FRIT 8132

Article Summaries
Summaries and Critiques

Sarah Wiggins
10/18/2009
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Zawilinski, L. (2009, May). Hot blogging: a framework for blogging to promote higher order

thinking. The Reading Teacher, 62(8), 650 - 661. Retrieved September 19, 2009, from

Academic Search Complete database.

Summary

The article introduces the concept of using HOT blogging within classrooms to support

literacy progress. The acronym HOT stands for Higher Order Thinking skills. The activity of

blogging allows for students to develop communication skills, comprehension skills, as well as

gather, analyze, evaluate, and synthesize information. These skills emphasize the essence of

higher order thinking skills. By utilizing blogs in and out of school, educators believe that

literacy can be addressed in alternate ways. It is seen that by utilizing blogs, educators can

provide “authentic” opportunities for students to increase their reading, writing, and thinking

skills.

The article goes on to explain and provide resources for four common types of blogs:

classroom blogs, mirror blogs, showcase blogs, and literature response blogs. All of these can be

used within classrooms to spark motivation in students. The author continues by providing a four

step process for setting up blogs. Once the educator has set up the blogs within the classroom it

is seen that there are four steps to making them successful. First build background knowledge

within the students sparking interest. Next, have students read other students posts to continue to

“prime the pump”. Then, continue the conversation within the classroom and allow for students

to begin to analyze and synthesize the information. Finally, by allowing students to comment on

each other’s blogs, students will begin to try to think differently than their peers. Through these

steps, teachers can build comprehension, and writing skills, but it is also crucial in developing

thinking skills.
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Critique

The article provides strong evidence for why blogs should be used. Zawilinski’s

statement: “The internet is this generation’s defining technology for literacy.” is indisputably

true. Our students, no matter whether primary or graduate, must utilize the internet for their

learning. Teachers in elementary school are training their students to research using the internet

while graduate students often complete their entire program on line. Communication using the

Internet is essential to all who utilize it. As the author states, “Schools need to prepare students

for these new literacies by integrating them into the curriculum, and blogs are an easy way to

begin.” The 21st century learners certainly need exposure to blogging to prepare them for

secondary and college level classes. By example, the current course in which I am doing this

assignment for utilizes a type of blog within our weekly posts. However, as an elementary school

teacher who has tried to implement blogs within my classroom I have not seen the same success.

The article made it seem so easy, but it did not address issues like student safety on the Internet,

or the constant need to monitor the students’ postings. In today's standards based classrooms, the

pace of instruction is so fast, and it is difficult to find time for students to post on their blogs,

and even more difficult to find time to monitor and assess their postings.

Donaldson, J. A. (2009, September/ October). Definition to practice: translating the definition

into a standards – based IT program. TechTrends, 53(5),29 - 33. Retrieved September 19,

2009, from Academic Search Complete database.

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Summary 4

For years the University of Northern Iowa has worked to incorporate the definition of the

field of technology instruction as defined by the Association for Educational Communicator of

Technology (AECT). The initial definition established in 1994: “Instructional Technology is the

theory and practice of design, development, utilization, management, and evaluation of

processes and resources for learning” clearly laid out the 5 domains. The university worked hard

to build the entire program around these domains. By doing this, they were able to align the

program with Education Communication and Instructional Technology (ECIT) standards. The

program originally began with a Media Planning and Production course in which the students

were assigned to define, describe, and apply the 5 domains. Every course following this initial

course continued to establish a link between the 5 domains and the standards. Throughout the

program the students would create an e-portfolio that provided the evidence to their learning and

their progression in understanding the domains that defined the field of technology instruction.

In the year 2008, the AECT's definition was changed. The new definition: “Educational

technology is the study and ethical practice of facilitating learning and improving performance

by creating, using and managing appropriate technological processes and resources” although the

domains are still the same, it gives more emphasis to the idea of “ethical practice.” This change

required The University of Northern Iowa to look at their program and make changes that still fit

to the definition. The University acknowledges that the technology field is constantly changing

and so should the instruction and programs. These should align with the definition as well as the

national standards. The central idea surrounding the concept is stated by the author of the article,

“As our definition is constantly changing, so must our instructional practices as we keep pace

with this challenge.”

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Critique
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I applaud the University for being so open and flexible to change. When I think of the

progress that the field of technology has made since 1994, I cannot imagine any institution or

program not making changes. The author states, “As the field is constantly changing, so must the

definition and indicators that we use to measure achievement of identified student objectives.” I

think all educational systems need to be constantly reevaluating their programs. Additionally, I

think it is interesting that they based their change on the definition and not just the standards. I

find as an educator, I am constantly looking at standards and I am not looking at the big picture.

The author goes on to say “The definition of the field is the foundation of our program.” This

statement illustrates that the coordinators of the program want their students to be grounded in

the fundamentals of the field. Through the definition and the indicators being joined, The

University of Northern Iowa will develop knowledgeable and talented students.

Salend, S. J. (2009, July/ August). Technology – based classroom assessments: Alternatives to

testing. TEACHING Exceptional Children, 41(6),48 - 58. Retrieved September 19, 2009,

from Academic Search Complete database.

Summary

Technology has supplied educators with new ways to motivate, teach, and assess

students. This article describes many ways that teachers can utilize technology as alternatives to

testing. Technology-based assessments can meet the needs of today’s classrooms in the form of

both formative and summative assessments. Such technology based forms can create avenues for

students to be more motivated to demonstrate their learning. The article explains a number of

resources and strategies that educators can utilize to create alternative assessments using

technology.
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• Active Response Systems: By using “clickers” students can provide immediate

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feedback to a teacher and show what they understand and what requires reteaching.

• Digital Diaries: Students can use video and audio recorders to document their

ongoing learning in specific content areas.

• Technology Games: Technology based educational games can be an incredible

way to reteach or review a particular standard. Students can use software or the Internet

to access games and quizzes.

• Curriculum Based Measurement (CBM): These tools can be used to monitor the

growth and progress of students.

• Technology Based Performance Assessments: Instead of giving students skill

based assessments, performance based assessments can provide an alternative assessment

that can determine students' knowledge and performance across a wider range of

academic areas. There are several kinds of performance assessments teachers can use;

presentation software, webquests, or online products such as blogs, websites, podcasts,

and virtual learning sites.

• Rubrics: Although rubrics are not the assessment, technology can be very useful

in creating rubrics to accompany the already discussed alternative assessments. Already

made rubrics as well as templates for rubrics are readily available for educators through

the Internet.

With all of these available, it is crucial that teachers and technology coordinators are

careful in planning and implementing the best tools for the needs of the school. All facets of

student needs have to be considered including analysis of student skills in terms of technology

and students with special needs for assistive technology. Finally, the article introduces student

safety when implementing technology into classrooms. It is the job of the educator and the
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coordinator to constantly evaluate the student, teachers, families, and schools needs in regards to
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current technology.

Critique

This article did a great job defining the various alternatives to traditional assessments.

Each area not only described the alternative assessment, but also provided the reader with a list

of resources where assessments can be accessed. Such information is needed because so often we

as educators research various subjects looking for alternative assessments, but the information

returned is so vast, it is difficult to find what we are actually looking for. Additionally, the

methods of assessment can be linked to all curriculum content areas. Recently there is a huge

swing in terms of the focus of assessments. Educators are realizing that assessments are more

than the grade at the end of the unit, but rather a reflection of the students’ knowledge and ability

to apply the skills. However, it is imperative that educators and program developers make sure

that they are utilizing the best resources for the situation. The author stated it best by saying “An

essential consideration is whether using technology will facilitate the teaching, learning, and

assessment processes without altering the classroom-based instruction.” The conclusion of the

article provides educators with knowledge about Internet safety when using alternative

assessments. This is such an important part of Internet use when teaching all ages. The author

notes the authenticity of the assessments, but accompanies that statement with tips for

safeguarding our students.

Parette, H.P., Peterson-Karlan, G. R., Stoner, J. B., Watts, E. H., & Wojcik, B. W. (2007,

November/ December). Implementing assistive technology through user groups.

TEACHING Exceptional Children, 40(2),28 – 34. Retrieved September 19, 2009, from
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Academic Search Complete database.

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Summary

Assistive Technology (AT) is a service supplied to individuals with disabilities. The

IDEA 2004 requires that all Individual Educational Placement (IEP) teams consider Assistive

Technology for students with disabilities. For the past several years special education teachers

have worked with AT and most districts have employed personnel to be in charge of developing

and implementing the technology in the schools. Recently, in Illinois, special education teachers

alongside regular education teachers modeled user groups to develop a knowledge base for AT. It

was seen that without this knowledge, classroom teachers were less likely to implement AT in

their classroom.

The user groups were made up of personnel throughout the system including

administrators, special education teachers, and regular education teachers. The first step was for

the user group to identify resource commitments that were required for the various AT. Next they

would conduct meetings to share how the AT functioned with the students in the classrooms.

Finally, they would monitor the outcome in regards to the students progress while using the AT

recommended by the group. By going through this process, the user group was able to see a

marked difference in the use and student performance with assistive technology.

Through reading and understanding this study, other school systems can create similar

user groups that can help to educate teachers and administrators on the various Assistive

Technology software and tools available for students with special needs. In return educators will

be more likely to implement the needed technology into their classrooms.

Critique

I think the article clearly demonstrates a process that can be used by educators to increase
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the performance of students who use AT. The concept of a user group is needed throughout our
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systems. The personnel selected in the user group can help to make informed decisions on what

AT is needed for the students. The authors provided a chart to assist in deciding if a student is in

need of Assistive Technology. This chart alone was helpful for me as I do not think that these

questions are being looked at in determining whether or not students within my school are in

need of AT. Although IEP teams are made up of a number of professionals, as a regular

education teacher, I often times simply follow the lead of the special education teacher. The

author makes a note of this process by stating “most IEP teams rely in “experts” (one or a few

people with skill sets regarding AT).” By utilizing a user group and having various personnel

included, I think that all opinions will be considered. This can help the students to be able to

adapt to the AT more quickly, as well as ensure training for the regular education teacher. As a

teacher who currently has 3 students who use AT, I would love more hands on training. I often

times feel that I am not able to meet their needs with the technology, and sometimes I avoid

activities that would allow for the AT due to my own ignorance.

Holloman, H. & Sugar, W. (2009, November/ December). Technology leaders wanted:

Acknowledging the leadership role of a technology coordinator. TechTrends, 53(6),66 –

75. Retrieved September 19, 2009, from Academic Search Complete database.

Summary

The roles of a technology coordinator continue to be defined. However, it is consistently

seen that there are 4 main responsibilities: instruction, technical support, analysis, and

leadership.

The responsibilities of instructional, technical support and analysis have easily been defined

through the years. Various texts and state departments have clearly explained the expectations of
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these roles. A technology coordinator is expected to serve as an expert in the area of instruction
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as it relates to using technology within the classroom and across the curriculums. They are also

expected to be experts in the field of technology issues, and supply technical support across the

school. Additionally, the coordinator should be able to analyze the schools needs for technology

and help coordinate and implement a technology vision and plan.

Leadership is the 4th responsibility. Although this area is seen by many as a responsibility,

the authors of this article feel that the area of leadership may need to be defined and taught more

specifically within higher level programs that are helping to train technology coordinators.

The article goes on to define nine leadership characteristics that a technology coordinator

needs to possess. These characteristics include corporate vision, development of others,

facilitating, servant leadership, problem solving, resource management, school communications,

student centeredness, and systems thinking.

To explore if these responsibilities are actually fulfilled an investigation was done

involving an established technology coordinator. Observations were made over nine three hour

sessions and surveys were collected from her coworkers. All nine responsibilities were clearly

seen, and most of them were witnessed time and time again. Co-workers verbalized situations

that demonstrated the technology coordinator’s responsibilities as well.

In conclusion the data was clear that a technology coordinator needs to exhibit leadership

skills as well as instruction, technical support, and analysis within their job description.

Critique

The role of a leader is critical in the field of a technology coordinator. Out of all of the

school personnel, this area works hand in hand with more of the staff than any other position. As

a result, it is important that other staff members see this person as a leader. However, as the
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article states, this should be shared position. The administration needs to support the technology
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coordinator in being seen as a leader in the school. The article summed it up by saying

“technology staff need more leadership training and leaders need more technology training.” By

Additionally, I think the nine characteristics that the article outlined are wonderful guides

for all personnel in leadership positions within the school. I do not aspire to be a technology

coordinator, but I believe my role as a media specialist should build from the same traits. The

author states that leaders should reframe the question “Are you a leader?” to say “How are you a

leader?” This is an essential question that any leader should be answering.

Bratt, S.E. & Johnson, G.M. (2009). Technology education students: e-tutors for school children.

British Journal of Educational Technology, 40(1), 32 - 41. Retrieved October 18, 2009,

from Academic Search Complete database.

Summary

In today’s fast paced educational system, more and more children are in need of tutoring.

This article explored the concept of e-tutoring (or Internet tutoring). Such tutoring can provide

students with individual instruction to assist them with skills in which they may be struggling.

There are many available tutoring services, including commercial online tutoring services.

However, this article explores the idea of using technology education students who are in the

process of receiving a teaching degree the opportunity to practice their instruction using e-

tutoring services.

The study was completed using an elementary school in Canada along with college

students in the same area. The school was selected because it already had advanced technology

including video feeds to computers. The students were selected by teachers based on need and

permission was asked of parents in order for them to participate. The tutors volunteered for the
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service with the understanding that a part of their final course grade would reflect the work done
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with the tutoring program.

Throughout the I-Tutor Initiative the technology students communicated with the

students through a WebCT that had been created to communicate and post activities. The tutors

would create lessons and activities to support the academic area in which the teachers felt the

student was struggling. In turn, the students would go to the computers daily and complete the

assignment and communicate with the tutor through emails and blogs.

The conclusion of the study was that the e-tutoring was beneficial to all involved. The

tutors were able to learn a wealth of knowledge about instruction, assessment, and lesson design

(not to mention how to relate to children). The parents of the elementary students expressed that

overall they were satisfied and were able to see improvements in their children.

Critique

Tutors are an essential part of many students education. Often times the curriculum

moves very rapidly and students are not able to keep pace in the classroom. This initiative

provides a wonderful alternative to costly tutoring services. College students who are training to

be teachers need as much time working with students as possible, but in today’s technologically

driven classrooms, they need just as much exposure to teaching with technology. Additionally,

for rural areas, proximity to tutoring facilities is often factors in not receiving the help needed.

Through programs such as this, almost all areas can have immediate access to tutoring services.

The article quoted from the US Department of Education, 2007 saying that “American children

who do not make adequate progress in school qualify for out-of-school personal tutoring.” I was

not aware of this, but I think utilizing such initiatives could help in many areas. Instead of

paying for the tutoring service, the government could fund technology at the local school level
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as well as the college to open up the avenues for children to receive services. The problem with
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such a service would be that students would need to access the programs after school hours

which could create a different problem. The authors in the article made mention of the fact that

pulling students out of instructional times for tutoring is not the most beneficial form of

instruction. I agree with this, but I think the overall idea is wonderful, and through investigating

it further, it could be a feasible way to provide students with extra support.