Annotated Bibliography

TOPIC: Emerging Technologies in Education

1. Johnson, L. F., Levine, A., Smith, R. S., & Haywood, K. (2010). Key emerging technologies
for elementary and secondary education. Education Digest: Essential Readings Condensed
for Quick Review, 76(1), 36–40.
Johnson, Levine, Smith, and Haywood conducted an analysis that identify and describe
emerging technologies that are likely to have a positive and strong impact on teaching, learning,
and research methods around the world. Through a list of key trends, the authors identified key
drivers of technology adoptions between the years 2010-2015. Critical challenges that school
face are also analyzed by providing and an overall look of the impact that those challenges have
on teaching, learning, and creative inquiry. The article also details six technologies analyzed by
the Horizon Report that help indicate time frames for their inclusion into the curriculum. Clouds
computing, collaborative environments, game-based learning, mobiles, augmented reality (AR)
and flexible displays are classified by the authors into three adoption horizons; near-term,
second adoption, and far-term horizon. This classification help readers have a better
understanding of the impact that emerging technologies is going to have in the education field
over the following years. The findings of this study reported that through a variety of
technologies, educator can address the challenges that schools face while integrating new
technologies into the curriculum by providing examples of potential technological programs in
the elementary classrooms.

2. Al-Mashaqbeh, I. F. (2016). Ipad in elementary school math learning setting.

International Journal of Emerging Technologies in Learning (Ijet), 11(02), 48–48.
https://doi.org/10.3991/ijet.v11i02.5053
Mashaqbeh’s purpose of his study was to determine the difference between the effect of using
traditional teaching instruction and using technological devices such as iPads to teach
mathematical concepts to first grade students. The author’s agreed that the implementation of
technology into the elementary curriculum can be the solution for the academic improvement of
the students and the increase of motivation for learning math concepts. He discussed the
advantages of the using iPads in first grade to incorporate programs that will support math
learning process. The article also compared the work with a study conducted in Quebec, Canada.
The result of that study where participants from elementary and high schools indicated that the
use of iPad’s for academical support is not a considered a good transition for the educational
system but it was worth the risk. Another study in the high education level by the Bond
University, Australia indicated that the use of iPads helps college students improve their
performance, were more engage and gave students feedback about their performance. For the
purpose of this study, the author conducted the research in a private elementary school in irbid-
Jordan where students separated in two groups to analyze, observe and make conclusion about
the effectiveness of traditional teaching (R-group) and the experimental (iPad) group (E-group).
The results of this study indicated a significand difference between both groups. Students in the
experimental groups demonstrated be more active during the class period which shows the
positive effect of technological devices to support academic performance.

3. Veletsianos, G. (2011). Designing opportunities for transformation with emerging

technologies. Educational Technology, 51(2), 41–46.
In this article, Veletsianos’s purpose was to employ technologies as a means to provide
opportunities for personal, academic and relevant transformation in the classrooms. He argues
that technologies can provide extra support to overcome instructional problems and
inefficiencies. Strategies for curriculum design are discussed to provide best structure learning
materials for effective and efficient retention of information. The author provides an analysis of
the online and blended education approach that provide meaningful experiences than those that
focused on the traditional teaching approach. A rationale of this research is to discuss and
argument strategies to provide more opportunities for the students to experience this
technological approach and discussed instructional designs supported with the use of media and
technology. Throughout the study, Veletsiano discussed approaches that aid the transition
towards blended and online education by following Vygotsky social constructivist theory. The
conclusion of this study indicated that online learning approaches are frequently guided by
arguments of efficiency and the ability to reaching and meeting the needs of all learners.
Emerging technologies allow educators do more and transform traditional approaches into online
learning approaches.
 4. Abrams, S. S. (2015, October 8). Supporting Practice With Emerging Technologies.
Edutopia. https://www.edutopia.org/blog/supporting-practice-with-emerging-
technologies-sandra-schamroth-abrams.
This online article written by Abrams hopes to emphasize the importance that new technologies
bring in today’s classroom. The integration of new technologies enhances differentiation and
engagement in learning. Although, technologies help educators meet the need of all the learners,
that does not interfere with educational goals on keeping learning and teaching relevant and
meaningful. In a report by Schwartzbeck and Wolf (2012) stated that “simplify slapping a
netbook on top of a textbook.. will not necessarily lead to significant outcomes.” Emerging
technologies allow educators the implication of programs that empower students to become
independent learners. Through the use of these technologies reinforces the importance of
student-driven learning by encouraging the students to take responsibility of their own learning.
The articles provide resources for educators that provides them effectively the future
development of educational practices with the new incorporations of technologies in the
classroom. Although presenting positive outcomes, the integration can result in many
pedagogical challenges that can be overcome with creativity which allows educators and learners
use emerging technologies in meaningful and useful ways.

TOPIC: Learning Environments and Education

1. Zhang, D., Zhou, L., & Nunamaker, J. F. (2004). Can e-learning replace classroom
learning? Association for Computing Machinery. Communications of the Acm, 47(5),
75–79. https://doi.org/10.1145/986213.986216
In this article, Zhang, Zhou, and Nunamaker’s purpose was to provide a wide perspective of the
radical changes of education in the recent years with the inclusion of new technologies in the
classrooms. They indicated that those radical changes are fueling the transition to a new and
modern era referred as e-learning experience. They explored the advances of e-learning
technologies and practices and compared the effectiveness of e-learning and traditional learning
experiences which leads e-learning as an alternative to traditional classrooms. They provided a
deep analysis of the advantages and disadvantages of both teaching/learning approaches and
argued the need of professional development to ensure that educators are equipped with the latest
information and skills to succeed in a digital classroom. A discussion of a Virtual Mentor
concept is discussed to reduce existing problems and develop interactive and flexible e-learning
experience for educator and students. They discussed the concepts with a series of principles that
has as a purpose lead the student actively construct their knowledge based on their experiences
and with the help of e-learning students will be provided with many opportunities to construct
their learning in a supporting, resource-rich, student-centered, and interactive learning.

2. Srinivasan, R. (2020, September 30). The positives of virtual learning that nobody is
talking about. Retrieved April 16, 2021, from https://news.utexas.edu/2020/09/30/the-
positives-of-virtual-learning-that-nobody-is-talking-about/?
fbclid=IwAR2rpqzPjpJlhxJMereCnJO2xPiJ_gOopsc01cZmQCqfmEicT7kDRJxIPiQ
This online article written by Srinivasan hopes to expand the positiveness of virtual learning to
exhaust students in institutions of higher learning. The implementation of new and innovated
technologies features in the classrooms such as chat windows will help democratize todays
classroom. Not only that but features like audio-only mode help eliminate pernicious issues
related to disabilities or issues that are prevalent in an in-person classroom setting. Through the
use of virtual classrooms student are able to bring their full selves and technologies encourage
students to enhance their engagement and learning outcomes. According to Srinivasan the key of
a virtual classrooms is to create virtual classrooms that are create and student-friendly that can
eliminate differences among virtual classrooms and in-person classrooms.

3. Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences:
Theory and Practice, 12(1), 438–442.
Gecer and Dag’s purpose of their study was to concentrate on the views of the students towards
Computing II course that was applied and modify with blending of face to face and e-learning
methods. The author’s agreed that the incorporation of this learning approach provides positive
effects on learning experiences of students and at the same time enables important learning
environments that provides useful and necessary information about the nature of the course.
They also discussed important advantages of this approach such as, allowing students to follow
the course content online will enable them to exchange their ideas and options between teacher-
student and student-students and encourage students to express themselves better. The study is
compared and supported with a similar study conducted by Yildirim and Şimşek (2006) that
share similarities with Gecer and Dag’s ideas. The data from this study was gathered from the
participation of 67 freshmen students who were enrolled in Mathematics courses. Through a
semi-structured survey of open and closed ended questions, about the comparison and
advantages of the different aspects of the courses (face-to-face and online learning) the results
indicated that the implementation of courses that incorporate digital activities had positive effect
on students. Results of this study, indicated that blending learning environments help students
take responsibility about their own learning and support active participation.

4. Elementary school–wide implementation of a blended learning program for reading

intervention Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2018).
Elementary school–wide implementation of a blended learning program for reading
intervention. The Journal of Educational Research, 111(4), 497–506.
https://doi.org/10.1080/00220671.2017.1302914
Prescott, Bundschuh, Kazakoff, and Macaruso examined the implementation of blended learning
approach in literacy instruction in grades K-5. Their study suggests that this learning approach
demonstrates a strong support in the development of reading skills in students across grades K-5
and in those students, who are classified as low-SES backgrounds and ELL students. This study
extends previous research that reported significant benefits in reading when a blended learning
program was implemented on a smaller scale with first and second-grade students from low SES
backgrounds. The author’s agreed that the use of digital technology allows an effective,
sufficient and independent practice that may not be possible within a traditional classroom
setting without the use of technological support. A rationale of this study is to utilized blended
learning approach to ELA instruction by adopting apps such as Lexia Reading Core5 as a main
component of the curriculum to increase reading performance among the participants of the
study. Results of this study indicated that a blending learning program can provide a viable
means to enhance students reading performance, also these findings indicated differences in
usage of these online components across grades which highlights the importance of a strong
implementation to achieve strong benefits of a blended learning program.

TOPIC: Teaching Models, Learning Environments, Education, and Technology

 1. Liu, P. (2016). Technology Integration in Elementary Classrooms: Teaching Practices of
Student Teachers. Australian Journal of Teacher Education, 41, 87-104.
Lui examined the impact of technology integration by student’s teacher in the elementary
classrooms with the goal of improving teaching practices. Her study suggested that students
teacher should be encouraged and guided to make sufficient use of all resources available in and
outside the classroom to enhance and improve the response of the students during the lesson.
This study extends the ideas of previous research on technology integration of pre-service
teachers. The main focus of this research is to change the intention and action related to
technology, acquisition of new knowledge about educational technology and the application of a
collaborative model to support the integration of technology in the classrooms. Studies such as
the one by Choy, Wong, and Gao (2009) indicate that the participants (student teachers)
increased intention of using technology in instruction with their development of pedagogical
knowledge about technology integration. This study translates the intention of integrating
technology to enhance instruction and promote student center learning. The data from Lui’s
research was gathered from the participation of 31 student teachers who completed a total of
eight weeks period in an elementary classroom. During the 8-week period multiples set of data
were collected and results unfolded in the alignment of the three intersection of the TPACK in
practice framework where each participant reflect on their integration of technology based on
each of the components. Results of this study indicted that teamwork between teacher and
students teacher can explore together effective and efficient ways to motivate, engage and assess
students in reaching goals across the curriculum with the inclusion of technology.

2. Kitchenham, A. (2006). Teachers and technology. Journal of Transformative Education,

4(3), 202–225.
Kitchenhan purpose of the study was to demonstrate that perspective transformations occur when
teacher engage with educational technology. The study investigated the educational technology
development of elementary school teacher through the lens of transformative learning theory.
Some of the areas that Kitchenhan focused on the research were to what degree teachers
experience perspective transformation due to their development in educational technology,
external factors that promoted or impeded the occurrence of perspective transformation, and
whether transformative learning theory was a viable framework to describe the development of
teachers in regard to technology. Data was gathered from the participation of 10 teachers who
prior the actual data collection completed a professional development technology action plan
form that outlined technology goals, strategies, and support systems. Over a period of 8 months,
participants recorded comments and questions about their technology experiences in journal, and
answered questions at the end of the study that suggested that participant had experienced a
particular element of a perspective transformation in their classrooms. Educational technology
also invokes much discussion and discourse about its use, adoption, cost, sustainability, and so
forth. Results of this study indicated that the journey of critical self-examination has resulted in
changed for the better mind sets.

3. Iaosanurak, C., Chanchalor, S., & Murphy, E. (2016). Social and emotional learning
around technology in a cross-cultural, elementary classroom. Education and Information
Technologies : The Official Journal of the Ifip Technical Committee on Education, 21(6),
1639–1662. https://doi.org/10.1007/s10639-015-9406-4
Iaosanurak, Chanchalor, and Murphy examined the impact on how social and emotional
learning around technology involved more than just digital tools. Their study focused on a design
and test of an intervention plan to elementary-aged student to promote social and emotional
learning around technology. This concept place emphasis on tools that allowed for tightly
structured tasks, problem solving skills, and social behaviors. In the SEL model technology plans
a facilitative and supported role. The main purpose of the study was to demonstrate that social
and emotional learning involves more than just technology tools, it includes activities and
scaffolds that work in conjunction with technology that involves collaborative and social
interactions as opposed to individual work. Data was gathered from the participation of 23 boys
and girls from an elementary in Thailand and Cambodia. The tools, activities and scaffolds relied
on in the intervention were designed specifically to promote social and emotional learning
around technology. Before and after the intervention, participating students were tested using the
Thai Emotional Intelligence Screening Test (TEIST). Some of the learning tools used included
animates stories, discussion forums, mind maps and learning journals that promoted social and
emotional problems and were designed to attract the attention of elementary students since there
were digital resources. Results indicated that SEL was fostered and developed by activities such
as collaborative interaction, dialogue, reflection, problem-solving and decision-making in a face-
to-face context supported by digital tools such as networked computers, digital animations, a
learning management system, discussion forum, a mind-mapping tool and a learning journal
indicated a positive impact on the participants.

4. Miller, S. C., McIntyre, C. J., & Lindt, S. F. (2020). Engaging technology in elementary
school: flipgrid's potential. Childhood Education, 96(3), 62–69.
Miller, McIntyre, and Lindt discussed the effectiveness of engaging digital tools such as Flipgrid
technology to encourage students to discuss, reflect and showcase their learning. The study
focused the relation of Depth of Knowledge (DoK) model with Flipgrid and its combination
when teacher aligned their objectives with this model to engage students in deeper learning and
motivate then to activate critical thinking and problem-solving skills. The research indicate that
DoK is essential for learning because it provides a solid model that help students apply learning
to real world context or to encourage students to explain a new concept to another person using
tools like Flipgrid. The authors provide strategies and techniques on the implementation of
Flipgrid in the Elementary classrooms and their alignment to each of the four levels of the DoK
model. An overview of each level (recall/reproduce, basic application of skills and concepts,
strategic thinking, and extended thinking) along with the use of Flipgrid project help provide
specific ideas on how to be implemented across the curriculum to enhance students learning and
motivation in the elementary level demonstrating the positive impact of emerging technologies in
the classrooms.