ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

Habitats Third Grade Social Studies Annotated Bibliography

Acikalin, M. (2009). Pre-Service Elementary Teachers' Beliefs about Use of the Internet in
the Social Studies Classroom. European Journal of Teacher Education, 32(3), 305320.
This qualitative study utilized a questionnaire to gauge the beliefs of teachers on the use
of the Internet in the social studies classroom. Thirty seven teachers were interviewed and based
on their completion of the questionnaire, they felt that use of the Internet was positive in the
classroom, yet teachers must be wary of all websites for accuracy and for relevancy in the
instructional lesson development. This study was designed to assess the negative and positive
elements of Internet use in the social studies classroom, and the participants felt that the positive
elements far outweighed the negative as long as the instructor provided a structured and relevant
search protocol for research and for information gathering. Accuracy of websites should be
previewed and identified by the instructor for integration into the educational format.
As an educator in the elementary school, I feel that the Internet is a necessary evil for
acquisition of research and for information procurement. It is essential that filters and blocking
of sites that could contain harmful information be utilized, but it is also the responsibility of the
educator to provide sites that have been previewed for accuracy and relevancy. In my UDL, I
will have sites that contain Virtual Reality applications to view and I am required to adhere to the
school district's policy of Internet Use. Students will also have the obligation to follow the
Internet Use Policy and must only use sites that are deemed acceptable by our policies. All use

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

of Internet use will be monitored by me for appropriate use and information for the Habitat
independent culminating activity has the same guidelines use while on school devices.
Altuna, J. &. (2015). Analysis of the Use of Digital Technologies in Schools That Implement
Different Learning Theories. Journal of Educational Computing Research, 53(2),
205-227.
This article utilized quantitative and qualitative case study methods to find the connection
between learning models and how schools really work with technology integration. Using
interviews, group discussions, a questionnaire, and participant's observations, this study
evaluated twenty one different schools, twelve being public and nine being private; and
participants included 837 students and 134 teachers for the data process. An additional 42
participants were interviewed, these participants having the responsibility of IT specialists in the
schools. The purpose of the study was to evaluate educational theories with the digital resources
used in the schools. Limitations were identified due to the constant change of digital resources,
thus understanding how software will align with the educational theories must be further studied.
The theories that were evaluated for this study were: behaviorism, constructivism, and
connectivism. It was seen that diverse learning sides do coexist in most schools, and instructors
are beginning to realize that behaviorism is still the most identified in the schools surveyed,
closely followed by the constructivism approach to learning. The relevancy of technology use is
that with the behaviorism approach, most schools use instructional digital resources, whereas,
constructivism and connectivism schools use more creative tools such as blogs for students to
address their learning styles and goals.

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

I tend to try and find digital resources that will allow students to show understanding
through creative outlets. My school is committed to becoming a STEM certified school and
when we planned our grade levels instruction, we place STEM, Social Studies, and Science
within the same learning block. Goals through our TKES yearly teacher expectations dictate that
we will identify weaknesses and strengths to be addressed for improvement. As a technology
minded individual, I am encouraged to assist my peers with the successful integration of digital
resources despite technology experience or learning theories held. By using Padlet, blogs, and
creative applications to help students voice their understanding, I model the ease and relevancy
of these resources for the students as well as the instructors. In my UDL, I expect my students to
demonstrate independence and initiative in their learning that is defined by the constructivism
and connectivism theories approach, rather than rote work, and positive and negative
reinforcement that is reminiscent of the behaviorism theories of education. Students are
encouraged to produce evidence of learning in a manner that will be unique and creative.
Ching-Ching, C. &.-H. (2016). Stereotypes and Technology Education: Different
Perceptions of Computer Career Among Elementary School Students. Journal of
Baltic Science Education, 15(3), 271.
This study was interesting for the importance of the digital divide among school districts
in urban vs. rural areas. This qualitative and quantitative study looked at the importance of
having digital resources and how it affected the student perception of technology users,
vocations, and influences on living environments. This study used 19 boys and 12 girls from the
urban schools, and 16 boys and 17 girls from the rural schools for the study. Students were

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

chosen by their teachers from the fifth and sixth grades and participated in a computer camp for
the data attainment. Through drawn pictures, evaluations of how elementary students perceived
the professionals of technology showed most of the pictures representing males and all were
drawn with smiles. This was deemed important that it was perceived that IT specialists seemed
to enjoy their job and liked helping students with new technologies. More importantly, the
educational implications were that the difference between urban and rural availability to digital
resources showed a negative influence on the importance of technology for future school
applications and ultimately technology professions.
With the Georgia Milestones testing instrument reliant upon the use of digital resources,
such as computers and IPads, it is important that the availability for practice and for use in the
classroom is equitable for all students in our district. My school is a rural school with the
demographics of low-income Title I status. Most of my students do not have the access to digital
resources, such as devices and Internet use, and as a result they must utilize the school's
resources during the school day for any expectation of classwork that is digital. They do not
have their own devices, so in my UDL planning, I am providing devices that will be utilized
during the learning block, and allowing time for work completion during the computer specials
segment. The lack of technology use in their everyday lives does not equate to importance of
work completion with the applications that are offered, and I must demonstrate or model the
applications in a way that will allow the student to become proficient and to maintain initiative
for using digital resources in their assignments for the UDL.

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

Delen, E. e. (2015). Understanding Parents' Perceptions of Communication Technology Use.

International Online Journal of Educational Sciences, 7(4), 22-36.
Parents of all ages of school aged children were subjected to a qualitative and quantitative
study that looked at demographics, all aspects of technology communication use and skills, and
safety of digital use by their children. 505 participants took part in the survey, yet because of not
answering all the questions on the survey, 421 participants were assessed during this study. The
web based questionnaire included elements that explored the parent's perspective on their
children's communication technology use. Results of this study demonstrated that parental
involvement with their student's technological use was important in maintaining safety measures
such as sharing of passwords and monitoring of the browsing history, and with vigilance of
staying abreast of technology advancements for helping students with their classroom
requirements. This study further described the importance of parental involvement with their
children's technology use through monitoring, and communication with the school on their
educational process. It is important for all instructors to make sure that parents are involved in
the everyday production of their student's day, and I will maintain contact with all stakeholders
for the betterment of the student's goals and academic achievement.
Parents are the most important stakeholders in our school system. This study makes the
statement that without the intervention of our parents in the student's technology use, we may be
neglecting the influence parents have on their student's future goals for learning. In my UDL, I
am submitting rubrics and expectations for classwork completion, and our students will have all
information that is needed to demonstrate comprehension of the designed unit. Parents do not

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

have to rely on students to relay the information, my website has all forms and information
included for their perusal. As an educator, I utilize my website, and Remind101 to help parents
become aware of deadlines, unit expectations, and upcoming changes to our lessons. Parents
also signed expectations of technology use through the Internet Use Protocol, and received
notices of student digital applications that will be used through the unit. Most of our applications
for reinforcement are available for parent viewing, so parents remain cognizant of what their
student will be using for the unit. The ability to involve the parents in their student's school life is
one of the most important elements for their success and our school requires multiple forms of
communication; verbal, written, as well as the digital utilization. By keeping parents informed
only helps the student to be successful in all classroom expectations.
Fobl, T. E. (2016). A Field Study of a Video Supported Seamless-Learning-Setting with
Elementary Learners. Journal of Educational Technology & Society, 19(1), 321-336.
In this study of 85 fifth grade math students in Austria, a novel approach to seamless
learning was developed to see if an educational setting could be adapted to real world challenges
while still maintaining interest and motivation to self-regulate their instruction. This strategy for
elementary students in a curriculum driven environment involved using video podcasts for the
delivery of instruction with an incentive/reward feedback. Using the quantitative results from
two experimental groups and one control group, the students surveyed demonstrated a favorable
result toward the blended or designed based educational setting because of the freedom of
instruction with the sustained collaborative presence of the class in a social atmosphere. The
open education approach which supported self-regulated learning, learning with worked

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

example videos and learning in teams lead to a significantly better learning result than the
traditional method.
As an educator, providing motivation in a math class seems to be a challenge. Not only is
the curriculum changing daily for learners, but time in the classroom has been dwindling with
examples and practice for many concepts. The expectation for providing incentive for students
to take responsibility for their own educational goals is continually an issue and this study
provides an alternative to handouts and the cursory whole class traditional setting. Podcasts
provide an independent and personal application for working on concepts in short one minute to
six minute simulations that will allow students to view and replay segments for understanding
and for practice. This practice allows me to focus on small groups of struggling students and
allows those that grasp the principle to move on independently and progress to different concepts
in the curriculum. This would provide a necessary differentiation for the me as a classroom
teacher to reach my students with methods that are unorthodox, yet appropriate for the material
presented. This could also be a method of which can be applied to my habitats unit, as
instructional podcasts on different Georgia Regions can be made and viewed to explore and
identify key differences and similarities from each region. Utilization of these in groups will
allow for all students to move at their own pace and to revisit regions for reassessment purposes.
Grant, M. T., Tamirp, S., Brown, D., Sweeney, J., Ferguson, F., Jones, L. (2015). Teaching
and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms.
Techtrends: Linking Research & Practice To Improve Learning, 59(4), 32-45.

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

This study researching mobile devices to improve classroom instruction utilized a

qualitative approach with nine non-randomized teachers and was significant in the findings for
many emerging themes. The participant's view of phones as multi-media recording devices and
essentially miniature computer devices have elicited many favorable responses from the schools
as tools for the instructional day. These participants were classroom teachers and were identified
through a Google search because of their use of mobile computing devices in the classroom.
These teachers went through individual interviews and then revised interview data to best reflect
their true interpretations of the use of mobile computing devices in their curriculum. Five
themes were found from the interview process and identified as motivators for assessment
purposes and for engagement. Administrator support was prevalent with all of the participants
and this encouragement for student accountability was important to the educators. None of the
schools had implemented a BYOD program for their school, so professional development and
concern for inadequate technological support in the network did appear as a recurrent theme for
the use of devices in the school. Limitations due to the size of the study does require further
study for relevance to use of MCDs in the school for instruction.
My development of curriculum always takes into account the limitation of personal
devices that my students have access to. My school has many forms of devices in the classroom
for instruction, and the ability for a student to utilize a BYOD in my class could allow for
independent interaction with curriculum expectations, and will allow students to maintain
assignment goals once they have left the school. On field trips to a gold mine, all students who
had their own mobile device were able to capture multiple videos, images, examples, and
pertinent information as we explored the gold mine, and were later able to compile their data into

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

a presentation that was unique, individualized, and which provided updated information for the
Rocks and Mineral unit of study. This would have been impossible with school devices as with
the concern for loss or damage far outweighs the probability for instructional relevance.
Personal devices can allow for mobility and for familiarity by their users, and will allow teachers
to expand their repertoire for gathering information when designing project based learning. My
students seem to initiate learning when they are using devices for instructional purposes. Their
ability to navigate different sites and to create projects with applications that are familiar to them
can become an impetus for future project-based learning in our Habitats unit.
Kai-Yu Tang, K. M.-C.-T.-C. (2016). A Co-Citation Network of Young Children's Learning
with Technology. Journal of Educational Technology & Society, 19(3), 294-305.
This article created a co-citation analysis or research review on the influence of young
children's use of technology for learning. 87 journal papers, all of which were highly cited
among articles were examined and underwent computation analyses to discover what similarities
these journal papers portrayed in respect to young children using technology. Once these articles
were identified, the application of technology importance in the classroom was examined. The
most highly cited references were the ability of students to utilize keyboarding requirements
while using technology, such as moving objects over the screen, the use of a mouse for
developmentally delayed students, and the comparison of drag-and-drop to the click-move-click
function on a technology device. Literacy development through electronic books was another
heavily cited research continuum, and displayed data showing that phonological awareness was
enhanced through the use of an e-book during Guided Reading. Yet another cited research

ELEMENTARY AND HABITATS UDL- ANNOTATED BIBLIOGRAPHY

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finding showed that a mathematics curriculum introduced through technology-assisted

instruction provided enhanced performance by the students after the intervention program. These
studies that were examined were highly respected, well connected, and covered the research
threads of digital literacy, technology-assisted language learning, and technology competence.
This analysis displayed a novel approach to looking at multiple journal papers that all
concentrated on the use of technology with student learning for literacy and digital intervention,
and corroborated the findings of technology use with literacy development.
This analysis has implications in the development of the elementary reader with findings
for technology intervention. For the end of the year assessment, Georgia Milestones, much
preparation must be made for the learners to demonstrate their understandings through
technology devices. Not only do they have to read and comprehend, but they must manipulate
and utilize the devices with familiarity to answer questions. Keyboarding skills, and the
utilization of specific tools for answering questions have to be practiced on a daily basis. This
article reaffirmed my beliefs that the preparation time is crucial to the student's success on this
assessment. The use of an e-book also prepares students for the ability to read and comprehend
text for the assessment, and the motivation to use this device can allow students to become
comfortable with text displayed in an electronic format. I utilize mathematics intervention daily
in my classroom to help prepare for student success in this assessment, with applications such as
DreamBox, USATestPrep, and IXL to help with electronic formatting. This can only help our
students prepare for the necessary assessments in the most non-obtrusive manner, and allow
testers to eliminate anxiety in preparation for these testing requirements.

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Karaca, F. (2011). Teacher and Student Perceptions about Technology Use in an

Elementary School in Ankara. Journal of Social Studies Education Research, 2(2),
43-59.
This study provided an insight into the stakeholders of education; teachers and students
and their perceptions about the use of technology in the elementary school. The setting for this
study was in a school in Ankara and included 35 instructors and 81 students. Results
demonstrated the favorable perceptions of both teachers and students to the use of technology,
and despite the barrier of professional development for technological use in the classroom,
teachers demonstrated interest in acquiring integration information to better plan for instruction
with technology. Technology literacy improvement was not limited to the instructors, but was
also discussed as important for students to acquire as well. Discussion on the limitations raised
due to social, economic, and pedagogical elements were outweighed by the desire to increase
exposure to technology so to better prepare students for the future. A descriptive case study was
utilized, and two questionnaires were developed to discover competencies, barriers, demographic
availability, and technology benefit perceptions. Findings showed that positive perceptions were
displayed by both stakeholders, and the ability to improve communication and collaboration
between instructor and student which helped reform the instruction delivered and received in the
classroom.
By observing other perceptions of peer instructors, we can develop conversations to
improve technology integration in our educational system. This study in Turkey, with similar
availability of technology helps me to see how demographics in an elementary school can play a

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part in the motivation and initiative for students to perform in the classroom. The same
limitations of professional commitment and continuing education to remain abreast of the newest
technology in our world, is a problem with all aspects of the educational community, as there is
resistance to utilize technology for instructional impact. By observing my students in the
classroom, I notice that there is actually no limit to what they can achieve when they are given
relevant material, tools that are applicable to the task, and guidance as to how they can achieve
their goals. In my units, especially with the Habitats unit, I intend to provide the incentive to
explore and to create with problem solving skills. Technology can facilitate critical thinking by
giving them multiple avenues for instructional expectations. Presentations, virtual reality trips,
information repositories, and the use of Google applications can help students to organize,
assimilate, and display understanding to the instructor for future skill acquisition.
Miranda, H. &. (2011). Predictors of Teacher-Directed Student Use of Technology in
Elementary Classrooms: A Multilevel SEM Approach Using Data from the USEIT
Study. Journal of Research on Technology in Education (International Society For
Technology in Education), 43(4), 301-323.
A qualitative study involving multiple surveys was given in a district sample of 18
superintendents, 1 assistant superintendent, 32 curriculum development directors, 15 head
technicians, 17 professional development directors, and 21 directors of technology. 81
elementary principals and 1,040 teachers from across the district were also the subject of data
collection to relate factors that affect technology use in the elementary school setting. A SEM
model for teacher-directed student use of technology showed a correlation with multiple facets of

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teachers' experience with technology and the belief that it was beneficial to instructional goals in
the classroom. These results were also dependent upon the principal's use of technology and the
expectation from the administration to incorporate technology into the curriculum. Curriculum
standards and the accountability of the student to utilize technology in the attainment of
standards were deemed highly contingent upon a teacher to utilize technology tools and
applications in the instructional model. There were important, and not surprising, findings that
technology use was more prevalent in the schools that had a strong belief in the advantages of
technology for students success, than the schools that had limited experience and training in the
integration of technology in the classroom.
As a student of technology, I am aware of how appropriate tools and applications can
enhance an instructional unit. The support from my administration and district technology
hierarchy reinforces my commitment to providing a multitude of options in the technology world
to help students adapt to an ever changing catalyst for instruction. My educational philosophy is
one that encourages independence, exploration, and initiative. Technology is a foundation for
any student's desire to become self-regulating in their instructional goals and success. My
students will have the opportunity to participate in many expressions and usages of technology
which can develop skills that will be useful in the future for vocational purposes. My modeling
of this philosophy should provide students the example of IT culture today and help promote the
school district culture that embraces technology on a daily basis for student's success.

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Naseri, S. &. (2016). Podcasts: A Factor to Improve Iranian EFL Learner' Self-Regulation
Ability and Use of Technology. Journal of Educational Technology & Society, 19(2),
328-339.
This qualitative study investigated the use of podcasts for EFL (English as a Foreign
Language Learner) and how it could effectively foster self-regulation for educational goals and
create a learning language environment that will enable students to actively engage in instruction
that is conducive to understanding English through technology. Podcasting can provide a
medium in which speaking and listening will be enhanced for learners who use English as a
second language, and in this study, journals and questionnaires provided insight into the
reflections of the participants and the importance of the study. Fifty four participants were
chosen from 118 students, given a self-regulation questionnaire, and then utilized podcasts for a
technological tool to learn a language. Results through interactive journals described the process
as user-friendly, mobile, and supportive of personalized learning. The belief that the podcasts
increased the potential for learners to discuss instruction and motivate for real life situational
practice, was a recurring comment. The ability to apply the podcasts to assessment practices and
to assist slow learners were important concepts for utilizing the technology in the goal for
English acquisition as well
In our Title I school setting, I have four ELL learners that demonstrate difficulty with
vocabulary, reading tasks, and the general understanding of curriculum units in our 3rd grade.
These students receive accommodations for speech, ELL instruction, and many with RTI

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assistance for language difficulties. The ability to create a podcast to help these learners with the
aforementioned difficulties would make the learning environment less foreign, and more
comfortable when learning new concepts. Students have access to devices that would allow
them to listen to the podcasts, and these technology interventions would allow the ELL learners
to become more acclimated to the expectations of the reading assignments. By providing this
differentiation to the ELL learners, they will become more immersed in the language, the use of
the vocabulary in situational units of study, and become confident to pursue the academics that
are presented to all of the students in the class. This will enhance my unit of study, provide the
ELL student the intervention that is so desperately needed, and will utilize technology in the
most efficient manner for relevance in the instructional unit.
Sparapani, E. &. (2015). Technology in Mathematics and Science: An Examination and
Comparison of Instructional Use in the United States and Tiawan. Education,
136(2), 242-252.
Using a qualitative design for comparing the Taiwan integration of math and science in
the curriculum to the same field of study in the United States, this study provided a view into the
factors that will affect the successful teacher's use of the disciplines for integration. Determining
factors were found to be primarily if technology was available and if professional development
was provided to the instructors to best implement the tool or application. This inadvertently
affected the teacher's view or interest in technology use as a whole, and whether administrative
support showed avid connection to the instructional relevance in planning and implementation of
the technology. The Taiwan study involved 21 participants that included 11 teachers, 5

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principals, 1 director of teacher education, and 4 teacher educators. The U.S. study involved 11
participants that included 7 teachers, 2 principals, and 2 teacher educators. Comparisons
between the two countries show that Taiwan demonstrated more of a traditional classroom
instructive model, where the U.S. demonstrated a more futuristic approach with utilizing
applications like gaming and innovative communication and collaborative expectations with the
use of technology. More studies will need to be designed to survey and analyze technology use
by instructors with the effect on student achievement based on their curriculum.
Articles that describe technology use for students inevitably will circle back to the
defining issue of support of 21st century skills in the classroom. Teachers must embrace
technology and plan implementation in the classroom for student success. During my planning, I
am expected to attend professional development on various technological tools and applications
that our school has committed to and implement through paid subscriptions. These tools are
designed to provide support for literacy and student connectivity to all disciplines in our
curriculum. We utilize an instructional block that is named IDEA Lab which is designed to utilize
STEM principles of involving mathematics and literacy in our Science and Social Studies block.
We meet monthly for two hours to design and develop STEM projects that will utilize these
standards, and we create lessons that will provide technological integration within the lessons.
Our students recently implemented a robotics lab to coincide with our Ancient Greece unit, and
the students created robots and then coded programs to participate in an ancient chariot race and
an Olympics "gymnastics" routine. Our students are benefiting from the technology

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that is provided and are becoming well versed in the cross curriculum goals of math and science
integration.