Annotated

Bibliography
Morris
by Amanda Morris
- Sunday, February
18, 2018, 7:43 PM
One-to-One Computing: What Does It Bring To Schools?

JING, L., & YONG, Z. (2008). One-to-One Computing: What Does It Bring
to Schools?. Journal Of Educational Computing Research, 39(2), 97-122.

The study focuses on three main questions: How do students use one-to-one
laptops, what impact does using devices have on students and the school,
and how are projects completed using the devices evaluated while also being
aware of concerns students, parents, and teachers have about one-to-one
computing devices. This study shows that having the devices positively
impacted student learning and culture. The researchers analyzed qualitative
and quantitative data to measure gains.

The school where I teach has been one-to-one for a few years. The Algebra
1 Honors class has been receiving instruction by video for the past year. It
will be interesting to see how adding the EdPuzzle piece into their videos
will affect their scores on the provided assessment. Borrowing an idea from
this study, we might possibly add a parent piece in the form of a take-home
interview to gain perspective.

Changes to Teachers’ Practices When Using Mobile Technology With

One-to-One Classes

Lindsay, L., Lee, K., & Hope, J. (2016). Changes to teachers' practice when
using mobile technology with one-to-one classes. Waikato Journal Of
Education (2382-0373), 21(2), 57.

The study focuses on groups of New Zealand teachers who were allowed to
use mobile technology in their classrooms to teach and assess
students. Qualitative data was collected to help the researchers identify
factors that showed what was different about teaching with and without
technology. Teachers saw positive changes when using one-to-one
technology in the classroom.

One big idea that I will borrow from this study is to seek out and join a
Professional Learning Community of teachers who use one-to-one devices
in their classrooms and implement videos in their classrooms for their
students learning. I will consult social media groups to gain insight from
other teachers.

Implementation of a One-to-One iPod Touch Program in a Middle

School

Crompton, H., & Keane, J. (2012). Implementation of a One-to-One iPod

Touch Program in a Middle School. Journal Of Interactive Online Learning,
11(1), 1.

Students in a rural school district were given iPods to use in the

classroom. While students and teachers both reported successes, they also
recognized that smaller mobile devices aren’t as effective in classrooms as
larger devices, such as laptops or larger tablets. Teachers liked that students
had easy access to the internet for research, the ease that they could
formatively assess students, and ways to remediate lessons with the iPods.

We will gather qualitative data from the students recording their preference
for the additive technology in their instructional videos via EdPuzzle versus
video only versus traditional “live” teaching in the classroom.

The Effect of the Digital Classroom on Academic Success and Online

Technologies Self-Efficacy

Mehmet Arif Ozerbas, a., & Bilge Has Erdogan, a. (2016). The Effect of the
Digital Classroom on Academic Success and Online Technologies Self-
Efficacy. Journal Of Educational Technology & Society, (4), 203.

Self efficacy was the main focus in this study. Researchers analyzed the
effects of digital devices used in the classroom on self-efficacy in middle
school students. Noted was a significant increase in mathematic gains, but
no difference in the self efficacy of students in the digital group versus the
traditionally taught group.

It may be beneficial for my partner and I to add some questions to our

qualitative survey that questions students self-efficacy. Do students believe
they can do well when taught traditionally or digitally? Does this affect
their actual learning?
Camtasia in the Classroom: Student Attitudes and Preferences for
Video Commentary or Microsoft Word Comments During the Revision
Process

Silva, M. L. (2012). Camtasia in the Classroom: Student Attitudes and

Preferences for Video Commentary or Microsoft Word Comments During
the Revision Process. Computers And Composition, 291-22.
doi:10.1016/j.compcom.2011.12.001

Silva’s study focuses on composition teachers and their use of screen

capture software to provide feedback for student writing. Students provide
feedback on the two types employed: Camtasia (screen capture software)
and Microsoft Word. Students didn’t prefer one type over the other, but saw
benefits in a combination of the two styles of feedback.

For the action research plan proposed by my partner and myself, we are also
concerned with student feedback. However, we are not providing feedback
on assessments; instead, main instruction. Our qualitative data should
provide us with an answer for whether students prefer the standard delivery,
or the added level of understanding in using the EdPuzzle instructions.