AB Research Assignment - Jennifer Wilson

8/3/2019 AB Research Assignment - Jennifer Wilson

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Integrating Technology into the Elementary Classroom

through Reading and Social Studies

Jennifer M. Wilson

5030 Yankee Doodle Dr.

McDonough, GA 30252

An Annotated Bibliography Submitted to:

Dr. D. A. Battle of Georgia Southern University

in partial fulfillment of the requirements for

FRLT 7130 Y02

SUMMER 2011

Thursday, July 14, 2011Statesboro, Georgia

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Integrating Technology into the Elementary Classroomthrough Reading and Social Studies

During the last decade, our countrys attention has been focused on improving reading,

with less emphasis on other core subject areas, but recently the use of technology has joined the

focus. Over 50 percent of American households feature a computer, many with access to the

Internet. As research has stated, technology should be integrated as a tool to promote and extend

student learning, in any subject area, on a daily basis. The topic was chosen because of my love

for technology and my desire to incorporate it into my daily classroom routine in order to help

children understand it and use it effectively. Another reason for the research was to determine

whether or not using technology across the curriculum (i.e. Reading and Social Studies) would

benefit my students, especially with their test scores, and my coworkers.

I began my research by going to GALILEO, where I searched for articles that had

to do with integrating technology into elementary classrooms through reading and social

studies programs, which produced search results from the databases EBSCO, Academic

Search Complete, and ProQuest. I then limited my search results to full text articles that

were published within the 2000 to present day time frame. Academic Search Complete

offered more choices of articles to view, which resulted in a plethora of articles to choose

from that dealt with the topic of research. The vast array of articles were narrowed down

and chosen based on whether or not the articles discussed what schools were doing and

how they were going to integrate technology into the elementary classroom through

reading and social studies related topics.

Baildon, M., & Damico, J. (2007). Examining ways readers engage with websites during think-

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aloud sessions.Journal of Adolescent & Adult Literacy, 51(3), 254263.

doi:10.1598/JAAL.51.3.5

The article gathered research data from two pairs of students that were in the beginning stages of

drawing on disciplinary perspectives in social studies. The authors highlighted ways in which

students engage in interrelated tasks: (1) identifying and making sense of "new" information, (2)

evaluating claims and evidence, and (3) considering ways to use web site in the writing. The

authors identified two particular reading challenges that the students experienced:

contextualizing and corroborating sources of information. A framework was also given that can

assist educators in guiding readers to engage meaningfully with texts found on the Internet.

Bolick, C. M. (2002). Technology and the social studies: Is the giant still sleeping? The

International Social Studies Forum, 2(2), 183-185. Retrieved from

http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?

sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54%40sessionmgr111&vid=2&hid=108

The author discussed reading numerous journals and attending several conferences where

he revealed three categories for integrating technology in social studies classrooms: tele-

collaborative, data gathering, and multimedia activities. The author explained that

teachers should develop engaging social studies lessons, such as virtual field trips, email

pen-pals, collaborative virtual lessons and discussions, access to texts online (eBooks),

etc. The research still did not deliver an answer to the authors question, but it definitely

shed light on how teachers can incorporate technology in their social studies classrooms.

Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of

Adolescent & Adult Literacy 54(8), 557567. doi:10.1598/JAAL.54.8.1

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http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54@sessionmgr111&vid=2&hid=108http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54@sessionmgr111&vid=2&hid=108http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54@sessionmgr111&vid=2&hid=108http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54@sessionmgr111&vid=2&hid=108http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer?sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54@sessionmgr111&vid=2&hid=108


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Literature circles were designed to engage students in learning and motivate them to

make their own choices based on their thoughts and ideas. The author used qualitative

research methods to help her understand and explore the impact technology integration

had on literature circles, how students responded to texts, and to each other. The authors

research was a success. She found that virtual literature circles would benefit a classroom

because it encourages students to work collaboratively, to develop better social

relationships with their peers, and to be more active in their learning.

Burnett, C. (2009). Research into literacy and technology in primary classrooms: An exploration

of understandings generated by recent studies.Journal of Research in Reading, 32(1),

22-

37. doi: 10.1111/j.1467-9817.2008.01379.x

The study examines how students use digital literacy practices in and outside the classroom,

while determining the meaning of digital communication. Thirty-eight studies were examined,

within six years, and split into four parts, a.) Changing nature of literacy, b.) Use of technology

in primary literacy, c.) Drawing on general conclusions and assumptions, and d.) Proposals for

further investigation. The author determined that some studies produced positive findings, while

others still left the author with further questions. Further research will be needed in order to

determine whether or not students are active in managing and navigating the digital world.

Casto, D. J., Taylor, L. M., & Walls, R. T. (2004). Tools, time, and strategies for integrating

technology across the curriculum.Journal of Constructivist Psychology, 17, 121136.

doi: 10.1080/10720530490273908

A grant awarded utilized the assistance of 428 groups of 3 teachers (called Phase 9) from West

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Virginia. The teachers experienced intensive training, where they designed instructional units.

The author used the study to determine whether or not Phase 9 was successful in providing

teachers the tools, time, and strategies needed to integrate technology (like multimedia

computers with numerous software components, Internet access, projection devices, etc.)

throughout all curriculum domains. The study showed that the 2 hundred students that

participated in the implementation of the units showed higher academic gains.

Foster, P. N. (2005). Technology in the standards of other school subjects. The Technology

Teacher, 17-21. Retrieved from

http://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-

a9054de9fcede125%40sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl

2ZQ%3d%3d

The article did not offer any particular technology ideas, but rather explained how the standards

could be taught together. The articles purpose was to provide its readers with an understanding

of how our standards are connected to technology standards, and to give examples as to how

teachers have integrated technology standards with the Reading/Language Arts, Math, Science,

and Social Studies standards. The authors review of the standards still leads to questions about

how teachers are actually going to integrate the different academic domains and their standards

into one.

Gabriel, M. A., & Van Leeuwen, C. A. (2007). Beginning to write with word processing:

Integrating writing process and technology in a primary classroom. The Reading

Teacher,

60(5), 420429. doi:10.1598/RT.60.5.2

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http://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dc-a9054de9fcede125@sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D


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The purpose of the case study was to develop a greater understanding on the impact that multiple

writing tools had on students as beginning writers. The study was done on a class of first grade

students, based on a larger study that included students in grades 1-3. The author used the

teacher as the main component (the facilitator, a guide, and a participant) for engaging the

students in the computer-based activities. A number of implications emerged from the study,

which included no one tool is able to serve all of the needs of a beginning writer.

Goddard, M. (2002). What do we do with these computers? Reflections on technology in the

classroom.Journal of Research on Technology in Education, 35(1), 19-26. Retrieved

from http://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-

b3ea2be17b8a

%40sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d

The article relays the message that the author believes that technology is designed as another tool

to support the learning process using the scientific inquiry method. The author explained ways in

which learning can be enhanced when technology is used as a tool by using email (for pen-pals),

online conferencing, web data-bases, graphic organizers, and other presentation formats (like

Animoto or Prezi). By incorporating these activities and other real-world applications, research,

design, analysis, composition, and communication teachers will better prepare their students for

the ever changing world they live in.

Sadik, A. (2008). Digital storytelling: A meaningful techno logy-integrated approach for

engaged

student learning.Educational Technology Research & Development, 56(4), 487-506. doi:

10.1007/s11423-008-9091-8

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http://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3Dhttp://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefa-b3ea2be17b8a@sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D


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The study was to assess the power of digital storytelling on student learning. The study utilized

eight selected teachers and several hundred Egyptian students who collaboratively produced and

presented digital stories on numerous topics. Indications from the study were that students did

not just relay facts, but considered the information and how it was researched and presented.

Indications were that teachers did not possess adequate technological skills to integrate the

technology properly into the learning process, but found that digital stories could be used as an

effective tool when it is adequately integrated.

Implications for Applications to Educational

The information that was gathered from my research on the Integrating

Technology into the Elementary Classroom through Reading and Social Studies will be

helpful with providing more interesting lessons and effective strategies for integrating

technology into the classroom. A number of strategies and ways to implement

technology into the classroom, across the curriculum, were offered, but out of all the

articles I read only one of them was current, which made it difficult to establish a current

list of technology resources for the classroom.

It is quite energizing to observe students as they work with and learn new

technologies and information as they engage in the learning process, even with the

constant change and need for technology in the classroom. Because of this constant need,

our classrooms have begun to change. So, as schools continue to push for more

technology integration, best reading practices, and higher standardized test scores,

educators should embrace the use of new literacy in instruction, such as virtual literature

circles (Larson, 2009), virtual field trips, pen pals using email, collaborative lessons and

discussions with other students at other schools, access to texts using eBooks, etc. The

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integration of technology into the curriculum has become a requirement by the state, in

recent years, so by integrating these new technologies, authentic learning experiences

that honor the voices of our students who have diverse ideas, communication styles, and

confidence levels (Bowers-Campbell, 2011) our students are becoming well rounded 21st

Century Learners.

The articles reviewed all discussed the importance of integrating technology into the

classroom with very little emphasis on the programs and/or materials that would best aid a

teacher in doing so. The general consensus among the articles is that early multimedia programs,

when integrated across the curriculum, combined with a variety of software, audio, visual

materials and manipulatives provide teachers with a vast array of tools to reach all individual

learning styles (Grogan 2002). Many of the technology resources that were mentioned my school

has already implemented into the classroom, but many of the teachers do not use the resources

effectively. Teachers have many concerns and negative aspirations about using integrating

technology into their daily lessons. Technology is not designed to replace the teacher, but rather

to increase their capabilities since we know that students learn faster and better when they are

actively engaged and interested what they are learning.

The research showed that technology is linked to all facets of the curriculum.

Even with the high demand for technology based lessons for our 21 st Century Learners,

many teachers are already implementing these strategies into their daily lessons, the

problem is, keeping up with the constant change and demand for new technology.

Therefore, by training our teachers and allowing our students to work collaboratively

with each other in order to use and understand these technologies effectively, our

students will thrive to meet the high demands of our fast paced society. But, we still have

many unanswered questions about the effectiveness of integrating technology into the

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elementary classroom such as, Are students learning differently with these technologies?,

Are these technologies having an impact on our society?, Which forms of technology

work the best?

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AB Research Assignment - Jennifer Wilson

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