Cite Harris, C. (2009). The next big thing: Is your library up to 21st-century speed. School Library Journal.

Retrieved from http://www.schoollibraryjournal.com/slj/articles/infoliteracy/857840348/the_next_big_thing_is.html.csp Identification Professional Practice Summary This article began by expressing how technology is taking over media centers and our lives. Print items in libraries are beginning to become digital. We can find almost anything we are looking for and want to know in a digital format. The author spoke of how the dewy decimal system would soon be replaced by our digital era. To prepare our students in kindergarten through twelfth grade there are steps needed to prepare them for these new technologies. One thing needed is a framework of how we need to prepare our k-12 students and how we will show them support for digital resources. A great suggestion for elementary students is to write and then publish an eBook. The article went on to tell how a library in Arizona decided to do away with the Dewey Decimal system. They have decided to use BISAC as their classification system. This system organizes books based on content. This allows media centers to be more accessible for students. In looking towards the future one must accept that we are in a digital age and things will change. Critique I enjoyed this article and the information it was giving. I agree that we are in the digital age and things will be changing in our libraries. I liked the information it gave and feel it pertains to me in that I use a media center weekly and one day I will work in one. I feel a framework for k-12 grades in how we can incorporate technology and support our students would be very beneficial. When everyone is on the same page more learning can occur. The suggestions that were given about an eBook or assigning an article that is digital for student to practice and learn to love reading in the digital era are great ideas for todays classrooms.

Cite Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers. Journal of Research on Technology in Education, 34(4). Retrieved from http://mytechtips.pbworks.com/f/Effects+of+Technology+Integration+Education +on+the+Attitudes+of+Teachers+and+Students+(1).pdf Identification Theory-into-practice Summary The U.S. Congress Office of Technology Assessment feel that helping teachers incorporate technology in their elementary classrooms can make a big difference in teaching about educational technology. The article researched how incorporating technology into teachers everyday scheduling compared to the attitudes of teachers and students. A teachers discomfort or comfort will show in their teaching of technology and will also affect their students. Attitudes towards technologies and computers can change a students opinions and how they feel about technology if they are apprehensive. The research began with looking at teachers who had needs based instruction in integrating technology into their classrooms, while another set of teachers were not given needs based instruction help and were only given their district in-service trainings. The Teachers Attitudes Toward Computers Questionnaire was used as the instrument of treatment. This measured teachers attitudes towards technology and incorporating it into their classrooms. The findings of this hypothesis showed that teachers who were given the extra needs based instruction training were more secure and positive about using technology in their classrooms thus having more engaged and higher thinking. Critique I enjoyed this article and felt it had a lot of great information. However, when I read research articles I do not want to see all of the data. I like for the research to be straight forward and I do not want to have to try and figure out what the results were. The graphs were hard to read however they did explain the results of the graphs and data. However, it was interesting to see the results of positive attitudes. I use a lot of technology in my classroom but I know of other teachers who do not because they are not comfortable using it. If they had extra resources and trainings to become more familiar and comfortable with technology they could show this to their students. I agree with the finding that if I am comfortable in a concept I am teaching I am going to be much more positive and supporting of the content. This article would be great for k-12 teaches that are apprehensive about using technology in the classroom. It would also be good for administration or staff that plan staff development. This can prove that teachers need more

training for incorporating technology into the classroom. I did not see any problems with the data or the method of research. The instruments used and methods used are attainable for others to use if they wanted to conduct or try these research hypothesis. This article was beneficial and I enjoyed seeing how others felt about technology. I agree with the findings in my own personal experience with technology. I have been to trainings and in-services on how to use the technology aspects of my curriculum. Once I attend these trainings I am much more likely to use it and feel more comfortable when using it with my students. When I feel more comfortable my attitude towards using it is much higher.

Cite Rakes, C. G., Fields, V. S., & Cox, K., E., (2006). The influence of teachers technology use on instructional practices. Journal of Research on Technology in Education, 38(4). Retrieved from http://mytechtips.pbworks.com/f/Influence+of+Teachers'+Technology+Use+on+Instructi onal+Practices.pdf Identification Research Summary Glenda Rakes begins by discussing how education is evolving. In classrooms today students are not given the opportunity to learn by experiences. Teachers teach from different resources but never give students an opportunity to see how this learning connects or can be connected to their daily lives. One way to increase these experiences is through constructivism. This combines new knowledge to previous knowledge where students can look back at what they know or what they have prior experience in. Teaches are beginning to use these theories with technologies in the classroom. The Apple Classroom of Tomorrow studied how using technology and constructivism theories created higher order thinking in students and problem solving. Level of Technology Implementation was used for the research process. This showed how technology was used, current technology practices, and personal computer use. These classrooms were given a wide range of technologies, teacher trainings, and assistance with technologies. After this researchers saw a big difference in the students. Teachers began giving students opportunities for group learning and collaboration with each other. The tasks were more complex and required the students to work together, use prior knowledge, and problem solve. It was found however, that some teachers use technologies to support their instruction instead of use them to teach with. Critique This was an informative article with great date including graphs that were easy to read, however I feel that I did not learn anything from the article that I can in turn use in my own profession. The article spoke of how using constructivism in the classroom through technology, I can create higher order thinking in my class. I feel it did not give me applicable ideas for my students. I was very interested in reading this since my school pushes higher order thinking and I would like to use more technologies but I walked away not learning anything. I would have liked for the article to tell me how I can use this theory in my teaching to increase higher order thinking. It gave great points about how their researched showed how technology is being used, teacher use, and

current practices come into play with the theory. This would be beneficial for elementary and middle school teachers to read because the research pertained to this age group profession.

Cite Cobb, Aries. (2010). To differentiate or not to differentiate: Using internet-based technology in the classroom. The Quarterly Review of Distant Education, 11(1), 37-45. Identification Research Summary Differentiated instruction, are words heard around all schools today. This article began discussing how differentiated instruction would be better than direct instruction with technology in education. Differentiate instruction is different from direct in that students are working in small groups based on their learning and what they know or do not know. Cleveland Metropolitan school district in Ohio had adopted Compass Learning. This is software used to increase reading achievement. The software differentiates instruction with computer assisted instruction. It is a supplementary program that walks students through based on periodic assessments they take. The program comes with a teachers guide for lesson planning. Students work in small groups for about 40 minutes a week. They continue on the content topics until mastery has been met. Reporting from selected schools showed significant increase in technology skills by complementing technology with instruction. The article concluded with telling how differentiated instruction had been proven to work with at risk students and how Compass Learning, differentiated instruction with technology, can be used to help these students and teachers. Critique This was an informative article and I was very interested to see what it had to say when I read the title. I am an advocate of differentiated instruction and I am always looking for new ideas to accomplish this in my classroom. Even though the article was informative with great information I cannot apply this to my own profession. With this being a computer software program I would need to buy, I cannot do that for my classroom. I would love to try this program with my students who are struggling readers. This article would be beneficial for software purchasers in the school settings. I really liked how the program offered different kinds of assessments for students. This is one huge way to differentiate assessment, which sometimes gets looked over when thinking about differentiation.

Cite Simmons, T., Bauder, D., Abell. M., & Penrod, W. (2008). Delivering the general curriculum: Pre-service teacher perspectives regarding a technological approach for students with moderate and severe disabilities. Information Technology and Disabilities, 12(1). Retrieved from http://people.rit.edu/easi/itd/itdv12.htm Identification Research Summary Individuals with Disabilities Education Act is allowing students with mild to moderate learning disabilities to be included in regular education classrooms. This is making it hard for teachers and students to stick with their traditional design in the curriculum. Curriculum designed including technology allows teachers the flexibility to meet the needs of their students. Using only print material is not allowing students options in their learning process. Having multiple resources including technology allows for success with all learners. Digital Learning Vignettes are one way to use technology to meet the needs of these students. These are audio and video activities that are aligned with the standards and curriculum of the classroom. The digital curriculum allows for custom, engaging, and student interaction. Students with disabilities are lacking academic instruction and there is a gap in available curriculum that meets the needs of students. The study examined teacher feedback from unit plans designed with offering a digital format and resources. They looked at factors in the design and if they met the needs for inclusion of general curriculum. 100 percent of the group involved agreed that the activities were meaningful and could be useful to students. Encouraging inclusion into the general curriculum and digital activities allows students with mild disabilities an opportunity to succeed. Critique I felt this article did not give enough detail in their research process. After reading the article I still felt that I had no ideas in helping mild learning disabilities in my classroom. I thought I would be reading about how the new inclusion laws would benefit all students. I felt the authors should have included more detail in their process and in the process of their final findings. I did not learn anything from the article that I can now use. They spoke of how digital lessons can help inclusion students however, they did not give any suggestions for these students when they tend to not be able to do the same type of activities as general education classes. If we use inclusion, teachers need ideas for reaching these students just as they would with the general education students. This article would be good for special education teachers and general education teachers read however not benefit them.

Cite Hopson, M. H., Austin, S. F., Simms, R. L., & Knezek, G. A. (2001). Preparing tomorrow's English language arts teachers today: Principles and practices for infusing technology. Journal of Research on Technology in Education, 34(2). Retrieved from http://eec.edc.org/cwis_docs/Vivians/Hopson_et_al.pdf Identification Professional Practice Summary English Language Arts teachers are becoming more and more accepting of including technology in their classrooms. Two examples of this include: students in New York publish and create a school magazine. This magazine includes work from 15 other countries. Students read and discuss the chapters of books and post them online where other students in Russia can also post their own response, both classrooms read and stay on the same pace so they can use technology to discuss their thoughts. Lastly, one class corresponded with Israeli students during the Persian Gulf War. They were able to get first hand experiences through these students. These examples are proof that if a teacher knows how to use technology and follows through with it students can gain in their leaning process. The International Society for Technology in Education gave several reasons and practices of how teachers can be more prepared for their students in integrating technology: focusing on technology as a literacy tool, evaluating critically when and how technology should be used in language arts, and providing a wide range of opportunities to use technology. In these environments students actively participate in their own learning experiences. Critique I really enjoyed this article and learned a lot about ways I can use technology in my class. Language arts is not always the first content area I look at when integrating technology. I now have ideas that I can use in my classroom. The list of reasons why and how teachers can integrate technology was great! One idea was to be sure to look critically at the technology. Dont just use the basic technologies students are used to or have used for the entire year. We need to mix it up. Let students become teacher researchers. Allow them to evaluate and respond to the technology. If they did not like it or felt that they didnt have a good grasp on it, they will be less likely to use it. This is a great article for any educator at any level. We all at some point teach language arts concepts to our students. I feel the article was very helpful and gave great suggestions and ideas for educators.

Cite Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2003). A comprehensive approach to rti: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), Retrieved from http://tao.nuk.edu.tw/MMIR/ref/UD/UDLlearning.pdf Identification Professional Practice Summary Response to Intervention or RTI is a three tired process put into place to achieve high education for students who need more success academically and behaviorally. All students begin on Tier 1 and progress to tier 3 as needed based on the interventions success. Through Universal Design for Learning, UDL, and technology teachers can provide more meaningful learning. Both of these provide a proactive approach to learning strategies. UDL uses evidence-based strategies and technology to support the learning of students. Research has found that including instructional design and technology the learning environment become more accessible to more learners. Using backward design provides the core for instruction and practices, such as, differentiation. Backward design focuses on the end result and what the child needs to know or do at the end of the lesson or intervention process. The encouragement of others to design and implement instruction focusing on individualized instruction and using technology as a support, can support students across the tiers of response to intervention. Critique I was curious to read this article because of it including Response to Intervention. Every school I have been at has had a focus on RTI and push for teachers to work with these students on an individualized basis. I liked the article but felt there should have more information about the UDL process. I feel that after reading the article I could not use anything from the model or process. I was hoping to get a new idea or approach to the RTI process. I did however realize that I should use technology in helping my students. I have not tried this before but I have students who love to have computer time. This can be one approach that sparks interest in them to try hard and try for their own learning. This article would be good for any educator that worked with the RTI process, but again it is hard to take any useful information from it, besides the idea of technology.

Cite American Federation of Teachers (2011). Survey looks at what teachers need to help reach all kids. American Teacher, Retrieved from http://findarticles.com/p/articles/mi_qa5369/is_201105/ai_n57625955/ Identification Research Summary Teachers main goal no matter what grade they teach is to prepare their students for their future in whatever path they chose to go. When teaching younger students, teachers are still preparing them for their future job and life situations. Teachers find four reasons or tools that are helpful when working for their goal. These are: collaboration, access to technologies and online resources, tools for understanding student learning strengths and needs, and strategies for ELL students. Math seems to be the hardest subject for teachers and students, as well as, the hardest to differentiate for the needs of the students. A survey taken, showed the interest of teachers needing more support and this affecting the learning of students. These teachers tend to feel more pressure and feel that need help in creating a rich learning environment. It is so important for teachers to help one another and collaborate on ideas for reaching all of our students. Having access to technology can benefit all in that students need to learn these new ways that their future will hold. We are technology driven society and we need to prepare them for this. Critique I was not impressed with this article. I wanted to know more about how teachers want to use technology and more about the four tools they feel would be helpful in the classroom. They should have given more detail with how to address these four factors and how to help teachers accomplish this to help their students. The article was well written and is intended for educators but was not useful. I do agree with the article that math is a hard subject for a lot of teachers to teach and for a lot of students to grasp. I feel this is a matter of opinion and we need to promote all subjects in a positive way so we do not put these thoughts in their heads.