Sarah Penn

FRIT 7235 Article Summaries & Critiques

Effectiveness of Using iPads to Build Math Fluency
O'Malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. B. (2013).
Effectiveness of using ipads to build math fluency. Online Submission, Paper presented at
the Council for Exceptional Children Annual Meeting (San Antonio, Texas, Apr 3-6,
2013). 20 pp.
Identification
I have identified this article as a research article.
Summary
This study was conducted to examine the effects of teaching basic math skills on iPads
could have on students with disabilities. The researchers wanted to find if iPads could be an
effective instructional tool to increase basic math fluency. The researchers found four key
results. These are listed as follows: (1) The intervention had a positive effect on math fluency.
(2) Teachers perceived that the iPads had a positive impact on student engagement and interest in
content. (3) Qualitative data identified considerations for the integration of new technology into
teaching and learning. (4) This single-case design can be used to document the impact of
evidence-based practices in special education.
One major concept the researchers want to convey is that simply purchasing iPads for a
classroom does not guarantee that effective support will be implemented. This technology needs
to be aligned to curriculum standards and a well-designed strategic plan is crucial for the
successful implementation of technology as an instructional tool. Due to the fact that many
educational systems are transitioning to Common Core State Standards, it is imperative that
students grasp basic math concepts and are fluent. Common Core State Standards articulate
rigorous grade-level expectations to prepare students for college and careers. Students who lack
Sarah Penn
FRIT 7235 Article Summaries & Critiques
basic math fluency struggle with the rigor these standards convey. Many teachers supplement
instruction with some form of technology to increase these basic skills.
After the experiment was conducted using the iPads, the results were astounding.
Teachers agreed 100% that the program used was worth the time and effort because students
showed an increased interest in the content during the intervention phases and were often
disappointed when returned to the baseline phases. It was discovered that the students interest
in the content helped their rate of fluency increase during the intervention phase and regress to
baseline levels when the intervention was removed.
During this study, the researchers recognized several advantages as well as barriers with
the use of the iPads for this intervention. Some of the advantages were that teachers highly
accepted this as an effective intervention, teachers reported that students were able to master
learning goals they had yet been able to master using traditional instructional methods, and
teachers expressed how this study enhanced their teaching skills and improved students interest
in the content. Some of the barriers were the need for teachers to be provided additional training,
teachers had a vast range in the access and use of technology, students had a variety of
technology available in their homes with only limited use, and it took more time and effort than
originally thought to oversee the use, storage and maintenance of the iPads.
Critique
I was hoping to find out that the iPads were beneficial in helping these students with
disabilities progress with their basic math fluency. Therefore, I was very pleased to find out that
as long as the teachers were trained adequately the students made tremendous gains and even
became more interested in the content once they were able to understand it. As a teacher, that
speaks volumes to the hurdles we must jump implementing the Common Core Standards when
Sarah Penn
FRIT 7235 Article Summaries & Critiques
many students lack the basic skills required to complete grade-level expectations. Its amazing
to find out that by using the iPads effectively the difference it made in these childrens lives as
well as their futures. I felt the paper was very useful and was composed with a plethora of
information that was not too overwhelming for the reader. The article was an excellent read and
I did not find any problems with it. I can definitely take the information I have learned from this
article and implement it in my classroom. I have written a grant for a classroom set of iPads so
hopefully I will be able to use them as effectively as the teachers in this article. Knowing that
this small use of instructional technology can forever impact a students future is satisfaction in
itself.













Sarah Penn
FRIT 7235 Article Summaries & Critiques
Impact of Use of Technology in Mathematics Lessons on Student Achievement and Attitudes
Eyyam, R., & Yaratan, H.S. (2014). Impact of use of technology in mathematics lessons on
student achievement and attitudes. Social Behavior & Personality: An International
Journal, 42, 31-42. doi:10.2224/sbp.2014.42.0.S31
Identification
I have identified this article as a research article.
Summary
This study was conducted to investigate the difference between students taught using
several technological tools and students taught using traditional teaching methods. The results
revealed that the students who used technology scored significantly higher on the posttest than
those students who used no technology. Students had a very positive attitude towards
technology. Many developed countries use technology extensively in their classrooms.
Therefore, the use of instructional technology enhances the learning and students can learn more
effectively. By implementing technology during instruction, the students become more
interactive during the learning process and find learning more fun and attractive than the
traditional teaching methods.
Both students and teachers benefit from integrating technology into the classroom.
Students become more engaged and motivated in the learning process which in turn cuts down
on many behavior issues. Teachers are able to provide immediate feedback and individualized
learning opportunities to the students with the use of technology. Some of the downfalls of
integrating technology are the lack of necessary equipment and lack of teacher training required
to incorporate the use of technology within the classroom.

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FRIT 7235 Article Summaries & Critiques

Critique
I was very satisfied to find out the results to this study. It just seems that because
technology has become so prevalent in todays society, we should be using it in the classroom to
enhance our teaching by keeping the students engaged and motivated. Many of the students are
learning at home by the use of an electronic device so why not bring it into the classroom. My
classroom is equipped with a Promethean Board and I check out a set of ActivExpressions from
the media center each year. The students get so excited when we use them to take something as
simple as a Brain POP quiz or when they get to text the answers in for an ActivInspire flipchart.
I will definitely continue to integrate as much technology into my classroom as I am equipped
because this study has proven that students who use technology have higher scores.









Sarah Penn
FRIT 7235 Article Summaries & Critiques
Social Studies Instruction:
Changing Teacher Confidence in Classrooms Enhanced by Technology
Shriner, M., Clark, D. A., Nail, M., Schlee, B. M., & Libler, R. (2010). Social studies instruction:
changing teacher confidence in classrooms enhanced by technology. Social
Studies, 101(2), 37-45. doi:10.1080/00377990903283999
Identification
I have identified this article as a research article.
Summary
This study was conducted to determine if the use of technology altered how seasoned
educators perceived their confidence and competence relating to the content-specific subject of
social studies. This project was funded by a grant and contained a workshop to survey faculty
regarding their highest priorities in social studies, their needs regarding other content areas, and
their feedback regarding potentially overlooked workshop ideas. Topics covered for teachers
were using virtual field trips to enhance service learning, using various resources and approaches
to social studies instruction, and using resources and approaches to teaching geography and
history of the world.
Teachers were taught how to find virtual field trips and how to utilize them as
instructional tools to promote students engagement in a meaningful learning environment. They
were encouraged to create virtual field trips by using technology tools to teach concepts across
multiple disciplines. They also explored how students could create virtual field trips by creating
electronic templates and planning inquiry-based lessons. Teachers felt that virtual field trips
promoted student engagement in meaningful learning and felt more confident that they provided
more of a unique advantage over physical trips. Teachers were exposed to several technological
Sarah Penn
FRIT 7235 Article Summaries & Critiques
resources and hands-on activities to make social studies instruction more interesting. Some of
the activities included role-playing, use of class Web sites, Web-based resources (such as Google
Earth), personal response systems, and basic presentation software.
Teachers felt more confident in their ability to incorporate technology in a meaningful
way, the ability to use role playing as an adequate way of bringing history to life, and the ability
to use YouTube for student learning and for various academic outcomes. The use of Web-based
resources becomes very valuable in teaching geography and history of the world when a
textbook is not available. Teachers felt more confident in their ability to help students make
more meaningful connections between the textbook content (when available), classroom
curriculum, and community resources. They also felt more confident with the use of the Internet
and maps for student learning within their classroom during instruction.
Critique
I definitely liked the idea of virtual field trips. What more intriguing way to grasp a
students attention than by taking them on a virtual field trip where they can experience history
through their own eyes. I definitely will be using more virtual field trips in my classroom. I felt
that many of the teachers that were part of the study lacked the necessary skills on how to
integrate technology into their social studies content. By completing the activities planned
during the study, many teachers gained the confidence needed to incorporate more technology
into their teaching of the content. I believe this study shows evidence that by integrating
technology into subjects such as social studies, it makes students more interested and engaged.
This in turn will promote better scores and retention of the content.


Sarah Penn
FRIT 7235 Article Summaries & Critiques
Using Smartphones to Supplement Classroom Reading
Bromley, K. (2012). Using smartphones to supplement classroom reading. Reading
Teacher, 66(4), 340-344. doi:10.1002/TRTR.01130
Identification
I have identified this article as a professional practice article.
Summary
This article was written after the author purchased the book Kakapo Rescue: Saving the
Worlds Strangest Parrot by Sy Montgomery. She used her smartphone to answer many
questions she had while reading the book. As she consulted her smartphone, she began to
contrast her reading experience with that of students in classrooms where smartphones are not
allowed. These students did not have the ease of looking up information for unknown meanings
of words or mathematical conversions as the author had at her fingertips. The author then
provided a think-aloud as she experienced vocabulary, comprehension, technology and writing.
Common Core State Standards require teachers to present informational text to the students 50%
of the time.
By using a smartphone, students can address the standards by finding definitions, details,
and examples that explain concepts. They can clarify any misconceptions, help make inferences,
and compare/contrast information from the text and the Internet. The author decided to write the
think-aloud to show what an effective teaching tool it can be in showing the students how to use
the smartphone while they read. The smartphone is an excellent tool for scaffolding and
supplementing comprehension. It can provide motivation for students to read harder texts. She
also stated that if all students do not have access to smartphones, then students can be paired up
so no one is left out of the experience.
Sarah Penn
FRIT 7235 Article Summaries & Critiques

Critique
I felt this article was well written. It gave very interesting information to how
smartphones can be beneficial to reading informational text in a classroom. Many schools still
have the no phones at school policy which in fact may hinder them more than help them. I
realize that students can easily be distracted by their phones. However, if we make them a part
of the lesson and the students become more successful, it will in turn be motivation for the
students to use them appropriately. I particularly liked how the author separated the article into a
think-aloud based on the Common Core State Standards of vocabulary, comprehension,
technology skills, and the ability to write persuasively. By modeling the expected behavior, the
students are more apt to use the strategies modeled while reading independently. I would love to
try this activity while reading from our science or social studies text.











Sarah Penn
FRIT 7235 Article Summaries & Critiques
Student, Teacher, Professor: Three Perspectives on Online Education
Pearcy, M. (2014). Student, teacher, professor: three perspectives on online education. History
Teacher, 47(2), 169-185.
Identification
I have identified this article as a professional practice article.
Summary
The author was able to give three perspectives on online education because he was a high
school teacher, a university student, and a professor. As a teacher in the mid-1990s, he was
given a desktop computer for his classroom. Eventually his chalkboard was traded in for an
interactive Smart Board and a projector was hung from the ceiling which replaced his TV/VCR
cart. He was given access to the Internet at first through an Ethernet cable and eventually went
wireless. It was hard to imagine a time when he couldnt go online in his classroom by the end
of his high school career.
As a student, he was enrolled in an online course. It was necessary to log on each week
to view the content via the programs white board and live room, also the professor and
students could interact via the programs chat panel. This allowed for immediate feedback
from both the instructor and the students. The only drawback was a lack of technology, which
was practically unthinkable and very unlikely.
As a professor, he came to realize that as soon as we acquire a new set of skills, the
technology will render them obsolete. He found that teaching a strictly online course was very
unusual due to the fact he was raised in the brick-and-mortar world. He realized many
difficulties with the online course. Some of those include students must communicate via e-mail
for any problems that may arise, the modules were timed to open only after the deadline for the
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FRIT 7235 Article Summaries & Critiques
previous weeks assignments, the amount of assignments, documents, and deadlines were
overwhelming for the students. Therefore, he redesigned the course to streamline the modules.
He realized that many students far from campus could now take online courses that they
otherwise could not have in a traditional in-class course.
He stated through his experiences with online courses he discovered three areas that are
crucial: accountability, collaboration, and an awareness of the mediums limitations. One main
advantage to the Internet is its vast magnitude of resources available. He also states that just
because we find something online doesnt mean that its accurate. Overall, he discovered
tremendous opportunities through online learning and instruction with a few obstacles remaining.
Educators may use online platforms, resources, and tools to promote a more effective approach
to teaching subject specific content areas.
Critique
This was an eye-opening article to see the three different perspectives, but I feel the
weakness is he uses himself as the example for all three perspectives. This is turn leaves large
gaps in the technology available for each perspective. I feel it would have been more interesting
if he would have interviewed a current student and teacher with himself being the professor. I
feel the perspective from both the student and teacher would be more current with the technology
available today. I agree with many of his findings from a university students perspective. Its
not always easy when youve been raised in the brick-and-mortar world to transfer to a
completely online environment. Learning the platform can be a bit complex and then each
professor presents the modules differently. Finding all the assignments and the scheduled due
dates is not always user-friendly either. It would be neat to get some of my students
Sarah Penn
FRIT 7235 Article Summaries & Critiques
perspectives, my perspective as a teacher, and one of my professors perspectives. Then I could
compare it to this article to see how they differ in todays technological world.





















Sarah Penn
FRIT 7235 Article Summaries & Critiques
Technology + Planning + Math = Integration
Gardner, J. (2004). Technology + planning + math = integration. Knowledge Quest, 32(5), 26.
Identification
I have identified this article as a theory-into-practice article.
Summary
In an effort to integrate technology, all teachers within the Lebanon School District are
required to complete professional development days facilitated by the media specialist. The
media specialist teaches how to use various computer applications, explore technology
applications, and create projects. She provides an electronic toolkit of Web sites to support
teacher-created, technology-enhanced lesson plans.
It had always been easier to collaborate with the English, social studies, and science
teachers when integrating technology with activity-based projects. However, it was always a
challenge to interest the math teachers into integrating technology into their lessons. Therefore,
she asked them to reflect on their curriculum and brainstorm some problems they have
encountered while teaching specific math concepts. Many agreed that due to math dealing in
abstractions; it is difficult for the students to visualize the concepts. They discussed the concept
of volume and how they could use a PowerPoint presentation to show a virtual container being
filled with a virtual liquid with sound embedded. This would help the visual and auditory
learners. She hoped this activity would help the teachers see how technology could be
successfully integrated into the math curriculum.
The media specialist was pleased to discover that two math teachers contacted her about
incorporating some technology-based projects into some areas they had identified as problem
areas. She worked with both the teachers as their coach, listening and suggesting. This helped
Sarah Penn
FRIT 7235 Article Summaries & Critiques
them transition from teacher to facilitator. During the projects, the teacher was able to help the
students with the content questions while the media specialist helped answer questions about the
presentation tool. The students became the teachers as they would instruct other classmates
using this PowerPoint presentation. Both of these math teachers discovered that their students
achieved a greater mastery of the mathematical concept and application by completing this
technology-based project. They each created a virtual classroom in which they could include
their notes, lessons, reviews, homework assignments, quizzes, and tests. This allowed the
students to post questions after class that they may have been reluctant to ask during class. They
discovered the value of integrating technology into their lessons for the students benefit.
Critique
I realize this article is ten years old, but when I saw the title I couldnt help but read it and
find out what it was about. I was fascinated that none of the math teachers had previously tried
to integrate any technology into their lessons. The two teachers that decided to try it surely
found out with their first project how much more the students mastered the concepts by
integrating technology. I like how the author included her electronic toolkit on the second page
and the worksheet at the end of the article. The worksheet provides a quick way to identify a
problem and to see if technology can be used to help solve the problem. I plan to use the
worksheet with some problem areas to see if by integrating some technology or creating a
technology-based project could solve them.




Sarah Penn
FRIT 7235 Article Summaries & Critiques
Technology, Math, and the Early Learner: Models for Learning
Craig, D. (2000). Technology, math, and the early learner: models for learning. Early Childhood
Education Journal, 27(3), 179-184.
Identification
I have identified this article as a theory-into-practice article.
Summary
This article was written to examine theory, standards, guidelines, and rationale that
support technology in the preschool environment. The researcher examined 12 preschool sites
and found four design models represented that enabled early learners to engage and experience
technology within a developmentally appropriate learning environment. These four design
models are listed as follows: The Learning Center Model, The Community Model, CompuChild
Learning Model, and the Public Preschool Model.
Most of todays preschoolers are the students of the 21
st
Century. Therefore, they will be
learning with the integration of technology in new and innovative environments. Young children
still need to learn mathematical skills necessary for everyday life. These include reasoning,
problem solving, and an in-depth understanding of number sense and patterns. It has been
discovered that technology can assist with providing these experiences, but the learning
experience must be real, natural and relevant for the learner to internalize the learning.
Therefore, students should be rotated to computers with software programs with developmentally
appropriate concepts after they have either worked with manipulatives or completed a hands-on
activity.
The purpose of many preschool programs is to prepare young children for elementary
school. Many valuable resources that technology offers were presented in this article, but they
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FRIT 7235 Article Summaries & Critiques
cannot take the place of the teacher in a preschool environment. These resources can only
support what the teacher presents within her classroom.
Critique
This article was written over ten years ago, but because of the prevalence of technology
in the 21
st
Century, I was curious to see how integrating it as young as preschool would affect the
foundation of basic mathematical concepts. I feel that by rotating between hands-on activities
and technology programs proves to be very successful in a preschool environment. The article
provided information for each of the four models in tables. The information was organized
which made it much easier to analyze and compare the four models quickly. I feel that the
preschool programs in our area provide more technology integration than ever before. This helps
support and build the necessary basic math concepts that are needed once the students reach me
in 4
th
grade.











Sarah Penn
FRIT 7235 Article Summaries & Critiques
Is the One Laptop Per Child Enough? Viewpoints from Classroom Teachers in Rwanda
Fajebe, A. N. (2013). Is the one laptop per child enough? Viewpoints from classroom teachers in
Rwanda. Information Technologies & International Development, 9(3), 29-42.
Identification
I have identified this article as a theory-into-practice article.
Summary
This study was conducted to examine the implementation of the One Laptop Per Child
program in Rwanda. The authors wanted to understand the teachers viewpoint of the program,
how they incorporated the laptops into their classrooms, and the impacts they feel these laptops
have had on their students. They selected four public schools for the study. Two of the schools
had a one-to-one (1:1) laptop configuration which is, one laptop per student. The other two
schools had a 1:2 ratio and a 1:4 ratio.
Overall, some teachers viewed the laptops as a necessary tool required to support the
learning within their classrooms. Other teachers saw the laptops as a burden because they
produced many negative behaviors and students became destructive in class. Also, if the laptops
were lost or stolen it was the teachers responsibility to pay for it.
The advantages of the laptops are listed as follows: students acquire computer literacy
skills early, computers can directly impact the countrys development, students learn how to
learn by themselves, and students participate during the teaching and give their own ideas.
The disadvantages of the laptops are listed as follows: students are distracted and
disruptive in class, teachers lack technical support training, computer hardware/software
problems, lack of wireless Internet access, power supply failures causing battery power to fail,
and teachers being responsible for the loss or theft of laptops. Teachers used the laptop as a tool
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FRIT 7235 Article Summaries & Critiques
to improve vocabulary, teach English, and support their traditional mode of teaching and
learning. They felt they were not able to use the laptops efficiently due to the many
disadvantages listed above and because of the time constraints.
Critique
I was very inquisitive to see how the implementation of this program would affect the
learning process. I feel if it was implemented in a more developed country the results would
have been extremely different. I know if I had one laptop per child, I would be able to integrate
so much more technology into my lessons. It would also allow for more individualized support
to help those struggling students. By adding the teachers responses to the article, it gave us a
clearer picture of their viewpoint. It was well organized and separated into easy to read sections.