Kozma, R. (2003). Technology and classroom practices: an international study. Journal of Research on Technology in Education (1539-1523), 36(1), 1.
The author of the article, Rober B. Kozma, is currently associated with Center for Technology in Learning, SRI International. This article discusses the findings of research done on the effects of technology in the classroom. It researches the practices in classrooms that use technology effectively and how the students react and learn. The findings show that students collaborated and searched on their own how to solve problems. They would pick their own tasks, which show they are taking control of their own learning. The results also show that it is not only the students who are collaborating, but there is more collaboration between teachers. Teachers come together more to discuss using technology in the classroom, which in turn can create a stronger community within the faculty. There are also results that show teachers and students who use technology in the classroom are more prone to be more creative in their assignments. Communication also tended to be better between students.
Brush, T., Brinkerhoff, J., Igoe, A., Glazewski, K., Heng-Yu, K., & Smith, C. (2003). Lessons from the field: Integrating technology into pre-service teacher education, Arizona State University,16.
The authors, doctoral candidates from Arizona State University, contend training teachers to use technology in the classroom should start at the undergraduate level. Their research shows how important technology implementation is in the classroom, and in order for more teachers to use technology to its fullest extent; it must be a requirement for graduation instead of an elective. They assert that in order for teachers to prepare their students, they must prepare themselves to be fluent in integrating technology in the classroom. They achieve this by doing technology training that it hands on. This is the field-based model, which takes teachers in training to a classroom that implements technology correctly. The University is starting to implement this model to ensure that graduates know how to implement technology in the classroom in the most effective way possible and to prepare them for the future role of technology in education.
Vrasidas, C., & McIsaacs, M. (2001). Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International (0952-3987), 38(2), 127.
One author of this article, Dr. McIsaac is a professor for the Department of Educational Technology at Virginia State. The other author of this article is a visiting professor at Western Illinois University, and is the coordinator of Research and Evaluation ant the Center for the Application of Information Technologies. In this article they discuss how important implementing technology into the classroom is since it is everywhere outside of the classroom. The article is discussing how important it is in schools all over the world (especially Cyprus) to incorporate technology. There is a comparison to the United States and how 99% of schools here are online. Studies show that where there is technology in the classroom there are more opportunities for peer teaching among students. There are also more opportunities for collaboration, and reflection. Technology also converts a classroom into a place where students take control of their studies and are able to do more “authentic” tasks that help engage.
Pellegrino, JW, & Quellmalz,, E. (2010). Perspectives on integration of technology and assessment. Journal on Research of Technology in Education, 43(2), 119-134.
JW Pellegrino is associated with Wested, and E. Quellmalz is associated with the Learning Sciences Research Institute, University of Illinois. This article takes a look at the importance of assessment in the classroom and how technology can be used to improve it. By giving immediate feedback technology can help improve learning in the classroom. It also discusses how technology can help with assessment on different levels. Not only summative and formative, but across standards and benchmarks to create a more conducive learning environment. The article also enforces the idea of creating “authentic” learning tasks that they believe help with higher order thinking. It asserts that the new era of assessment is learning-centered. Technology improves on the quality of tasks presented to students. It will only get better in the future.
Davis, N., & Roblyer,, M. (2005). Preparing teachers for the “schools that technology built”: Evaluation of a program to train teachers for virtual schooling. Journal of Research on Technology in Education, 37(4), 399-409.
N. Davis is currently with Iowa State University Education Department, and M. Roblyer is currently with University of Maryland College Education Department. The main focus of their article is virtual schools and online teaching. It takes technology to the ultimate, and can benefit students of all learning styles. They believe that the demand for virtual schools seems to be growing, and state that it is a great alternative for parents who home school. It discusses ways to make sure that online teaching can be just as effective as teaching in a classroom setting. It also eludes to the fact that online teaching can be as effective as more traditional forms of instruction with proper preparation. Many Universities are trying to find ways to incorporate teaching skills for online education. Communication skills are just as important for online teaching as classroom teaching.