N. (2016). Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction. Contemporary Educational Technology, 7(1), 25-46.

PURPOSE
The purpose of this study was to determine which method of teaching increased student achievement and motivation among high school students learning chemistry;

1. Computer Simulation Instructional Package (CSIP) - Students learn one concept at a time in a prescribed order, but at their own pace. Once they have been taught a concept, they are asked questions, if they answer enough correct, they move on to the next concept. If not, they try again.
2. Computer Tutorial Instructional Package (CTIP) - Similar to the simulation package, except once students are quizzed, if they don't receive at least a 70%, the computer will provide support specific to the questions the student missed.
3. Traditional Teaching Method (TTM)

The researchers also wanted to see if there was any difference between male and female students.

PARTICIPANTS

The study included 90 high school students. Half were male and half were female. 

METHODOLOGY

The students took the Chemistry Achievement Test twice (pre-test and post-test) to test for content knowledge. Then students filled out a survey twice (pre and post-test) and were interviewed to understand motivation.

FINDINGS

It was found that students who were exposed to the CSIP achieved significantly higher on the Chemistry Achievement Test than those exposed to the CTIP and TTM instructional methods. Subsequently, it was found that students exposed to the CTIP achieved significantly higher on the test than those exposed to the TTM. Similar trends were also found when looking at intrinsic and extrinsic motivation while learning chemistry. The researchers found no difference between the male and female students in terms of motivation or achievement.

REFLECTION/APPLICATION

It doesn't surprise me that students achieved more when using technology because it is hard to visualize a lot of chemistry concepts. Also, the programs allowed the students to move at their own pace, which should allow for higher achievement since students learn at different paces and TTM isn't conducive to that. 

In the past I have tried creating my own CSIP within schoology and had varying success. Many students resisted the drastic change thinking that I was trying to be lazy even though I created every video, every quiz, and every practice worksheet that students did. This perception caused some students to not try. I would like to go back to that, but provide different ways for students to practice and demonstrate understanding, hoping that will increase motivation and willingness. 

Journal Review: Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & Culp, K. M. (2010). Connecting Instructional Technology Professional Development to Teacher and Student Outcomes. Journal Of Research On Technology In Education, 43(1), 53-74

PURPOSE

A study was conducted in the state of Missouri to see how various professional development techniques (all focusing on the use of technology) impact student achievement in the classroom. The techniques looked at were modeling, classroom visits, community building, technology utilization, connection to practice, and inquiry-based learning. Other PD focused primarily on the technology tool itself.

PARTICIPANTS

The study included about 270 teachers and about 3000 students. The study focused on grades 3-5. 

METHODOLOGY

The researchers looked at the lesson plans the teachers had to submit, classroom observations, and results of a standardized assessments.

FINDINGS

It was found that modeling was the best form of PD for teachers based on lesson plan quality. However, this did not extend to quality of classroom visits. Modeling was not the best form of PD for teachers, instead time spend planning with the instructional specialist and reflection proved to be the best indication of a quality classroom visit. Technology Utilization proved the best form of PD across the grades when looking at the impact on student achievement. It was finally concluded that the best PD focuses on lesson planning and reflection instead of technical assistance and modeling. 

REFLECTION

During the study, all participating teachers were exposed to all forms of professional development. Therefore, it is hard to say whether the increased success was due to one specific form of PD or if it was due to the whole experience. Having said that, it makes sense that better PD focuses on the task, not the tool. When teachers focus on what they want students to do with the content and not on a new app or website, students learn more. 

OPINION: Open Education Resources

Audio recording >>

Journal Review: Professional Development and the Master Technology Teacher: the Evolution of One Partnership

Wright, V. H. (2010). Professional Development and the Master Technology Teacher: The Evolution of One Partnership. Education, 131(1), 139-146.

In this journal article, Dr. Wright chronicles the development and the implementation of the professional development of in-service and pre-service teachers in the use of technology. The program described is the Master Technology Teacher (MTT) through the University of Alabama.

The program consists of the following components;

1. A small group of teachers meet periodically to learn new tools and pedagogical methods.
2. This group of teachers then implements the new tools and methods in their classrooms. This can include observations by those who are facilitating the MTT program.
3. The teachers then reflect and present their implementation/reflection to the others in the MTT program. 
4. The teachers involved in the MTT program become technology leaders and innovators in their departments/buildings/districts and mentor other teachers in the use of technology to enhance their craft.  

Dr. Wright also details five additional characteristics of technology professional development:

1. For teachers, learning basic skills and developing confidence in using technology is the first step.
2. Once one teacher becomes comfortable in using technology, they become technology leaders and the "go to" person for questions and ideas regarding technology integration.
3. New technology in teaching and learning is only integrated when professional development (such as the MTT program) and ongoing collaboration with others is continuous.
4. Teachers need time to learn new technologies, but also to "make and take" or time to work the new technologies into their lessons
5. Professional development should also include the ethical issues related to using technology in the classroom. 

The MTT program included teachers of all content areas as well as initial comfort level with technology.