Guidelines for Research Article Review Chart – Kathryn Kilkenny

Locate and review at least 15 peer-reviewed research articles. Complete a chart to include the information indicated below.Reference Purpose Research

QuestionsParticipants Methods Data Analysis Limitations/

Reliability/Validity

Results/Findings

Implications

Insert the reference citation in APA format.

What was the purpose of the study?

What research questions were asked by the authors?

Who participated in the study (e.g., number of participants, age, grade level, race/ethnicity, gender)?

How were the participants selected/recruited?

Was the study quantitative, qualitative, or mixed method?

If the study was quantitative, what were the independent and dependent variables?

What materials and instruments were used in the study?

How were the data analyzed (e.g., t-tests, correlations, coding strategies, or other data analysis techniques)?

What limitations were reported?What evidence was reported for reliability and validity?

What results/findings were reported?

What are the implications for instructional and learning practices?What suggestions are made for future research?

Rosen, Y. (2009). The Effects of an Animation-Based On-Line Learning Environment on Transfer of Knowledge and on Motivation for Science and Technology Learning. Journal of Educational Computing Research, 40(4), 451-467. doi:10.2190/EC.40.

The purpose of this study was to examine the effect of integration of the animation-based environment into the learning process on transfer of knowledge and student motivation to learn science and technology.

This study used BrainPOP as the animation-based learning environment. What is the effect of the environment on transfer of knowledge, within the context of science and technology learning? What is the effect of the environment on motivation for science and

This study was conducted in Israel in 2007-2008 and included 5 elementary schools and 3 secondary schools. A total of 418 students participated: 225 in the experimental group and 193 in the control group. Participants were recruited based on the willingness of administration to be a part of the study

This was a qualitative study. Independent variable: Participation in classes integrating BrainPOP animations into the learning process at least once a week. Dependent variables: Transfer of knowledge and Motivation to learn science and technology.

A pre-post method was used with a multi-measure self-report questionnaire. The questionnaire included 6 questions regarding the transfer of knowledge and 10 items to assess the extent students were interested in science and technology learning. These were reported on a

One limitation reported was the transfer questions were considered “near transfer”. In other words, the students were not asked to transfer knowledge to areas that were significantly different from those they learned.

The results showed that students learning through animation significantly increased their ability to transfer science knowledge. The control group showed only a small increase. No significant correlations were made between BrainPOP and gender or parents’ occupation. The

The researchers would like to see if the animations make a difference in other contexts as well, such as social sciences or mathematics? And if they make a difference in higher level learning (high school)?

4.d technology learning?

and the presence of technology to deliver the animations.

5-point Likert scale.

motivation questionnaire showed that students involved in the BrainPOP classrooms significantly increased motivation while the control group showed a decrease in motivation.

Li, Q. (2010). Digital Game Building: Learning in a Participatory Culture. Educational Research, 52(4), 427-443. Retrieved from EBSCOhost.

The purpose of this study was to examine elementary students’ learning experiences through digital game building and playing.

What emotions do students experience during the process of building digital games for others to use? What traits do students display when they learn through digital game-building? What do students learn from the digital game-building experience?

The participants were 21 elementary students (19 boys and 2 girls) aged between 7 and 11, who were on a summer camp at a university in Canada. Students were selected because the volunteered and had parental consent.

Quantitative and qualitative data (mixed methods) collected included student and parent surveys, teacher and student interviews, field observations and the digital games created by the students.

Data was subjected to quantitative and thematic analyses. A coding strategy was used to analyze the surveys.

Coding strategies were decided on by 3 independent researchers and continually revised and discussed during the study. A larger scale study was also recommended.

The results indicated that only a small minority of students reported never feeling the positive emotions excited/happy or smart/ proud during the process of building digital games. In addition, analysis suggested that creativity, engagement and new identity were the three salient traits displayed by the students when learning by digital game building. There was also evidence that students increased their understanding of the subject matter in question and enhanced their

This study provides evidence for the enactivism model of education. This model suggests that our reality cannot be separated from our mind and that learning should never be isolated events occurring in the classroom. This study showed that learning-as-building had positive learning outcomes for the students emotionally and academically.

general problem-solving abilities in the process.

Tolentino, L., Birchfield, D., Megowan-Romanowicz, C., Johnson-Glenberg, M. C., Kelliher, A., & Martinez, C. (2009). Teaching and Learning in the Mixed-Reality Science Classroom. Journal of Science Education and Technology, 18(6), 501-517. Retrieved from EBSCOhost.

The purpose of this study was to determine the effectiveness of mixed-reality technologies to integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations.

What is the impact of a new kind of learning environment, the Situated Multimedia Arts Learning Lab (SMALLab)?

136 students participated in 5 classes. Classes were aggregated for analysis into honors and regular. These students were enrolled in 10th and 11th grade chemistry class and the demographic of the entire school where students are 50% white, 38% Hispanic, 6% African American, and 2% other. Approximately 50% of students in the school are on free or reduced lunch programs.

Coded Video Data was collected qualitatively about the classroom experience by observing and taking notes. Concept Knowledge was collected as an experimenter-designed pre- and post test. It should be noted that the pre-test actually measured knowledge level after several traditional teaching sessions on the topic titration. Thus, any gains seen by the posttest represent gains above and beyond what can be expected after a typical learning situation.

Data was analyzed through coded transcripts. Students were given an invariant conceptual reasoning test before and after the treatment.

Study size was reported as a limitation and extensive study is needed to fully validate the findings. Also there was no data on an untreated control group.

Based on direct classroom observations and follow up discussions, there is strong evidence that participating students and teachers engaged in an effective inquiry learning process within SLALLab. Students improved in their ability to directly question and respond to their peers.

This study showed promise for the idea of mixed reality teaching and its impact on reasoning skills and collaborative learning.

Wright, V. H., Burnham, J. J., Inman, C. T., & Ogorchock, H. N. (2009). Cyberbullying:

The purpose of this study was to examine cyberbullying in three distinct phases (a) a

(I will only concentrate on phase 3 of this study.) What are the student reactions to the

All participants in this study were from one school system that serves approximately 10,000 students in a

The instruments created in phase 3 were derived from student feedback from phase 1 (Cyberbullying

Data was analyzed by two researchers using direct observation and post-observations through the use of

The study was approved by the IRB and school administrators. Parental consent was acquired from

The male students in this study were more distracted by the animations than female students. Comments such as

There is potential for the use of virtual simulations to help administrators, teachers and

Using Virtual Scenarios to Educate and Raise Awareness. Journal of Computing in Teacher Education, 26(1), 35-42. Retrieved from EBSCOhost.

quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations (within the Second Life virtual environment).

scenarios/simulations? What were the nonverbal behaviors during the time participants viewing the scenarios/simulations? What did the students discuss in the post-scenario/simulation time? What information was written down by the participants during the process?

state in the southeastern region of the United States. Based on data from the school system, approximately 63% of the total student population were eligible for free or reduced lunch.

Survey) and phase 2 (Focus Groups). This phase was qualitatively measured based on researchers’ observations of middle school student reactions.

video tapes. Students also participated in post viewing interviews to determine their retention of topics and acceptance of the message.

5 middle schools and classrooms were selected at random from each school. No identifiable information was used regarding students/grades/age/school.

“guy’s hands should be less animated” and the lips of the avatars did not always match what they were saying. Female students found the simulations more realistic. Researchers noted that the virtual simulations held the interest of students. During post scenario discussions students affirmed that they heard the intended educational messages.

counselors address problems in the school system especially cyberbullying.

Marino, M. T. (2009). Understanding How Adolescents with Reading Difficulties Utilize Technology-Based Tools. Exceptionality, 17(2), 88-102. doi:10.1080/09362830902805848

The purpose of this study was to examine how adolescent students with reading difficulties utilized cognitive tools that were embedded in a technology-based middle school science curriculum.

How do students with reading difficulties perform compared to proficient readers when using cognitive tools embedded in technology-based lessons?

Sixteen general education teachers implemented the curriculum in 62 inclusive classrooms with a total of 1153 students. School districts were selected based on unanimous administrative support for the project, the adequacy of technical resources,

This was a quantitative study that used a pre/posttest with a reliability analysis of measure resulted in alpa = .85. Solution forms were also used containing 6 open-ended paper and pencil solution forms and were used as a secondary measure of achievement.

Three student groups were established based on students’ scores on the Degrees of Reading Power test from the previous year. Group 1: Students with severe reading difficulties <25th percentile. Group 2: Poor readers scoring between the 26th and 50th percentile. Group

Reliability was discussed for each of the measures. Pre/posttest had a reliability analysis of measure resulted in alpa = .85. The solution forms were scored on a 36-point rubric and piloted with 300 students and refined for this based on suggestions from teachers and

This study found that students with severe reading difficulties were able to perform as well as their peers in the poor reading group on the post test. Students with severe and low reading levels benefited from the tools provided with in the computer program, but need to be encouraged to

Future research should focus on commercially available technology-based curricula that align with the UDL framework.

and infrastructure support for the project, and consent to participate from all science teachers in the grade level at which the curriculum would be implemented. 50% were female, 91% white, 1% African American, 5% Asian, and 3% Hispanic

3: Proficient readers defined as scoring >50th percentile.

students. Two raters cored each solution form. The inter-rater reliability for these scores R=.90 was established by comparing rater scores on 10 randomly selected solution forms from each teacher. The Validity of the DRP was established using a sample of 5,000 students. Reported reliability ranges from .86 to .91. The limitations of this study included a lack of economically disadvantaged schools and a lack of minority representation.

use the tools effectively.

Yager, R. E., & Akcay, H. (2008). Comparison of Student Learning Outcomes in Middle School Science Classes with an STS Approach and a Typical Textbook Dominated Approach. RMLE

The purpose of this study was to determine whether Science, Technology, and Society (STS) learning increases student concept mastery, general science achievement, use of concepts in new

How do middle school students with a textbook dominated approach compare with students who have experienced science with an STS teaching approach in terms of specific mastery of concepts

Two teachers and 52 students in grades 6 through 8. Two sections of middle school science taught by 2 longtime middle school science teachers. One used an STS approach and one used the textbook. Both

This was a quantitative study that used pre and post tests to determine student achievement. Attitudes were analyzed through questions from the National Assessment of Educational

Tests were analyzed suing the mean and standard deviation. Researchers also gave T values for all data collected.

This was a very small study and this in itself is reason for a larger more comprehensive study. Secondly, many of the factors were based on teacher feedback and their perception of students’ ideas.

This study found that both groups made similar gains in content mastery, but students in the STS section made notable gains in generating ideas for use of science concepts in new situations, using creativity skills,

This study provides evidence for the use of STS in middle school science where students were found to still gain a good foundation in concepts. The STS approach provides a vehicle for involving teachers

Online: Research in Middle Level Education, 31(7), 1-16. Retrieved from EBSCOhost.

situations, and attitudes toward science in middle school classrooms.

included in the textbook as well as measured by the semester exams of general science achievement? How do middle school students who study science with a traditional textbook approach compare with students who have experienced science in an STS approach in terms of other important domains of science education including student ability to apply science concepts in new situations, development of more positive attitudes toward science, and the exhibition of specific creativity skills? How do the middle school classrooms vary in terms of teaching strategies exhibited and practiced in STS and textbook sections? What do parents and other community members report

used the same pre-and post-tests.

Programs. Videotaping was used during the study and 4 sets of tapes were collected for each 3 to 4 week unit. These tapes were interpreted using the 18 constructivist features comprising the ESTEEM instrument. Parents, staff and community members were questioned using a survey.

using community resources, conversing about science at home, and taking action in the community.

in projects and special efforts that help students see the relevance of their studying across the curriculum, the school day, the school year.

about student use of their science learning outside of the class? How do these differ for students experiencing the textbook approach when compared with those who experience science with and STS approach?

Smith, L. K., Draper, R., & Sabey, B. L. (2005). The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses. Journal of Computing in Teacher Education, 21(4), 99-108. Retrieved from EBSCOhost.

The purpose of this study was to investigate the role of WebQuests as instructional tools in preservice teacher education.

How does the use of WebQuests as an instructional tool support students’ construction of knowledge about teaching science and literacy? How does the use of WebQuests prepare prospective teachers for the integration of technology in their teaching?

The participants were 41 undergraduate elementary education majors (all females) enrolled in either a enrolled in either a literacy methods course or in a science methods course.

This was a qualitative research study, collecting naturalistic data. Data sources included student and teacher artifacts, student questionnaires, teaching journals, free response portions of the university course evaluations, and focus group interviews.

Data was analyzed using National Science, Literacy, and Technology standards as analytical frameworks. The student surveys, course evaluations, and focus group interviews were analyzed for common themes.

Some students experienced problems with this type of approach due to a lack of knowledge and appropriate skills using the internet. They also expressed frustration with the sheer volume of information found on the Internet.

This research study suggests that the WebQuests were effective in helping students’ construct knowledge of teaching science/literacy. This instructional tool encouraged the creativity and collaboration. Students developed skills such as the ability to explore multiple perspectives on a given topic, the ability to think critically as they evaluate information, and the ability to apply that information to solve real-world instructional

WebQuests were shown as a way to encourage problem based learning and encourage students to more independent in their attainment of knowledge.

problems. Mardis, M. (2007). School Libraries and Science Achievement: A View from Michigan's Middle Schools. School Library Media Research, 10Retrieved from EBSCOhost.

The purpose of this study was to investigate the relationship between middle school media programs and science delivery.

How is the relationship between school library media programs and reading achievement similar to the relationship between school library media programs and science achievement? What are the characteristics of school library media specialists and school library programs that influence the relationship to science achievement? In what ways do school library media specialists think that yearly testing in science and other systemic pressures will affect their relationship with science educators and students? What factors do school library media specialists

This study included 196 schools all of which gave the Michigan State Science Test. They needed to be served by one media specialist who was willing to complete a survey based on 114 aspects of school library media programs.

The research used a mixed-method approach using qualitative techniques in an effort to explain initial quantitative analyses. To address the research questions, the researcher designed a study that built upon the statistical analyses used in the MSLS with qualitative measures in an attempt to discover perceived relationships between science education and school library media programs.

Two statistical approaches were used to analyze quantitative data: bivariate correlation and multiple linear regressions. Three themes were used in the collection of qualitative data: age of science collections, the involvement of science teachers in the collection development process, and the selection of science materials.

Correlational studies do not offer readers causal relationships; researchers’ interpretations of the results of these studies are often subjective and not absolute. And, when these analyses are applied to survey results do not reflect a random sample and that may reflect respondents’ personal motivation or time to complete the survey, peculiarities of the instrument, or any number of other factors that can influence the survey returns, greater caution must be used in drawing definitive conclusions or mandates.

The strongest relationship to the media center by science teachers is through the video collection. It was determined that media specialists should pay particular attention to these areas and include science teachers in the development of their collections.

Media specialists’ confidence in engaging science teachers is linked to their personal confidence and experience with science topics. Media specialists should be included in science development and science teachers should encourage their media specialists by providing information and feedback regarding collections. Further suggestions were made for rewording questions, additional questions, and enhanced survey completion and return incentives.

identify as key to effective interactions with science teachers and students?

Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context. Journal of Technology Education, 19(2), 22-39. Retrieved from EBSCOhost.

The purpose of this study was to initiate an in-depth case study of enhancing science education through design-based learning.

Will students previously labeled high and low-achievers become equally engaged by DBL? Will the traditional gaps in science achievement associated with race/ethnicity, gender, and socioeconomic status be increased or reduced?

This module was implemented in two science classes with a total of 38 students. The students were in the 8th grade in a middle public school in an urban district. The teacher has a masters’ degree and 30 years experience in teaching science. The school considered one class to be low level and the other to be high level. Both classes had an equal number of SES students. The lower class was described at 41% minority and 55% male. The higher level class was described as 25% minority and 38% male.

This was a mixed method’s study based on three data collection tools: knowledge test (pre-and post-test), oral presentation assessment, analysis of student portfolios.

The first two tools were assigned a quantitative value and the third was used as a qualitative factor. Data was analyzed in all three tools by first breaking down gender, race/ethnicity, and SES and then comparing low and high achieving classes.

One limitation recorded was the low achievement group was also seen as poor readers. This may have been part of the reason they were assigned to the “low” group and could have affected their scores on the pen and paper achievement test.

DBL proved promising in reducing traditional achievement gaps in knowledge retention between minority and non-minority students and between lower and higher SES scores. However, a significant gap was noted between the high achievers and low achievers. In the portfolios, the low group showed more generative thinking overall and better ideas in the portfolio despite lower overall scores on the pen and paper knowledge test. Both researchers, students, and teachers reported a high level of engagement among all students.

This study explores the idea that students are more engaged in learning science concepts when they are engaged in a Design-based learning process. This approach appeals to both low achievers and high achievers. However, due to the nature of testing more research is suggested in relationship to reading skills.

Bedgood, L., Murphrey, T., &

The purpose of this study was to

To what extent are organizations that

Organizations included in this

This was a qualitative study.

A coding strategy was used to provide

The data collected were analyzed

Many agriculturally related

This study should be replicated with

Dooley, K. E. (2008). A Qualitative Study of Technology-Based Training in Organizations that Hire Agriculture and Life Sciences Students. Journal of Agricultural Education, 49(1), 39-50. Retrieved from EBSCOhost.

identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations.

hire agriculture and life sciences students involved in technology-based training? What are the employment opportunities within these organizations for students with expertise in the development and delivery of technology-based training? What skills or competencies are needed for these positions?

study were identified by the Texas A&M University College of Agriculture and Life Sciences Student Council as interested in hiring agriculture and life sciences students. 132 organizations were contacted of those 59 provided information.

They used a semi-standardized interview guide that encouraged free digression, depending on the responses provided, was used the the primary data collection tool. The guide consisted of 5 open-ended questions, with probes to encourage more in-depth information

an audit trail. Data was collected through telephone interviews due to geographical barriers. After 10 organizations were contacted, a peer debriefing was held to review emerging themes and to develop a plan for contacting the remaining organizations. Data collection ended after all organizations had been contacted twice and a final peer debriefing was held to determine if data saturation had been reached.

using the mechanics of structural qualitative analysis and the constant comparative method.

organizations currently implement some form of technology-based training. Four types of organizations (plant services, products, and science; government agencies; food and beverage; and medicinal organizations)use technology –based training more than other types of organizations. It was concluded that these types of organizations might have more job opportunities for those interested in technology based training.

other industries. Especially educational institutions who prepare graduates to work in the training industry.

Duran, M., Runvand, S., & Fossum, P. R. (2009). Preparing Science Teachers to Teach with Technology: Exploring a K-16 Networked Learning Community Approach. Turkish

The purpose of this study was to determine the impact of professional development programs to provide training and support for technology integration in science education.

What is the impact of K-16 networked learning community approach to professional development on technology literacy and technology integration among student teachers, cooperating

This is a three-year project with five cohort groups that included 17 student teachers, 17 cooperating teachers, 5 university-level, and 3 student teaching supervisors. Study participates were

This was a mixed methods project. Data was acquired through the technology survey administered twice in a pre-test/post-test design. A 5-point Likert scale was used to measure participants’

Data was analyzed in a peer debriefing process among the researchers and was used to check emerging themes and conclusion generated during the analysis. E-portfolios were analyzed by the researchers

A total of 42 participants in this study are characteristic of what might be considered a pilot in preparation for a more extended study. The study participants were volunteers based on their interest in

The project participants significantly improved their confidence and competence in technology literacy as well as the integration of information technology into the teaching and

It was determined that stand alone technology courses were not a sufficient way to prepare new teachers to use technology effectively in their future practice. They suggest that teacher programs

Online Journal of Educational Technology - TOJET, 8(4), 21-42. Retrieved from EBSCOhost.

teachers, education and content faculty, and student teaching supervisors in a science education program? What are the patterns in technology integrated projects designed by the project participants that are important to technology integration in science education? What kinds of professional development on technology integration in the classroom?

selected from the Michigan Teachers’ Technology Education Network (MITTEN).

confidence and competence in both technology literacy and integration of technology into teaching and learning. Qualitative data analysis of the needs assessment survey, journal entries, and reflections articulated in electronic portfolios were conducted on a continuous basis throughout the program.

using technology in science teaching and may not be representative of science educators in general. The quantitative survey data was collapsed across project participants and had too few in each subgroup to be analyzed by subgroups.

learning of science. Increases were made in participants’ use of the computers for common purposes as well in creating multimedia presentations, using advanced computer functions such as chat rooms, QuickTime movies, and video input, output, and manipulation. Scores did not increase in word processing, opening, modifying, printing documents, and record keeping.

provide models of teachers using technology in various environments. Establishing and fostering a dialogue between and among pre-service teachers, in-service teachers, and education faculty provides a basis for cooperative engagement and addresses the need for comprehensive technology preparation in order to improve technology integration in the classroom.

Akcay, H., & Yager, R. E. (2010). The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains. Journal of Science Education and Technology, 19(6), 602-611. Retrieved from EBSCOhost.

The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of

How does student centered instruction affect student achievement when compared to teacher guided/direct inquiry?

Participants included 12 classroom teachers and 24 sections of students. 365 students were in the STS section and 359 students were in the control situation. The study ranged from grades 6 to 9.The teachers agreed to collect pre- and post-assessment information in the 5

The data were analyzed quantitatively by reporting means and standard divisions. Two groups were used a control group and a test group. Data was collected based on a pre and a post test.

Students were given a pre and post test. The tests were identical in nature. The differences in mean values were tested using a t-test for determining significances. The mean differences, standard divisions, and t-values were calculated and used to assess differences

The teachers in this study were chosen for their willingness to try new approaches and new materials. Because these teachers were already in the “student centered” camp, it may have subconsciously affected their teaching between the two groups.

Between the Student centered approach and the direct approach students did not score significant differences in the attainment of concepts. However, students in the STS approach did score significantly higher in the other four domains including understanding and use of science

Advice was given for instruction including: accepting a variety of student responses, giving students opportunities to experience applying their knowledge in meeting everyday challenges, encouraging student-student verbal interactions,

student attitudes toward science, and the ability to apply science concepts and processes in new situations.

assessment domains for students in one section where the teacher guided instruction, prepared daily lesson plans, and structured the STS modules for the 9 week grading period.

between pre- and post-test scores in the five domains for all students in two sections for each of the 12 teachers. The 5% level of significance (P<0.05) was used to determine statistical differences. The 5 domains included Concept Domain, Process Domain, Creativity Domain, Attitude Domain, and Application Domain.

concept skills, creativity, positive attitudes, and applying science concept skills to new situations.

encouraging students to use higher-order thinking skills, and using a wide variety of assessment tools.

Fancovicova, J., Prokop, P., & Usak, M. (2010). Web-Site as an Educational Tool in Biology Education: A Case of Nutrition Issue. Educational Sciences: Theory and Practice, 10(2), 907-921. Retrieved from EBSCOhost.

The purpose of this study was to evaluate the efficacy and feasibility of using website in biology education.

Are there any differences between ICT base approach and traditional approach in nutrition education? Are there any gender differences in nutrition education outcomes?

Research was conduted at three randomly chosen primary schools in Slovakia. The main criterion for selecting the schools was they had enough computers per pupils. This 2 week study was conducted by 3 independent teachers in 6 classes. All pupils were 6th graders. There were 58 pupils in the

This was a qualitative study with the control group being the depended variable and the experimental group being the independent variable. The control groups used traditional educational materials such as books and worksheets. The experimental groups used a prepared web-site.

Data was collected in three tests regarding health and nutrition. A baseline or pre-test was given followed by an after intervention or post-test and a retention test given 3 months later.

Reliability of the tests used ranged between 0.68 – 0.74 (Cronbach’s Alpha) The effect of intervention on the knowledge about health nutrition, repeat-measures multivariate analysis of covariance (MONCOVA) was used.

This experimental study confirmed the efficacy of computer-based nutrition education in nutrition knowledge. The knowledge in experimental groups was the same as in the control-group. Nutrition websites seem to be equal teaching tools for nutrition education compared with traditional methods. However it was

Further research was suggested in whether web-based learning could influence children’s appreciation of modern technologies in other school subjects as well as its connections with everday life.

experimental group and 80 pupils in control groups. Average of 23 pupils per class with students working in groups of 2 at the computers. The teachers were chosen because they were of similar age with similar backgrounds. All teachers taught both experimental and control groups.

noted that student attitudes towards computers were generally positive and pupils were motivated by computers.

Kershner, R., Mercer, N., Warwick, P., & Kleine Staarman, J. (2010). Can the Interactive Whiteboard Support Young Children's Collaborative Communication and Thinking in Classroom Science Activities?. International Journal of Computer-Supported Collaborative Learning, 5(4), 359-383. Retrieved

The purpose of this study was to determine children’s communication and thinking during the semi-autonomous use of the IWB during collaborative group work in primary school science lessons.

How do children use the IWB (interactive whiteboard) when working together on science-related activities? Is the IWB suited to this type of use?

12 classroom teachers and their pupils (aged 8-10). They sought out teachers and schools already promoting collaborative learning. Teachers needed to be familiar with the IWB. One group of 3 children was identified as the “target” group for observation over 3 lessons. Children chosen were of average attainment.

This was a qualitative study in which the authors videotaped 3 students during their lesson and following interaction with the IWB.

Student interactions with each other and the IWB were recorded and analyzed by the authors. The paper includes these conversations along with the author’s diagnosis of students learning. They did not code the conversations or look at test data. Conversations were looked at through a model of collaborative activity which included teacher mediation,

This was a small scale research effort. It was also difficult to isolate the effects of just one instrument on student learning. The authors explain that the classrooms had other technologies along with reading, writing, and drawing.

The IWB was found to be a good interactive tool for the students instead of just a teacher led instructional tool. The researchers found that students could engage effectively in the collective learning experience. However, it was noted that the IWB could have the opposite effect if there were technical glitches. Although some groups would come together to work

Implications included the need to educate and provide resources for teachers to allow students to use the boards in a shared fashion. Further study was suggested for social participation, scientific knowledge building, and bringing in interrelated questions about the type of tasks.

from EBSCOhost. knowledge building about science and collaboration, shared dynamic dialogic space, children’s active participation, along with the type of participation structure.

out a problem, other groups were found to distance themselves from each other.

Murphrey, T., Miller, K. A., & Roberts, T. (2009). Examining iPod Use by Texas Agricultural Science and Technology Teachers. Journal of Agricultural Education, 50(4), 98-109. Retrieved from EBSCOhost.

The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers.

Describe agricultural science and technology teachers’ knowledge of iPods and similar technologies. Describe agricultural science and technology teachers’ access to iPods and similar technologies. Describe agricultural science and technology teachers’ attitudes towards iPods and similar technologies.

The population of interest chosen for this study was all agricultural science and technology teachers in Texas. 310 teachers were randomly chosen to receive questionnaires. The average teacher was male and just over 38 years old. Generally they had been teaching for just over 14 years.

This was a quantitative study using a 35 item questionnaire. Questionnaires were delivered using the tailored design method.

The questions in this study covered 4 basic areas: knowledge, access to technology, attitudes, and demographic information. Items relating to knowledge and access were accompanied by a finite set of questions. Items related to attitudes were accompanied by a 5-point summative rating.

The reliability of the test instrument was determined by a test-retest procedure using a pilot test of 26 preservice teachers at Texas A&M University. This procedure yielded a coefficient of stability of .89. One limitation noted was that the preservice teachers differed in age from the actual sample.

Although more than ½ of the teachers in this study were aware of the technologies, many had never used the technologies. It was further determined that more than ½ of the teachers did not possess the skills to create media. Many of the teachers had favorable attitudes toward iPods and similar technology and were highly interested in training on the material.

Reccomendations included workshops and professional development opportunities related to iPods, podcasts, and mp3 players. Additional studies were recommended to determine the availability of technologies to students. The authors also feel that this study be repeated in the future to determine how the adoption rate has changed.