Jesse Pentz Professor Leslie Wolcott ENC 1102 28 March 2013 Literary Review Technologies such as tablet PCs,

smartphones, and the growing software market are forever changing our lives for the better. These devices allow us to interact and communicate in revolutionary ways, and with the popularization of the internet we can now access nearly any information from anywhere in seconds. So why arent we seeing this change reflected in the classroom? The most common reason is a lack of funding for new technologies, yet that is only one of many problems. Another major reason is the digital divide, as well as the improper adaptation of these new technologies by the schools (Atif, Kinchin, Richardson, Stuht, Vie). This paper will examine several texts and studies in an attempt to better explain the cause of the digital divide, as well as provide evidence for how the use of technology in classrooms can be improved through more progressive teacher education, and provide insight into where new research needs to be done. So why dont we use a lot of technology in classrooms already? Some of these barriers are identified by Serhat Kurt, who used observation and surveys to identify six major factors. These include (a) limitations of physical settings, (b) availability of materials, (c) conditions of equipment and maintenance, (d) lack of training and interest, (e) low socio-economic status and (f) crowded classroom (Kurt). Kurt did his study in Turkey, which is important to remember when viewing these findings. While many seek to identify these factors, Proctor states that the use of such technology is progressing along the Rogers Technology Curve at a normal rate, and

Pentz 2 that teachers in grades kindergarten through twelfth are experiencing an increase in Ease of Use and Usefulness with respect to technology in classrooms. One major issue preventing technology from being used effectively in schools who have access to technology is the digital divide (Vie). The digital divide is the gap in digital literacy that exists between students who have grown up immersed in technology and the last generation of teachers who didnt (Gu). A study conducted by Michael D. Proctor shows that teachers feel increasingly positive about technology, so the problem is not teachers dislike of these resources. Karlstrm Petter suggests that the problem exists not only because of the gap in digital literacy, but also because that gap makes it difficult for teachers and students to form common registers in a virtual learning environment. One solution to this situation is proposed by Stephanie Vie, who believes that we van bridge the gap by providing instruction for educators on how to use resources such as blogs or social media to integrate technology into the classroom in meaningful ways. Felicia Nemcek, a Principal at Clark County School District, demonstrates exactly this through a narrative of how her school used technology to enhance learning for students. Although anybody would agree that the goal is to use technology in classrooms in a meaningful way, not everyone agrees on what that means. Some feel as though its being used improperly, even in schools that have seemingly successfully integrated technology into classrooms (Richardson).This is because new technology is simply being use to teach the traditional curriculum, which provides little benefit (Kinchin). Will Richardson believes that we need to move away from the traditional teaching model, instead teaching the skills to learn and

Pentz 3 grow while allowing students to pursue their own interests while staying within the curriculum. It has also been proposed that technology can now allow students to learn through the use of mastery goals rather than performance or avoidance goals, again challenging traditional teaching (Stuht). Another teaching model is presented by Yacine Atif. Atif presents the conversational learning model which focuses on communication between students, a teaching method that would truly benefit from technology. As you can see, great efforts have been put into studying the factors that lead to the technology being used ineffectively in classrooms. The digital divide is one of the primary causes, and although Nemcek, Stuht, and others provide specific programs and uses for technology, none address the cause of the digital divide. I believe that in addition to moving towards more progressive teaching styles, we must educate todays teachers, the digital immigrants, on how to use technology in a general sense. Not having grown up surrounded by technology, many teachers lack a deep understanding of the way technology works. It would make sense then that we educate teachers on a more general level, teaching digital literacy skills rather than the use of specific devices or programs. Only through this form of technology education will we use technology to its full potential in classrooms, so I believe more research into this innate understanding of technology is necessary.

Pentz 4 Works Cited Atif, Yacine. "Conversational Learning Integration In Technology Enhanced Classrooms." Computers In Human Behavior 29.2 (2013): 416-423. Education Full Text (H.W. Wilson). Web. 13 Mar. 2013. Kinchin, Ian. "Avoiding Technology-Enhanced Non-Learning." British Journal Of Educational Technology 43.2 (2012): E43-E48. Education Full Text (H.W. Wilson). Web. 12 Mar. 2013. Kurt, Serhat, and Muhammed, Ciftci. "Barriers To Teachers' Use Of Technology." International Journal Of Instructional Media 39.3 (2012): 225-238. Education Full Text (H.W. Wilson). Web. 4 Mar. 2013. Nemcek, Felicia. "A Progressive Approach To INTERGRATING Education Technology." Techniques: Connecting Education & Careers 88.1 (2013): 32-35. Education Full Text (H.W. Wilson). Web. 11 Mar. 2013. Proctor, Michael D., and Yaela, Marks. "A Survey Of Exemplar Teachers' Perceptions, Use, And Access Of Computer-Based Games And Technology For Classroom Instruction." Computers & Education 62.(2013): 171-180. Education Full Text (H.W. Wilson). Web. 4 Mar. 2013. Petter, Karlstrm, et al. "Identifying Different Registers Of Digital Literacy In Virtual Learning Environments." Internet & Higher Education 15.4 (2012): 237-246. Education Full Text (H.W. Wilson). Web. 27 Feb. 2013.

Pentz 5 Richardson, Will. "Students First, Not Stuff." Educational Leadership 70.6 (2013): 10-14. Education Full Text (H.W. Wilson). Web. 12 Mar. 2013. Stuht, Amy Colcord, and Cean Colcord. "TECH, TEACHERS & TEENS: Bridging The Divide." Leadership 40.4 (2011): 26-30. Education Full Text (H.W. Wilson). Web. 7 Mar. 2013. Vie, Stephanie. "Digital Divide 2.0: Generation M And Online Social Networking Sites In The Composition Classroom." Computers & Composition 25.1 (2008): 9-23. Education Full Text (H.W. Wilson). Web. 26 Feb. 2013. Xiaoqing Gu, Yuankun Zhu, and Xiaofeng Guo. "Meeting The "Digital Natives": Understanding The Acceptance Of Technology In Classrooms." Journal Of Educational Technology & Society 16.1 (2013): 392-402. Education Full Text (H.W. Wilson). Web. 11 Mar. 2013.