Casey Farmer Annotated Bibliography September 29, 2013 Teachers and Technology The purpose of this annotated bibliography

is to determine why the uses of technology in the schools I have taught in are failing. I have been teaching for five years and each year it seems that my colleagues become more and more frustrated with technology and their expectation to use it. What I set out to discover was is the teachers not wanting to use technology or the teachers inability to use technology. I started out with some basic articles that all shared similar results that the reason teachers do not use technology is because they are not trained on using the technology properly. As I continued to read I learned that teachers need to focus on setting themselves goals and they can be minor goals. I remember doing this my second year of teaching in North Carolina. We had to rate ourselves where we thought we were technology wise and set goals, whether it was using emails, developing a lesson using just software on a computer, or more advanced using the web to make a lesson. The further I read it seemed like I was reading more and more into types of technology to use and how to use it for differentiation. Then I came across an article that explains that the reason technology is not being used is because its not part of the pedagogy of teaching its not in the standards. This explains a lot and I think it summarizes what I was looking for all along. I also believe that common core is focusing around this notion as well with some of their standards. In order to strengthen my understanding I looked at another country whose curriculum includes technology and it seems through their articles that I read it makes it much easier to incorporate technology when it becomes part of the pedagogy and the standards.

Shane, P. M., & Wojnowski, B. S. (2007). Technology Integration Enhancing Science: Things Take Time Revisited. Science Educator, 16(2), 5157. Retrieved from http://eric.ed.gov/?id=EJ886168 This article stays along with the focus of training teachers to use technology in the classroom. This article uses an actual observation that occurred over four years. This like some of the other articles focuses around training the teachers to use the technology. This article unlike some articles explains that it is important to scrap or modify the methods that are not working. Much like most articles the biggest hurdle was getting teachers to accept using technology to replace a face to face environment. In the end when technology is used correctly teachers are extremely satisfied with the results. Brantley-Dias, L., Kinuthia, W., Shoffner, M. B., de Castro, C., & Rigole, N. J. (2007). Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach. Journal of Computing in Teacher Education, 23(4), 143150. Retrieved from http://eric.ed.gov/?id=EJ842733 This article uses very good sources and backs it with research. The studies they use seem very credible with strong results. This study is different from other studies in a few ways. One way is that some studies often look at all teachers and how so few adapt. This study focuses on the ones who want to use technology. This study also focused around the training and not the teachers goals. Overall this article does it purpose in proving that if teachers are trained correctly with ways to implement technology then they will implement the technology effectively. Stanford, P., Crowe, M., & Filce, H. (2010). Differentiating with Technology. TEACHING Exceptional Children Plus, 6(4). Retrieved from http://journals.cec.sped.org/tecplus/vol6/iss4/art2 This is an article that covers the multiple ways teachers are able to differentiate using technology. Much like similar articles it explains that the technology is available, however it is up to the teachers to want to use it. One way it differs from similar articles is that rather than explain why some teachers are afraid to use the technology, it discusses what they can do to set up a successful class in order to use the technology. What really helps out this article is that it gives a table showing and explaining the various types of technologies teachers can use in their classrooms.

Besnoy, K. (2007). Creating a Personal Technology Improvement Plan for Teachers of the Gifted. Gifted Child Today, 30(4), 4448. Retrieved from http://eric.ed.gov/?id=EJ777785 This article is an article that not only focuses on using technology in the classroom, but how it should be used when teaching the gifted students. This article focuses around staff development in a different way. The other articles focused on how the staff development is effective where this also explains the effectiveness of it, but incorporate the amount of time, planning and money that goes into the staff developments. The author whom is credible explains that all teachers no matter what can become better in using technology just by creating a personal improvement technology plan. Just the simple plan itself no matter where the teacher is at using technology can improve and become a better teacher using technology. Polly, D., & Ausband, L. (2009). Developing Higher-Order Thinking Skills through WebQuests. Journal of Computing in Teacher Education, 26(1), 2934. Retrieved from http://eric.ed.gov/?id=EJ856114 This article is strictly focused on one type of technology in the classroom. The authors believe that by using Web Quests in the classroom will generate the higher order thinking skills. Through the observations and data collected the results do show that it is possible to generate these higher order thinking skills in the classroom. This article is much different than the previous articles because this type of technology does not require staff developments. The creation of the WebQuest is solely responsible on the teacher to create it based on their students understanding and needs. Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The Pedagogy of Technology Integration. Journal of Technology Studies, 32(2), 6671. Retrieved from http://eric.ed.gov/?id=EJ847571 This article is probably the underlining article of my studies. This article also explains like most of the other articles that teachers are not using technology. However this article says that it is not because teachers dont want to or are not trained to it is in fact that because it is not part of the pedagogy of teaching. Technology is often used as a tool to help facilitate the learning, however it needs to be part of the learning in order for teachers to use it correctly. Once it becomes part of the teaching it is easier to incorporate into lessons.

Attard, C. (2011). Teaching with Technology. Australian Primary Mathematics Classroom, 16(2), 3032. Retrieved from http://eric.ed.gov/?id=EJ936536 This article which focuses around Brainpop comes from Australia. Though the specific focus of Brainpop is not directly related to the rest of the readings the way the author introduces it is. The Australian education system has identified a curriculum standard called information and communications technology or ICT. This is the purpose of what all the other articles are trying to do. There has to be more support and initiative not just to use technology but to make it part of the standards so it is more easily applied. Symons, D. (2011). Using Microsoft Word to Teach Area. Australian Primary Mathematics Classroom, 16(3), 2024. Retrieved from http://0eric.ed.gov.opac.acc.msmc.edu/?q=EJ946079&id=EJ946079 This article was printed just after the previous article from Australia. I included this one because it shows the importance of including the ICT standards into the actual curriculum. This teacher who obviously teaches in Australia with students who have basic skills because it has been included in the teaching curriculum, has developed lessons where his students understand the basic concepts of computers and Microsoft Word for him to be able to use a lesson by giving students a list of directions.