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ResearchinEducationalTechnology

HeatherArenth

BoiseStateUniversity

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SubjectArea/GradeLevel:
ChildDevelopment/MentalHealthProfessionals

InstructionalObjective:
Uponcompletionofthelesson,participantswillidentifyandcreatea
projectdemonstratinganunderstandingof6wayselectronicmediausagepositivelyimpacts
childrensdevelopmentbyobtainingascoreof3oraboveontheHolisticCriticalThinking
ScoringRubric.

PreResearchDiscussion:

Ioftenpresentcurriculums,adoptedbymyprogram,tostaffinHeadStart,family
supportcenters,andvarioushumanserviceproviders.Forthisparticularlesson,Ichoseanarea
thatIteachoftenwhichischildrenandelectronicmedia.Inpureformthecurriculumfocuseson
thenegativeimpactsofelectronicmediauseonchildrensdevelopment,specificallythe
physical/healthandbehavioralconsequencessuchaslessphysicalactivityorsocialization.

Thoughtheseareimportantitemstocover,thislessonisextremelyunbalanced.Notone

timethroughoutthesessionisthereareferencetothepositiveimpactstechnologyusecanhave
onchildren.Thisunbalanced,biasedviewofelectronicmediadoesnotrevealaglobalscopeof
technologiesimpact.Seekingtobalancethisnegativeviewofelectronicmedia,myoverallgoal
istohelpprofessionalsgainanunderstandingofthepositiveaspectsoftechnologyusageand
learnhowtheycanpromoteandintegratehealthytechnologyusewithfamiliesandchildrenthey
workwith.
Socialmediacuration,whichisorganized,purposefulcollectingandsharingofonline
content,isjustonewaytopromotepositivetechnologyuse.CurationtoolssuchasStorify,
Scoop.it!,andLearnistarejustafewthatareavailable.Storify,whichwillbeusedforthis
lesson,isusefulinpullingtogetherinformation,images,andvideostocreateadigitalstoryabout

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specifictopics.Storifywillallowparticipantstobecomeactivelearnersbyinvestigatingand
searchingsocialmediaandwebbasedcontentwhileinteractingwithotherparticipants.Thiswill
beachievedbyhavingparticipantsengageintheuseofStorifytocreateaprojectonpositive
wayselectronicmediausecanimpactchilddevelopment.Toassessachievement,Iwillanalyze
theirStorifycontentaswellastheirreflectionsandsidenotesaddedtootherparticipantsStorify
boards.

Thefocusofmyresearchisontheuseofsocialmediatoolstosupportlearning.Iam

particularlyinterestedinhowthesetoolscansupportandconnectformalandinformallearning.
Iwouldalsoliketotakeadeeperlookintohowparticipationinthesetoolsfacilitateslearning
withinthesetypesofsocialcontexts.
PostResearchDiscussion:
Researchontheimpactoftechnologyonlearningthroughtheuseofsocialcuration
toolsspecificallywasalittlehardtofind.WhereIdidfindalargerofferingofresourceswas
throughsearchesonWeb2.0toolswhichisthecategorythesetypesoftoolsfallunder.Coming
intothisprojectIwasconfidentthattheuseofthesetoolswereagoodchoiceforparticipantsto
meetmylearningobjectivebutwasnotcompletelyclearonhowtosupportandarguemybeliefs
oftheimportanceoftechnologyforeducation.ThearticlesIusedformyannotatedbibliography
reallyhelpedmetoremembertocontinuetokeeplearnersinmindwhentryingtosupplement
contentwithtechnology.Offeringawealthofinformationfromspecificframeworksto
introduceintomytrainingstoreliabledata,thesearticleswillassistmeinbuildingastrong
argumentforimplementationoftechnologyintoourprogramstrainings.

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Annotatedbibliography
Dabbagh,N.,&Kitsantas,A.(2012).Personallearningenvironments,socialmedia,and
selfregulatedlearning:Anaturalformulaforconnectingformalandinformallearning.
The
Internetandhighereducation

15
(1),10967516.doi:10.1016/j.iheduc.2011.06.002

Thisarticlelooksattheuseofsocialmediatoolssuchasblogs,socialnetworkingsites,and
socialbookmarkingtocreate,manage,andsustainpersonallearningnetworkstosupport
selfregulatedlearning.Theauthorsalsointroduceathreelevelinstructionalframeworkfor
classroomimplementationtoassisthighereducationfacultyandinstructorsinscaffolding
studentselfregulationskillsinthecreationofPLEs"(Dabbagh&Kitsantas,2012,p.6).
Thisthoughtfullydesignedframeworkfocusesonpersonalinformationmanagement,social
interaction/collaboration,andinformationaggregation/management.Theauthorsofthis
articlewereabletosupplymewithnotonlyabackgroundrichwithinformationandtheory,
butalsoapracticalframeworktobeintroducedintomylearningenvironments.
TheinterrelationbetweenZimmerman'sselfregulatedlearningmodelandtheauthors
instructionalframeworkvalidatetheusefulnessofsocialmediatoolsinlearningwhich
supportsmyuseofthemforparticipantstoachievethelearningobjective.Theideaof
selfregulatedlearningisnotnewtomebuthowtheauthorstiedittogetherwithsocialmedia
usereallymakessenseandgivesmemoremotivationtopushfortheiruse.Thelackof
experimentaldatacausesthisarticletonotsupplymewithevidenceanddatathatwouldbe
extremelyhelpfulinsupportingmygoalofusingtechnologyintrainings.Ontheotherhand,
theframeworkdoesallowforimmediateapplicationandresearchformyprogram.Thisis

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canbehelpfulwhentryingtopushfortechnologyuseinmytrainingswhichleadsmeto
believethatthisarticlecanbesomethingIcoulduseindiscussionswithmysupervisor.This
articlediffersfromotherresourcesinmyannotatedbibliographyinthatitdoesnot
experimentallydrawresultsthroughcompletingastudy.Itismoreofawaytopromoteand
arrangefortheuseofsocialmediatoolstoeducate.

Coutinho,C.,&BottentuitJr.,J.(2008).Usingsocialbookmarkingtoenhance
cooperation/collaborationinateachereducationprogram.
ProceedingsofWorldConference
onEducationalMultimedia,Hypermedia,andTelecommunications,
Chesapeake,VA,
25512556.doi:http://hdl.handle.net/1822/8466

UsageofthewebbasedtoolDelicioustoshowhowsocialbookmarkingcanfacilitate
collaborativecreatingandlearningwasthemainfocusofthisarticle.Theauthorsintention
wastoconfirmtheimportanceofcombiningsocialinteractionandcollaborationthroughthe
useofsocialbookmarkingforthedevelopmentofaresearchprojectandtoenhance
cooperation/collaborationamongpeers(Coutinho&Bottentuit,2008,p.2551)tofacilitate
achievementofacommongoal.Ifindthatthissourceisbiasedinthatthedatawastheresult
ofarelativelysmallsamplesizeconsistingofanondiversegroupofteacherswhilenarrowly
focusingonuseofonesocialbookmarkingtool.Theusefulnessofthisarticleliesin
showingthesuccessofsocialbookmarkingforcollaborationamongstindividualswith
regardstofacilitatingsharingofinformation.Thisarticleissimilartootherresourcesinmy
annotatedbibliographywithonedifferencebeingthatthisarticlewasaproceedingina

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conference.
LookingbackatwhatIwouldlikeparticipantstogainthroughengagementintheuseof
socialcurationtools,Ifindthatthisarticleshowsthatforonetoreallyunderstandthe
usabilityoftoolslikethisandwebbasedtoolsingeneral,theyneedtoengageinthemand
drawfromtheirownexperience.Theauthorsprovidesomeoftheteachersanswersfromthe
focusgroup,whichcanbeusefulwhendraftingreasonsastowhyIfeelthatsocialmedia
shouldbeanelementtoourtrainings.Also,theirgoaloftheuseofsocialbookmarkingasa
collaborationtoolwouldbeawellreceivednotiontoindividualsinmyprogramaswellas
theDepartmentofHumanServiceswhoadvocatetheuseofcollaborationtoprovide
adequateservicestoindividuals.IcannotsaythatthisarticlechangedhowIthinkaboutthe
useoftechnologyineducation,butvalidationisalwayshelpfulinmycontinuationtofight
forusingtechnologytoenhancelearninginmyprogram.

Taha,N.,Wood,J.,&Cox,A.(2014).
Socialbookmarkingpedagogiesinhighereducation:A
comprehensivestudy.
I
nternationalJournalofInformationSystemsintheServiceSector,
6
(1),

2436.doi:10.4018/ijisss.2014010102

Inthisarticle,theauthorsseektocontributetothepracticeofusingsocialbookmarkingtools
ineducationalsettings.Thisisaccomplishedbycomparingfindingsfromtwolongitudinal
studieswithfindingsgeneratedthroughliteraturereviewinanattempttomake
recommendationsfortechnologyuse.Bothstudiesexaminedinthisarticleimplementedthe
useofsocialbookmarkingtoolstoencourageinteraction,improvelearningexperiences,and

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generatecollaborativeresources.Resultsfromthestudiesindicatedthatlackofknowledge
andawarenesstotheusefulnessofthetooltobeabarrierbutusagedidhaveimpacton
learningduetothecollaborativenatureoflearningthroughsharinginformationand
questions,anddevelopingthinkingbyconsideringmultipleperspectives(
Taha,Wood,&
Cox,2014,
p.32).
Lookingatthisarticle,theauthorsprovideawealthofwellroundedinformationmakingthis
avaluableresource.Theunbiasedrecommendationsprovidedbytheauthorsareseenin
theirofferingofsuggestionsforsocialbookmarkinguseineducationaswellastheiranalysis
ofthecostsandrisksofusage.Studentsunawarenessofusefulnesspairedwithapositive
impactonlearningshowsthatImustbeconstantlyawareoffindingthecorrectbalance
betweenthetechnologytoolsIusetosupplementlearning.Theauthorsdiscussionsofthe
costsandriskswillbehelpfulformetoformulateanargumentfortechnologyintegration.In
comparisontotheotherarticlesused,thisresourceismorecomprehensivethrough
discussingliterature,comparingstudiesindetail,andprovidingrecommendationsbasedon
theresearchandresults.ThisarticlehasdefinitelyraisedmyawarenesstoproblemsIwill
comeacrossduetomanyofmytraineesnotbeingpreparedtousesocialbookmarkingtools
forlearning.

Uzunboylu,H.(2011).Theefficientvirtuallearningenvironment:Acasestudyofweb2.0tools
andWindowslivespaces.
Computersandeducation
,
56
(3),720726.doi:
10.1016/j.compedu.2010.10.014

Theresearchconductedinthisarticleaimedtointegrateweb2.0toolsintoeducationtosee

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whethertheeffectshadapositiveimpactonlearning.Uzunboylustrivedtoanswertwo
questions:(1)whatarestudentsopinionswithregardstotheusefulnessofWeb2.0tools
withWindowsLiveSpaceand(2)hadthestudentschangedtheiropinionsaboutthe
usefulnessofWeb2.0toolsbytheendofthestudy(Uzunboylu,2011,p.722).Whatmakes
thisarticledifferentfromotherstudiesperformedinmyotherannotatedbibliographyarticles
isthatitsolelyfocusesonwhetherornotopinionsofWeb2.0usagechangedoncestudents
wererequiredtoengageinusingthemnotwhetheritimpactedlearning.Withthatsaid,Ido
findthattheresultscouldhavebeenbiasedinthatthesampleusedwerestudentswhowere
enrolledinaneducationaltechnologycourse.
LikeotherWeb2.0tools,socialcurationtoolshaveanelementofcollaborationwhich,as
seeninUzunboyluspostquestionnairedata,wasakeycontributortoimprovedlearning
amongstudents.Studentsstatedthattheyimprovedthemselvesasaresultofsharing
information(Uzunboylu,2011,p.725).Theseresultsamongmanyothersprovidedbythe
questionnaireshowtheimportanceofusingWeb2.0toolsnotonlytoachievemylearning
objectivebuthelpmentalhealthprofessionalscontinuecollaborationthatisnecessaryto
provideadequatecoordinatedservicestofamilies.Thiswillbeusefulwhenpresentingmy
argumentfortechnologyintegration.Thoughmyopinionontechnologyusehasnot
changed,thequalitativeandquantitativedataprovidedbythisarticleregardingcollaboration
willprovidesolidevidencetowhymentalhealthprofessionalsItrainshouldbeexposedto
thesetechnologiesnotonlyforlearningbytoworktogethertoprovideadequateservices.

Farwell,T.M.,&Waters,R.(2010).Exploringtheuseofsocialbookmarkingtechnologyin

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education:Ananalysisofstudents'experiencesusingacoursespecificdelicious.com
account.
JournalofOnlineLearningandTeaching,6
(2),398408.doi:Retrievedfrom
http://jolt.merlot.org/vol6no2/waters_0610.pdf

Thisarticlelookedathowsocialbookmarkingtools,specificallyDelicious.com,canbeused
asaninexpensivealternativetocoursematerialswhileassessingwhetherstudentsfeelthat
useofthesetypesoftoolsareagoodalternativeforcoursepackets.Inthisstudy,the
instructorassignedreadingsfromtraditionaltextbooksaswellasanopensocial
bookmarkingaccounttostudentsenrolledinaSocialMediaandPublicRelationscourse
(Farwell&Waters,2010p.401).Thisstudysfindingswereimpactfulinthatitwasableto
showthatanunbiasedgroupofstudents,unawareofsocialbookmarkingsites,begantofavor
theiruseovertraditionalcoursematerialsonceexposedtothetool.Thesefindings,which
areinlinewithmanyoftheotherresourcesinthisbibliography,wontbetremendously
usefulformeinpromotingtechnologyuseinmytrainings.Mainlyduetothefocusofthe
articlebeingmoretowardsreplacingcoursematerialandnotsomuchonhowitenhancedthe
participantslearning.Overall,Ifeelthatmyopinionoftechnologyusageforeducationhas
notchangedandthisarticledoesnotsupportmylearningobjectivenorsupplymewith
usableevidencetopromotetechnologyusageinmyprogram.

Luckin,R.,Wilma,C.,Graber,R.,Logan,K.,Adrian,M.,&Oliver,M.(2009).DoWeb2.0
toolsreallyopenthedoortolearning?Practices,perceptionsandprofilesof1116-year-old
students.
Learning,mediaandtechnology
,
34
(2),87104.doi:10.1080/17439880902921949

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Thefocusofthisarticlewastoexaminesecondaryschoolstudentsactivitiesandperceptions
oflearningwithWeb2.0technologies.Theauthorswereparticularlyinterestedinhow
studentsmadeuseofthetechnologies,activitiesperformed,typesofuse,anddifferences
betweenschoolandnonschoolengagement.Thestudyperformedshowedthestudents
participatinginfourdifferenttypesofactivities:researching,collaborating,producing,and
publishing.Findingsfromthestudyrevealedthatalthoughstudentsexpressedinterestin
usingWeb2.0technologies,theyseemedcautiousaboutothervaluesassociatedwithWeb
2.0tools,suchasthesharedconstructionofknowledgeinapublicformat(Luckin,Wilma,
Graber,Logan,Adrian,&Oliver,2009,p.87).Ifindtheresultstobesomewhatbiasedin
thatschoolagedstudentsmostlikelyarenotexposedtotheimportanceofthesetoolscausing
themtonotreallyunderstandthevalueofthem.Liketheotherarticles,therearesimilarities
inthefindingswithregardstolearnerslikingtheuseofWeb2.0toolsbutnotreally
understandingthevalueofusingthemforlearning.Itisdifferentinthatparticipantsarenot
adultlearnersbutschoolagedchildren.
Asfarasfittingintomyobjective,thetypesofactivitiesusedmostoftenarethingsIwillbe
requiringparticipantstoperformtomeetmylearningobjective.Idonotfeelthatdata
presentedinthisarticlewillbehelpfulinpresentingtomysupervisormainlyduetoresults
beinggeneratedthroughschoolagedparticipants,butcanhelpshapemyargument.The
engagementinactivitieswereshowntobehelpfultothestudentswhichcansupportmy
argumentintheirusagewithmyparticipants.Myattitudesoftechnologyforlearninghave
notchanged,butmybeliefsthatparticipantsshouldengageinthemwerevalidatedbythis
articleandwillkeepmemotivatedtopushfortheirusetosupplementlearning.