ANNOTATED RESOURCES

Avci, Z., Keene K., McClaren, L., & Vasu, E. (2015). An exploration of student attitudes towards
online communication and collaboration in mathematics and technology. International
Online Journal of Educational Sciences, 7(1), 110-126. Retrieved from
http://iojes.net//userfiles/Article/IOJES_1495.pdf
This study reveals the improvement potential of student attitudes in high school
mathematics classes by using online tools for communication and collaboration purposes.
Although the study was completed in a short period of time with some limitations, it is
promising that a lot of students made positive comments about using online tools in their
mathematics class. For the affective engagement aspect, there was a positive change on
student attitudes according to both quantitative and qualitative data. The conclusion that
can be derived from this study is that it is really important to provide opportunities for
high school students to use online communication and collaboration tools for learning
mathematics early before they enter the college classroom.
Blau, I. & Caspi, A. (2009). What type of collaboration helps? Psychological ownership,
perceived learning and outcome quality of collaboration using google docs. Proceedings
of the Chais conference on instructional technologies research 2009: Learning in the
technological era, Raanana, 48-55. doi=10.1.1.457.5900&type=cc
The findings in this study support the perceived importance of collaboration: The quality
of a revised document was seen as higher only after collaborative learning. Some support
for the role of psychological ownership was found in the study. Nevertheless, the role of
psychological ownership in collaborative learning is not fully uncovered. Participants in
all groups believed that collaboration improves the document quality. However, students
felt that while they did not aggravate the document they read or edited, others worsened
their document when reading, suggesting, or editing it. The authors suggest that
collaborative learning may be improved by encouraging collaboration mainly through
suggesting and receiving improvements and less by editing each others writing.
Denton, D.W. (2012). Enhancing instruction through constructivism, cooperative learning, and
cloud computing. TechTrends, 56(4), 34-41. doi: 10.1007/s11528-012-0585-1
Cloud computing technologies, such as Google Docs and Microsoft Office Live, have the
potential to enhance instructional methods predicated on constructivism and cooperative
learning. Cloud-based application features like file sharing and online publishing are
prompting departments of education across the nation to adopt these technologies.
However, realizing the full potential of these tools necessitates that future educators
develop an understanding of how they can be used. Strategies for integrating cloud-based
applications are suggested and results from a case study involving graduate education
students are presented.

Deubel, P. (2010). Web 2.0 in instruction: adding spice to math education. The Journal.
Retrieved from http://thejournal.com/Articles/2010/02/17/Web-2.0-in-InstructionAdding-Spice-to-Math-Education.aspx?Page=6
This article addresses the fact that math education has not kept up with Web 2.0. The
authors provides an interpretation of Math 2.0 as tools to build and share knowledge of
math concepts, to collaborate and connect with others on problem solving, math thinking,
and learning and an ability of users to create their own math-rich social objects using
Web technologies. Numerous examples of resources found on the internet that support the
Math 2.0 framework are given. Scratch, Wikiversity, Math Portal, Middle School Math
and Science Ning, and Google collection of math raps are just a few that are explored.
Keengwe, J. (2015). Handbook of research on educational technology integration and active
learning. doi:10.4018/978-1-4666-8363-1
The critical role of technology in education and the noble obligation for teachers to
prepare active learners for a digital global workplace imply the urgent need for educators
to review appropriate and effective ways to integrate education technology into the
teaching and learning process to support active and engaged student learning. This book
explores the need for new professional development opportunities for teachers and
educators as they utilize emerging technologies to enhance the learning experience,
highlighting the advancements of ubiquitous computing, authentic learning, and studentcentered instruction.