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TIE 585

Juan Bottia
July 22, 2014
Instructional Technology Theory Review
Annotated Bibliography
Anthony, A. B. (2012). Activity theory as a framework for investigating district-
classroom System interactions and their influences on technology Integration.
Journal of Research on Education, , July 23rd, 2014. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ976472
Technology implementation research indicates that teachers' beliefs and
knowledge, as well as a host of institutional factors, can
influence technology integration. The researcher conducted a case study of a
school district's laptop program to examine how district and classroom systems
interacted to influence teachers' technology use. Findings suggest that continuous
improvement efforts aimed at aligning intersystem linkages can
support technology integration. The article discusses implications
for technology leadership and technology implementation research. (Contains 4
tables, 2 figures, and 1 footnote.)
Carr, T. (2011). An examination of leadership styles in implementing
Instructional technology: A Case study to examine
the elementary school Principal perspective.1(1), July 23rd, 2014. Retrieved from
http://search.proquest.com.nl.idm.oclc.org/docview/894251697
The purpose of this study was to identify the leadership styles practiced by
school principals who are implementing instructional technology in their
respective schools. Additionally, the following notable characteristics aligned to
the research problem were identified by participants: (a) lack of a common
shared vision, mission, and goals focused on technology integration, (b)
establishment of two levels of vision (principal's personal vision, school's
collective vision, (c) planned actions steps aligned to instructional technology
goals, (d) collaborative teaming to enhance the integration of technology into
daily instruction, and (e) implementation of differentiated professional
development.
Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation
and engagement in elementary and Middle school Students throughtechnology-
supported learning environments.1(1), July 23, 2014-144. Retrieved from
http://files.eric.ed.gov/fulltext/ED541343.pdf
This action research project report was conducted in order to increase motivation
and engagement in elementary and middleschool students through technology-
supported learning environments. To define the problem of the lack of student
motivation and engagement, behaviors that were targeted included disruptions,
lack of participation, homework completion, coming to class unprepared, asking
to leave the class, engagement in personal interests, asking off topic or
inappropriate questions, sleeping or putting the head down in class, and showing
up tardy to class. In analyzing data from the Student Survey, about one third of
students felt class activities were not related to their interests nor did they
incorporate technology in ways that motivated and engaged them to learn.
Teacher researchers noted that students were more likely to engage in classroom
activities when technology was used, however, 47% of teachers responded by
asserting their students used technology for less than 80 minutes per day.

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