Citation

Patterson, L. & Young, A. (2013). The power of math ditionaries in the !assroom. SRATE
Journal, 22 (2). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(101)*1+.pdf
Identification
"esearh
Summary
This arti!e was written to ompare the impat of traditiona! ,oo- ditionaries and ditionaries
that an ,e #iewed on an iPad as an app. The stud. used fourth graders to tr. eah option and
then omp!ete a sur#e. a,out whih format the. preferred. The students found it easier to use an
iPad o#er the traditiona! ditionar. format. Aording to the authors, tehno!og. moti#ates
student !earning and students respond we!! to it. /tudents wi!! ,e a,!e to ,etter diso#er the
power of eduation through tehno!og..
Critique
0 thorough!. en1o.ed this arti!e. As a math teaher, it was #er. usefu! ,eause m. shoo!
enourages reading and writing aross the urriu!um. Therefore, this arti!e great!. assisted me
in ideas for m. students. 0 did not ome aross an. pro,!ems with the paper. 0 wou!d, howe#er,
suggest the authors sur#e. more than one grade !e#e!. 0t wou!d ,e interesting to diso#er if there
is a differene in tehno!ogia! interest aross the grades. 2. shoo! does not ha#e !ass sets of
iPads, ,ut we are a,!e to go to the omputer !a, wee-!., 0 wi!! definite!. a!!ow m. students to
!oo- up math terms on the internet. 3#era!!, this is a #er. informati#e arti!e.

Citation
4hen, 5., 4hien, T., 4huang, 4., & 6ur-hamid. (2012). 7hen a !assroom is not 1ust a
!assroom$ ,ui!ding digita! p!a.grounds in the !assroom. The Turkish Online Journal of
Educational Technology, 11 (1). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(8+9)*:.pdf
Identification
Professiona! Pratie
Summary
This arti!e disusses the impat a digita! !earning p!a.ground has on students. This !earning
p!a.ground uses a tota! senario response method where in eah !earning ati#ities students are
to at, respond, and ref!et. This method in#o!#es teahers and students wor-ing together to
e&periene !assroom !earning. The ,asi arrangement of a digita! !earning en#ironment is
omposed of a #ertia! sreen (smart ,oard), a hori;onta! sreen, and a pro1etor. Another t.pe of
digita! !earning p!a.ground in#o!#es tangi,!e interation and students interat with the onte&t as
if it were a rea! en#ironment. /tudent interation with a ro,ot as a !earning partner, is a!so
another t.pe of digita! !earning p!a.ground. <igita! p!a.grounds ha#e pro#en to ,e ,enefiia!
,eause students are !earning ,. doing and the ati#ities are authenti. 0n the future, digita!
p!a.grounds hope to e&pand to more ourses.
Critique
This arti!e was #er. informati#e. 0 ,e!ie#e digita! !earning p!a.grounds wi!! ,e #er. usefu! for
students who strugg!e in math. =a#ing a ro,ot as a !earning partner wi!! definite!. assist those
students who are not omforta,!e as-ing the teaher or peers for he!p. This arti!e did not disuss
the ost of the entire digita! !earning p!a.ground, ,ut 0 an imagine it is >uite e&pensi#e.
Therefore, 0 wou!d need to !oo- into grants for m. s.stem to imp!ement it ,eause 0 wou!d !o#e
to ha#e digita! !earning p!a.grounds in m. !assroom.
Citation
?ran;, <. & =opper, P. (200+). Tehno!og. in mathematis$ issues in eduating teaher
andidates for rura! math !assrooms. !"#ST$ The Journal, %. "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(*3))0+.pdf
Identification
Professiona! Pratie
Summary
This arti!e fouses on the importane of using tehno!og. in math !asses, and a!so the
!imitations rura! shoo! s.stems fae. ?uture teaher andidates, who are sti!! in o!!ege, !earn
man. different tehni>ues of using tehno!og. to teah math. =owe#er, if the. ,egin a areer in
a rura! area, often times the. wi!! ha#e !itt!e to no tehno!og. in their !assroom. @nderstanding
the importane of using tehno!og. in a math !ass and finding resoures to purhase tehno!og.
for !assrooms wi!! ,e ,enefiia! to shoo! s.stems. 6ot on!. do teaher andidates need to -now
how to uti!i;e tehno!og., the. a!so need to -now how to effeti#e!. teah with out of date and
!imited tehno!og..
Critique
0 definite!. en1o.ed this arti!e ,eause 0 ou!d re!ate to it. 0 student taught in a ount. that had
iPads and mo,i!e omputer !a,s. Therefore, 0 am a,!e to uti!i;e tehno!og. in instrution.
=owe#er, the ount. 0 reei#ed a 1o, in, does not e#en ha#e a /martAoard in e#er. !assroom.
2. fa#orite !ine of this arti!e was where it stated that teahers need to -now how to use
tehno!og. ,ut the. a!so need to -now how to ,e effeti#e without it. A!though it is 201:, there
are sti!! man. shoo!s who do not ha#e ade>uate funding to maintain tehno!og. in their shoo!.
0 did not find an. pro,!ems with this arti!e and 0 !oo- forward to uti!i;ing the tehno!og. in m.
!assroom 0 do ha#e and ,eing an effeti#e teaher regard!ess of the irumstanes.
Citation
Au!ut, 3. & <e!en, '. (2011). The re!ationship ,etween studentsB e&posure to tehno!og. and
their ahie#ement in siene and math. The Turkish Online Journal of Educational
Technology, 1& (%). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(8:)00:.pdf
Identification
"esearh
Summary
This arti!eBs fous was to diso#er whether information and ommuniation tehno!ogies ha#e
an effet on studentsB math and siene ahie#ement. This stud. was omp!eted on 8
th
grade
students, their parents, and their shoo!. 0nformation gathered in!uded soia!, u!tura!, and
eonomi fators. The resu!ts showed that students who are e&posed to tehno!og. at home and
shoo! perform ,etter in siene and math. This stud. wi!! a!!ow po!i. ma-ers he!p design
urriu!um.
Critique
This was a #er. informati#e arti!e. 0t was #er. usefu! to teahers in #a!idating the importane of
imp!ementing tehno!og. in the !assroom. Parents an a!so ,enefit from reading this arti!e so
the. wi!! ,e wi!!ing to !et their hi!dren use tehno!og. at home. There was nothing in the arti!e
0 wou!d hange, e#er.thing was e&treme!. he!pfu!. 0 ha#e a!wa.s wanted to f!ip m. !assroom, to
gi#e m. students the opportunit. to reei#e e&tra he!p at home. This arti!e has moti#ated to
,egin that ne&t shoo! .ear. 3#era!!, 0 en1o.ed this arti!e great!..
Citation
=erro, <., Ciger, <., & Prunt., <. (2012). '&amining the inf!uene of a mo,i!e !earning
inter#ention on third grade math ahie#ement. JRTE, '( (1). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(881*38.pdf
Identification
"esearh
Summary
0n this arti!e, the effets of mo,i!e !earning on math ahie#ement are disussed. The researh
was onduted on third grade students, one !ass used f!ashards and another used iPads. The
resu!ts showed the students who used the mo,i!e !earning outperformed other students. The
authors imp!. that mo,i!e !earning inter#entions impro#e student ahie#ement through regu!ar
urriu!um and a mo,i!e de#ie.
Critique
This was a #er. informati#e arti!e. 0t is usefu! to eduators and urriu!um super#isors. This wi!!
he!p when p!anning !essons and deiding what new tehno!og. to ,ring to the shoo!. 0 did not
ome aross an. pro,!ems with this arti!e. This arti!e has moti#ated me to use more tehno!og.
in m. !assroom. 0t wou!d ,e ,enefiia! to write a grant to reei#e funds to purhase tehno!og..
This wi!! great!. ,enefit m. studentBs ahie#ement.
Citation
"odrigues, C. (2012). 0t does matter how we teah math. Journal of Adult Education, '1
"etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(881::2.pdf
Identification
Theor.DintoDPratie
Summary
This arti!e in#estigates !earnerBs needs to he!p them thin- more ritia!!. and de#e!op ,etter
ogniti#e!.. 2a!o!m Cnow!esB si& assumptions of andragog. states that urriu!um pro#ides
meaningfu! !earning e&perienes, ritia! thin-ing s-i!!s, and app!iation. Cnow!esB adu!t !earning
prinip!es were app!ied to a o!!ege math !ass and were effeti#e!. administered to students.
The resu!ts were great in that a!! students were engaged. The author suggests that when other
ourses are ,eing de#e!oped, these same prinip!es of adu!t !earning ,e used.
Critique
0 en1o.ed this arti!e #er. muh. 'duators of adu!ts an great!. ,enefit from it. 0t wi!! ,e usefu!
when reating assignments and ati#ities for students. 0t wou!d ha#e ,een he!pfu! if the arti!e
ontained harts or ta,!es to disp!a. data. This arti!e was ,enefiia! to me ,eause 0 am a math
teaher and it ga#e strategies to he!p adu!ts !earn math. 0 fee! as if it wi!! he!p adu!ts, it an he!p
m. midd!e shoo! students as we!!.
Citation
Aie!efe!dt, T. (2012). 5uidane for tehno!og. deisions from !assroom o,ser#ation. JRTE ''
(%). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(8+9:99.pdf
Identification
"esearh
Summary
This arti!e ompares the re!ationship ,etween tehno!og. use and !assroom harateristis
in!uding instrutiona! strategies and ro!es of the teaher. 3,ser#ations of 1:: !assrooms where
eduationa! tehno!og. grant programs are used were reorded. Aording to the findings, the
strongest positi#e re!ationships were ,etween interati#e white,oards and teaher tehno!og.
use. Observers suggest increasing hands-on, creative, student directed
activities versus teacher-directed, knowledge-transfer pedagogy.
Critique
This was a #er. informati#e arti!e. 0t is #er. usefu! to a!! !assroom teahers in that it wi!! he!p
,etter de#e!op !essons. 0 did not find an. errors in the paper, 0 !o#ed the harts, ta,!es and how
the. organi;ed the data. 0 wi!! imp!ement more hands on and reati#e ati#ities in m. !assroom
instead of teaher direted ati#ities.
Citation
Periathiru#adi, /. & "inn, A. (2012). Tehno!og. in gifted eduation$ a re#iew of ,est praties
and empiria! researh. JRTE '( (2). "etrie#ed from
http$%%fi!es.eri.ed.go#%fu!!te&t%'(881*:3.pdf
Identification
Professiona! Pratie
Summary
This arti!e fouses on tehno!og. use in the gifted !assroom. 3n!ine data ,ases were researhed
in order to diso#er what areas an ,e addressed to -eep up with the tehno!ogia!
ad#anements. The authors found that gifted students ha#e positi#e pereptions a,out using
tehno!og. for their !earning. This arti!e states that tehno!og. shou!d not ,e used for dri!! and
pratie ,ut to de#e!op ritia! thin-ing, reati#it. and pro,!em so!#ing.
Critique
0 thorough!. en1o.ed this arti!e. 0t was #er. informati#e, espeia!!. for teahers of gifted
students. 0 did not ome aross an. pro,!ems with this arti!e. This arti!e is he!pfu! to me
,eause 0 am gifted ertified and one da. 0 p!an on teahing gifted students. A!so, some of m.
Eregu!ar eduationF students are a,o#e a#erage, therefore, 0 an use tehno!og. to ,enefit them.
Citation
4a-ir, ". (2012). Tehno!og. integration and tehno!og. !eadership in shoo!s as !earning
organi;ations. The Turkish Online Journal of Educational Technology. 11 ('). Retrie)ed
fro*
htt+$,,files.eric.ed.go),fullte-t,EJ./.200.+df
Identification
"esearh
Summary
This arti!e e&amined tehno!og. integration in primar. shoo!s. The stud. used shoo!
administrators and omputer teahers to o,ser#e. The administrators omp!eted a >uestionnaire
and the omputer teahers were as-ed a,out their awareness of 7e, 2.0 too!s. The resu!ts stated
that administrators ha#e mi&ed emotions a,out tehno!og. use and omputer teahers are
fami!iar with 7e, 2.0 tehno!ogies ,ut donBt thin- to use them in the !assroom. Administrators
shou!d enourage teahers to use new tehno!og..
Critique
This arti!e was #er. informati#e and usefu!. A!! teahers and administrators an ,enefit from
reading this paper. 0 a!so !i-ed how the arti!e re#ea!ed >uestions that administrators were as-ed
and how the. answered them. 0 wou!d ha#e !i-ed to see how administrators and omputer
teahers in different grade !e#e!s wou!d ha#e answered the >uestions. 3#era!!, this was a great
arti!e and 0 !oo- forward to using more tehno!og. in m. !assroom, speifia!!. 7e, 2.0 too!s.