Summer Rogers October 27, 2014 Introduction The following is an annotated bibliography of resources that will be used to support my grant proposal project on the need for professional development on the implementation of bring-your-own technology (BYOT) also known as bring-your-own device (BYOD). In this bibliography, you will read of research that supports both BYOT/BYOD as well as the integration of technology in the classroom. Both topics are key at my school, Chapel Hill High School, as this is our first year with an accessible Wi- Fi network and an expectation from our school board that BYOT/BYOD be utilized for the integration of technology. Overall, the school system has worked to enable teachers to use technology in their teaching practices. While professional development on teaching practices is available, the level of training needed to implement something like BYOT/BYOD has not yet been made available. Additionally, while students are able to access the Wi-Fi network, teachers need training on assignments and activities that can benefit student learning. Additionally, as supported by some of the research shown in the following pages, is a need for teachers to understand how to monitor student use of technology to ensure learning is taking place.
2 One to One Computing Bebell, D., & Kay, R. (2010). One to One computing: A summary of the quantitative results from the Berkshire wireless learning initiative. Journal of Technology, Learning, and Assessment, 9(2), 1-16. Retrieved from http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462. The authors, Bebell an assistant research professor and Kay, a research assistant both at Boston University, use this article to provide the results of a quantitative study on a one-to-one computer initiative at five schools in Massachusetts. While the results varied, they found that there were measurable changes in teacher practices, as well as student achievement, engagement, and research skills. The authors give an accurate account of the use of technology in classroom, stating that billions have been spent on integration and citing that the ratio of computers to students is roughly 4:1. Bebell and Kay also accurately describe the expectation of technology in schools, including increased student engagement and student use of computers for writing, analysis, and research, and better student behavior. To support their claims, they collected quantitative data on the Berkshire Wireless Learning Initiative which was a three-year program that allowed five middle and high schools in Massachusetts to provide laptops to every student. The goal of the project was to determine the efficacy of the one-to-one initiative in improving student achievement, engagement, and capabilities as well as improving classroom management. The results found that students and teachers increased their use of technology in the classroom across all five schools that participated in the initiative. Administrators and teachers reported an increase in student engagement and motivation, with a 3 somewhat less increase in student achievement. Some issues regarding students taking school issued devices home arose for the public schools. This article is particularly helpful toward my research on the use of Bring Your Own Technology because it gives quantitative evidence on the increase of student engagement and motivation with regards to the use of technology. In school systems where 1:1 is not yet a viable option, the use of student owned technology can increase students motivation to complete assignments and learn. The authors presented an unbiased account of the real results of a one-to-one laptop initiative. Readers will find this article easy to read and understand.
4 Five Components to Consider for BYOT/BYOD Ackerman, A., & Krupp, M. (2012). Five components to consider for BYOT/BYOD. International Conference on Cognition and Exploratory Learning in Digital Age, 35-41. Retrieved from http://files.eric.ed.gov/fulltext/ED542652.pdf Ackerman, an associate professor at Stockton in New Jersey, and Krupp, a graduate student at the same school, worked in this research paper to show how to effectively implement BYOT/BYOD through considering five key components. The authors identified those components as security, stakeholders, policies, professional development, and financial planning. As a starting point upon which to expand, the authors refer to Willards Pyramid, a concept created by Eric Willard, the chief technology officer of Community Unit School District in Illinois. Willards Pyramid focuses on the base of funding and leadership, the middle tier of technology planning and support, and the top tier of standards, and infrastructure. The authors provide detailed descriptions and suggestions to administrators and technology in order to meet the demands that will be placed on the network of the school. Additionally suggestions are given on how to meet the storage needs students will have when increasing their use of technology. Ackerman and Krupp go on to give examples and suggestions of how to increase stakeholder buy-in and participation in BYOT/BYOD. A primary recommendation included creating a common goal for BYOT/BYOD. Ackerman and Krupp provide serious ideas for thoughts regarding BYOT/BYOD policies that school systems must consider before implementation. While there is limited research on BYOT/BYOD at this time, number school systems have adopted policies so consulting can be helpful. As stated by Ackerman and Krupp 5 (2012), Professional development allows all professionals to develop, apply, and hone necessary skills to increase learning outcomes. It is necessary to offer relevant and appropriate professional development to teachers regarding BYOT/BYOD. Lastly, Ackerman and Krupp discuss the financial considerations school systems must consider when implementing a sustainable BYOT/BYOD plan. This article provides a great deal of the starting points that must be considered when implementing BYOT/BYOD. The authors based their paper on Willards Pyramid, a documented resource for the implementation of BYOT/BYOD. The information therein gives me great direction in the process of seeking funding for the professional development of the teachers at my school in the use of BYOT/BYOD.
6 Hypothesized Learners Technology Preferences Naimie, Z., Siraj, S., Ahmed Abuzaid, R., & Shagholi, R. (2010). Hypothesized learners' technology preferences based on learning style dimensions. The Turkish Online Journal of Educational Technology, 9(4), 83-93. Retrieved from http://files.eric.ed.gov/fulltext/EJ908074.pdf The authors, professors at the University of Malaya in Malaysia, use the Learning Styles Index along with observations and interviews to collect data on four lecturers and 310 students at a school in Iran. The researchers found that it is necessary for teachers to have an understanding of the different learning styles and to consider those styles when creating and implementing lessons. Through their findings on learning styles, the authors hypothesize about how technology use may meet styles. Through the study, the authors learned that students do learn better when their learning styles are met thus increasing achievement. The authors recommend that as technology use is growing, teachers should facilitate students learning through e-learning environments. They provided recommendations of types of lessons that can meet learner needs and technology needs simultaneously. Examples include: active learners designing an online project that incorporates collaboration, sensing/intuitive learners solving real life problems through e-portfolios, visual learners creating online posters, cartoons, draws, slideshows, and other visual items, and sequential/global leaners building products in online simulations. Overall, I dont think this paper will be as helpful to my project as I originally anticipated. The topic focuses more on learning styles, which have been covered extensively by other authors. The authors appear somewhat biased in their opinions on 7 integrating technology and using it to meet leaners needs. I based this opinion on the fact that they dont provide much evidence to support their hypothesis of technology meeting learners needs.
8 Making the Case for BYOD Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education. Issues in Informing Science and Information Technology, 11, 191-201. Retrieved from http://iisit.org/Vol11/IISITv11p191- 201Sardone0505.pdf The author, a professor for Georgia Court University in New Jersey, reports the results of a bring-your-own device (BYOD) study conducted with 58 teacher candidates. During her study, Burns-Sardone found that the use of smart phones was met with positive reactions by the participants. Through surveys, the author found that in her research area, 41% of school principals allowed students to use their own devices in 2013, though only 10% allowed full-scale BYOD. In her research, the author found, through the Bill & Melinda Gates Foundation (2012) study that many teachers reported that lack of training was the biggest obstacle to using technology such as BYOD. She recommends that teacher education programs, in addition to teacher training, incorporated BYOD in their curriculum. The author found during her study that students were willing and eager to bring their devices for the purpose of completing school work. To support the use of smart phones as BYOD, the author observed and interviewed students as they used the devices. She found that only three participants needed further instruction, while the rest were successful in completing the task without assistance. The primary area of consideration the author found was in the cases of students who did not have smart phones. In order to meet those needs, she recommended students work together, sharing devices as necessary. The information found in this research study fits in well with the topic of my project, BYOT/BYOD. The research provided unbiased information, though her 9 participants are in a different situation than the participants I would deal with in my own project. Having the advantage of working with college students who are pursing degrees in education, the author had an older audience who had access to smart phones. In the high school environment, I would assume that only half to 60% of students have a working smart phone. Further research would need to be conducted to learn this number before a true BYOT/BYOD initiative can begin.
10 Teacher Technology Change Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. Retrieved from http://eric.ed.gov/?id=EJ882506 Ertmer, a professor of educational technology at Purdue University, and Ottenbreit-Leftwich, an assistant professor in instructional technology systems at Indiana University, work together in this paper to show how knowledge, confidence, beliefs, and culture affect the ways in which teachers approach the new learning of technology integration. The authors ask the question, what are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools, (Ertmer & Ottenbreit-Leftwich, 2010, p.1). Ultimately, they found that teachers mindsets need to change in order for them to see the benefit and pedagogical need for integrating technology, implicating that both teacher education programs and professional development are needed to meet this need. Based on their research, the authors found that technology reform efforts must be based on a new definition of what is good teaching in a the 21 st century classroom. Teachers must understand that this new definition means that teaching facilitates student learning by utilizing Information and Communication Technology (ICT). To implement this new definition, teachers must receive training through teacher education programs and professional development not only in using new technologies but on how to teach and when to teach using ICT. Teachers must believe in their own ability to 11 implement technology integration and to do that they must receive the training necessary to build their comfort and confidence. The authors of this paper provide a slightly biased view on the integration of technology in the classroom. I judge them biased because they both benefit from the teachers need of additional training through education programs and professional development. However, I do not believe their bias has changed the message of the paper which is that if teachers are to integrate the use of technology in their classrooms, they must first recognize the need and second receive enough training that they feel comfortable with the use of technology. I feel this paper is very relevant to my project as I am applying for funds to provide professional development on integrating BYOT/BYOD, an instructional technology tool.
12 IT Infrastructure in the BYOE Era Dahlstom, E. & diFilipo, S. (2013) IT infrastructure in the bring-your-own everything (BYOE) era. Educause Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdf. Dahlstom, a senior research analyst for EDUCAUSE, and diFilipo, Vice Presdient and CIO at Cecil College, created this research report in order to share their findings about the ramifications of the bring-your-own-everything (BYOE) mindset that schools are being faced with. Through their research, the authors were able to compile suggestions for schools on how to prepare for an implement a BYOT/BYOD initiative. The main areas of discussion are cellular coverage, Wi-Fi coverage and access, network architecture, and ubiquitous access platforms. With regards to cellular coverage, school systems must be aware of what cellular coverage is available to their students and faculty. School systems must determine if cellular coverage is a major concern and if so what measures must be taken to change it. Wi-Fi is a very important aspect of BYOT/BYOD in the school system. IT administrators as well as school administrators must work together to assess the need and the availability of Wi-Fi. Another important aspect of BYOT/BYOD is the network architecture, i.e., bandwidth. Can the network support mass usage? Lastly, schools must consider how it will handle or control access to other platforms such as browsers and cloud-based technology. I find the information in this report to be very relevant to the content of my project. Our school system has launched BYOT/BYOD and believes it has set up an infrastructure that is able to handle the demand is expected from students accessing the network. All of the information presented are things that the Information Technology 13 department and our Instructional Technology committee have worked together to discuss. As it relates to our school, it is important that teachers understand what students can and cannot access through the schools secure network accessible via Wi- Fi.
14 Using Mobile Communication Technology Rau, P. P., Gao, Q., & Wu, L. (2006). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. ScienceDirect.com / Computers & Education, 50 (1), 1-22. doi: 10.1016/j.compedu.2006.03.008 The researchers / authors found that SMS (text messaging) and email created a one-on-one bond between the instructor and the student. Students who would not ask questions or seek help in the classroom felt more comfortable in the relative anonymity of digital communication. However, students felt MORE pressure when dealing with online forums. The researchers recommended that instructors who wish to incorporate more digital communication with their students focus on using messaging or email more often than the public online forums. With regards to high school students, I agree with the researchers general findings. Many students, especially those who are already viewed as not as smart or lower achieving feel anxiety when asking questions in a group setting. Through my years of teaching, I have encountered many students who will not ask me a question face-to-face and I doubt they would ask one on an online forum. However, many email me every day and even into the summer. Some students have requested the ability to text me, though I have been reluctant due to privacy concerns. Students today want to communicate through digital technologies, especially texting. The researchers also discussed instructors using SMS messages to encourage and motivate students through prompts and reminders. A number of teachers are now using Remind101 as a way to do this with students. This program allows the instructor to 15 create a text messaging account online. From there, you can ask students to register with your account by texting a message to your online text number. Once they are registered to a particular class, example P1 Algebra, the teacher can then send messages to everyone in that group or just individual students. Example, Ms. Shah may send a message to her Algebra students reminding them they have a test on Friday. Parents and students can register for the account as long as they have the teachers access code, thus allowing both groups to receive the updates. It is a great tool. In summary, I agree with the researchers that students today feel more motivated when their instructors communicate with them via digital technology. Our students have grown up in a world of digital communication so working with teachers in this way is normal to them. I recognize that this may not improve performance in the short run, but the potential is there, especially given the example of Remind 101. We as teachers must continue expanding our ways of communication so that we can reach all of our students.
16 e-Learning, Online-Learning, and Distance Learning Moore, J., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14, 129-135. doi:10.1016/j.iheduc.2010.10.001 The authors purpose of this study was to find out how computer-based learning environments are defined and to learn how groups define the terms e-learning, online learning, and distance learning. The authors found that a relaxed use of the terms e- learning, online learning, and distance learning have made it difficult to design and evaluate similar learning environments.The first question, which was open-ended, asked respondents to explain the differences between terms e-learning, online learning, and distance learning. The majority of respondents (38%) responded that the primary difference is in the media type with the second group (23%) explaining the difference as access type. Based on the information in the article, there is no specific agreement about the differences of e-learning, online learning, and distance learning. The authors found that those from different continents viewed each type of learning a different way and theorized that use of the terms could change from country to country. Based on their results, it is still difficult to distinguish between each phrase and choose a specific definition for each. The data from this survey was presented in non-biased way. The researchers did a good job of using qualitative data to answer their research questions. They sought information from those who work in technology learning environments and were able to get first hand data on perceptions. I am not confident this data will immediately apply to 17 my project as my first objective is to provide professional development on the use of BYOT/BYOD. In the future, and likely during the professional development, the use of online instruction via discussion boards and web pages, may become a topic of interest. Having an understanding of the terminology as it affects online learning will help the training coordinator when developing professional development materials.
18 Examination of the Factors Impacting Student Satisfaction Green, L., Inan, F., & Denton, B. (2012) Examination of factors impacting student satisfaction with a new learning management system. Turkish Online Journal of Distance Education, 13, 189-197. Retrieved from http://files.eric.ed.gov/fulltext/EJ997816.pdf The authors of this paper, Green now a professor at Georgia Southern, Inan a professor at Texas Tech, and Denton, a doctoral student at Texas Tech, conducted this study with the purpose of finding what factors most influenced student satisfaction with a new learning management system (LMS) as well as which of those factors were most important. Many online learning environments utilize LMSs. The primary function of an LMS is to support the user, namely the student satisfaction. Online education requires a good deal of self-motivation and commitment on the students part. To increase learner satisfaction, a well created learning management system can be utilized. Researchers found that the usability of the learning management system and the availability of technical assistance were two key factors regarding student satisfaction. The data for this study was collected through online surveys administered to university students enrolled in online classes utilizing a LMS that was taught and created by faculty satisfaction. The results of this research study tie in well with the use of technology as a teaching tool in schools. Many systems find that a learning management system helps teachers and students through the process of using technology in the classroom. While this is not directly related to BYOT/BYOD, the use of technology ties in well. I am unsure if I will be able to use much data from this research article, but hope to 19 incorporate some of the information regarding student satisfaction with aspects of completing assignments in an online environment. Further research will need to be done on which learning management systems are conducive to application based BYOT/BYOD program.
20 Creating Technology-Enhanced, Learner-Centered Classrooms An, Y. & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered classrooms: K-12 teachers beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. Retrieved from http://files.eric.ed.gov/fulltext/EJ960151.pdf The authors of this paper, Yun-Jo An a professor at the University of West Georgia and Charles Reigeluth a professor at Indiana University, work to show readers how the beliefs, perceptions, barriers, and support needs of teachers affect the creation of technology-enhanced, learner-centered classrooms. Through surveying 126 teachers, the authors found that the four main barriers teachers face are lack of resources, institution, subject culture and assessment. The internal barriers include knowledge & skills, self-efficacy, pedagogical beliefs, and the culture of the school/subject. However, the authors go on to state that external and internal barriers are inexorably connected, so it is best to NOT divide them but consider them as a whole. The combined list includes resources, knowledge and skills, institution, attitudes and beliefs, assessment, and subject culture. An and Reigeluth state that providing pre-service teacher education and in- service professional development are essential is encouraging educators to learn and use technology in the 21 st century classroom. To gain knowledge and skills with technology, the article states that teachers need hands-on experiences with the technology as well as exposure to and practice with the technology as it directly relates to the classroom. I would take this one step further and say that most teachers would benefit from training on the technology in direct relation to their subject / grade level. 21 Middle and high school teachers are put-off when the trainer only uses examples that apply to elementary school. I have witnessed myself that if the trainer does not use examples from all levels with a variety of subjects that those excluded groups quickly lose interest and patience. To help teachers gain confidence (self-efficacy) they must be provided with multiple opportunities to use and practice the technology in a supportive, rather than judgmental, environment. It also helps if teachers are able to observe other teachers successfully use the same technology in a similar classroom. To affect teacher pedagogical beliefs, the change agent must first understand the teachers beliefs. Once you know what they value in the classroom, you can present them with studies, research, and examples of how the integration of this particular technology has been successful in improving student learning and understanding. According to An and Reigeluth, the best way to prepare teachers for the pressure of school/subject culture is to pervasively use effective technology while in the education programs. Basically, if they get teachers hooked on the technology while they are still in school, then they will be dependent on its continued use in their own classrooms. In an effort to affect those who are already in the classroom, those reluctant teachers could benefit from observing the innovative few being successful in their use of technology to teach. From an administrators point-of-view, it is essential they create a plan of action regarding technology and provide adequate, hands-on training for the teachers. As teachers gain knowledge and confidence, the hope is they will believe that technology integration is beneficial to students, which in turn will change the culture of the school to one of technology integration. 22 Conclusion In conclusion, BYOT/BYOD is an initiative that will help teachers to integrate technology in their classrooms. The expectation is that teachers will work to create 21 st
century classrooms in which students are taught the skills they need to be successful in the workplace of the future. Skills needed include knowing how and when to use technological resources as well as the skillset of being a lifelong learner. Teachers, as supported by the research above, must receive adequate and demonstrative professional development on the integration of both BYOT/BYOD and technology in their classrooms. In order to encourage and motivate teachers, their confidence on the use and management of technology devices must be built. Through additional, focused professional development on BYOT/BYOD, the teachers at my school will see the benefit of this initiative.