Akkoyunlu, B., & Erkan, S. (2013).

A Study on student and teacher views on

technology use. Procedia - Social and Behavioral Sciences, 103(13th
International Educational Technology Conference), 68-76.

This study discusses how pervasive technology has gotten in our society, down to

education and our schools. This particular study is focused on the views of Turkish

students and teachers on technology, in this case SMART Boards, and their use in the

classroom. It is a descriptive study using quantitative methodology and the survey

model to provide data. Subjects in this study consisted of first through fourth graders

and their teachers.

Once the created survey was taken and results gathered, questions were all given

an average sum and standard deviation. Overall, it showed the students embraced the

use of SMART Boards and feel it keeps the lessons more engaging as well as the

teacher, they also feel that using SMART Boards allows them to focus better, and

agreed that they enjoy the interactive lessons that can be taught. Students also mainly

all “agreed” that SMART Board technology increased student involvement and

engagement.

Teachers were also looked at and they pointed out issues, such as glare or technical

difficulties as being possible problems that need to be planned for, but overall agreed

that smart boards kept the students’ interest and motivated students to learn.

I plan to keep this into account, especially when creating my UDL online module. I

have endeavored to keep it interactive and embed various multimedia resources to help

engage students. This can be displayed on an interactive board as the study was

talking about, or on a PC, iPad or Chromebook. (All of which are at various schools

around the United States.). I agree that it is vital that engagement and interactive
lessons are vital to help our students learn today by keeping engagement but also

allowing students to interact with the subject matter being studied.

Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital
technology use in early childhood education. Computers &
Education, 7782-90.

This particular study focused on using path modeling to look at the relationship

between extrinsic and intrinsic factors that influence elementary educator’s use of

technology in the classroom. The study consisted of 1,234 elementary teachers from

the United States. The main question posed by the study was what factors contributed

to the use of technology in the elementary classroom?

What this study found was that there were first-order and second-order barriers that

impacted whether the teacher would use education in the classroom. The first-order

barriers consisted of confidence and attitude, however, secondary barriers were found

in the data gathered. These included support, technology policy, student economic

status, and teaching experience of the teacher. All of these decided whether or not the

teacher would utilize technology in the classroom. Overall, a “dynamic” relationship was

found between the barriers and whether the educator embraces the technology. That is

why it is vital proper support and a strong plan is created to help support teachers to

properly learn the technology and build their confidence.

This study is important to take into account when creating any lesson utilizing

technology. Preparing for the specific technology being utilized in the lesson is vital.

This may include understanding a few pieces of technology (such as SMART Boards,

certain apps or programs, etc.). When planning my UDL (as well as other digital

lessons) I am sure that I have practiced and know how to utilize the programs
effectively. This helps not only my confidence when I am giving the lesson, but also

translates over to the students, and their confidence in learning and using the

technology.

Jones, L. L., MacArthur, J. R., & Akaygün, S. (2011). Using technology to engage
preservice elementary teachers in learning about scientific
inquiry. Center for Educational Policy Studies Journal, 1(1), 113-131.

The article focuses on preservice elementary teachers and inquiry-based learning in

science instruction. Many beginning teachers have limited experience with inquiry-

based learning, as well as technology use. By exposing students to a multitude of

ways discovering science by the use of group projects, collaboration, readings, and

various discussions (all of which allow for a sense of what it is like to experience inquiry

learning). Students, with the use of technology, are able to see or experience those

things that they would normally never have the chance of seeing or actually

experiencing in real-life. This leads students into more questioning, and actually aids in

understanding of the scientific method.

With science being the main goal of my UDL project, exposing students to various

animals they have never seen, their characteristics, and ways of finding out information

through more inquiry-learning are going to be one of the main goals within my module.

They will have the opportunity to use digital and print resources to research an animal

and create a blog about that animal they chose. This blog will contain information and

pertinent information on the animal and will be combined with others in the class.

Klucevsek, K. (2017). The intersection of information and science

literacy. Communications in Information Literacy, 11(2), 354.
 This study focuses on the relationship between information literacy and science

literacy (in terms of process and inquiry). Therefore, there is a huge need of scientific

information literacy and the role it plays in properly learning scientific objectives. Peer

reviewed journals are not the only place scientific information can be found. Many

times, especially for younger students, these articles are out of their reach in the first

place. However, that does not mean that they should not learn how to accurately find

and evaluate scientific information. It is vital that students learn methods of ascertaining

the information that they collect.

As a current teacher librarian, I find that scientific information literacy and my module

on animal classification go hand-in-hand. I am able to satisfy the need of teaching

about various animals, while at the same time students learn and also gather

information on animals on their own. To me it is vital that students learn how to find

accurate information while learning about their specific subjects. Scientific information

literacy allows students to fully explore and properly pick from the plethora of

information that is out there. This includes sifting through accurate information and sites

to pick valid, and valuable information pertaining to their specific subject matter. For

example, I have acquired many science related interactive eBooks that can be used on

the SMART Boards that allow students to use as whole group, or can be used in small

group. I have also made sure that students that might have disabilities or those that are

behind in reading abilities can still benefit and specific accommodations are included.

Martin, S. F., Shaw, E. J., & Daughenbaugh, L. (2014). Using smart boards and
manipulatives in the elementary science classroom. Techtrends: Linking
Research and Practice to Improve Learning, 58(3), 90-96.
 This study consisted of results of a survey that consists of 48 different elementary

schools that are located in the largest school district here in the United States. The

reason for the survey was to see and evaluate the use of SMART Boards, digital

manipulatives, and hands-on experiences when it comes teaching and learning in the

elementary classroom. Findings will then be used to help fill any deficiencies in teacher

education as it relates to the teaching of science and use of SMART Boards and other

technology.

The survey was created by 3 early education faculty members of a public university in

Southeastern United States to focus on how prepared teachers felt when using the

SMART Board for teaching science and using science manipulatives. 238 teachers

were surveyed altogether, but only 33% considered themselves fully comfortable with

technology and the SMART Board. 96.3% had SMART Boards in the classroom, and

24.4% stated they used it 3 days a week, and 22.2% state they use it 5 times per week

for science instruction. Many responded (55.6%) that if they felt pretty comfortable with

using technology in the classroom. (Many to the point of using the SMART Board over

hand-held manipulatives or projects.). Teachers reported that it was vital to understand

how to use the SMART Board, and the variety of ways that it can be used, not to just

necessarily project or show films.

This is very important to consider in my classroom practice and my UDL project

because, again, it is vital that both student and teacher are comfortable and

knowledgeable on how to utilize the technology being used in order for it to be fully

effective. As other research has shown, attitudes of the teacher towards the technology

decides whether that technology is utilized.

Mustafa, U., & Erol, C. (2014). The issues that class teachers encounter during
application of science and technology teaching curriculum. Cypriot Journal
of Educational Sciences, Vol 9, Iss 3, Pp 230-237 (2014), (3), 230.

The main reason for this study concerned itself with the challenges that teachers face

while teaching the science curriculum while utilizing technology. The study itself took

place in Bingol and Diayrbakir cities. 342 classroom teachers (teaching 4th and 5th

grades) in 57 elementary schools all participated in this study. Though the results gave

different problems in delivering science instruction (such as 4th grade having more of

homework issues), other problems were similar such as the technology not working

properly, or lack of teacher understanding. Surveys and questionnaires were given,

asking specific challenges that were experienced as well as challenges teachers

perceived students had as well (such as proper lighting to see the board, calibration,

access to resources).

Again, looking over this study makes me reflect on my practice and use of technology

not only teaching science but teaching any subject. Again, I find a direct link with

teacher understanding and the actual use of the technology to teach. Having taught

myself for years in the classroom, many of my fellow teachers will not touch technology

if they do not feel confident in using it. Many times, I have seen Promethean Boards just

used for projection. This seems to be a common thread that has run through much of

the research. Having confidence in the technology allows for better integration into the

science curriculum, allowing the students to also benefit in a blended science

curriculum, as I plan to present in this project.

Rappolt-Schlichtmann, G., Daley, S. G., Lim, S., Lapinski, S., Robinson, K. H., &
Johnson, M. (2013). Universal Design for Learning and elementary school
 science: Exploring the efficacy, use, and perceptions of a web-based
science notebook. Journal of Educational Psychology, 105(4), 1210-1225.

Reviewing this article, one discovers a study in the use of science notebooks. Unlike

traditional ways of using science notebooks as a way of mechanically writing down

definitions and facts, different approaches using technology and UDL can be used to

gain a more effective use of the Science Notebook that allows for a variety media and

uses depending on the student. Use of a physical science notebook also does not lend

itself well to scientific information literacy. Therefore, this particular study created a

UDL specifically Universal Design Science Notebook (UDSN) for a deeper learning

process and inquiry-based learning, stepping out of the “one size fits all” concept. It

incorporates transdisciplinary methods and integrates those methods into what is being

taught within the science curriculum. The UDSN was developed through progressive

refinement using design-based research methodology. The main focus on this study

was if the subjects’ (4th grade public school students) understanding of science was

enhanced versus using normal pencil and paper methods. Data was collected from 8

schools (621 4th grade students). Qualitative data, interviews, discussions were all used

when the findings were put together and presented.

Results of the study show that using the UDL notebooks gave students more of a

sense of ownership. Teachers also reported that many students started to think

originally and using different strategies when it came to learning specific scientific

concepts. Many students were reported to be more engaged and energized. According

to many of the student interviews, students reported that they liked the fact that they

were actually able to engage in the content in such a variety of ways.

 Reflecting on my own practice, I have to admit that this really does reinforce my belief

in the importance of using UDL principles in the classroom as well as the science

curriculum. I have found that this helps bridge the gap between the concrete and the

abstract that can exist with students. When creating lessons or my UDL module, I plan

to use a variety of mediums and include all the main principles the are included in UDL.

By doing this, students are able to grasp the information more, while feeling in charge of

their own learning.

Shank, D. B., & Cotten, S. R. (2014). Does technology empower urban youth? The
relationship of technology use to self-efficacy. Computers &
Education, 70184-193.

Shank’s study concerned itself with how technology impacts SES low-income urban

students, and how technology effects their self-efficacy. The study itself took place

within Birmingham City Schools, most of which are low-income, with 82% on free lunch

and 84% of students are African American. The schools have been given XO laptops in

the classrooms for first through fifth grade students. Self-efficacy included 3 measures

of self-efficacy developed from previous research of empowerment of youth. This is an

in-depth qualitative research focused on 5 specific areas of efficacy: altruism, freedom,

belonging, accomplishment, and expression. Results found four main points, namely

that technology use effect all domains of efficacy. Second point that was discovered

was that there was a huge difference in efficacy in science with students that have XO

computers versus those students that do not have the XO computer. A third point this

study finds is that measures of computer use and activity account for “general daily use

measures” in being able to predict self-efficacy. Finally, the fourth point that was
discovered from this study was that some activities only appealed to one or two of the

measures.

Understanding this study helped me immensely because my school is 99% free lunch,

and 96% African American. We are a very low-income area, and many of our students

are not exposed to much. I have found that allowing use of technology in the classroom

does indeed have a huge impact on self-efficacy. Many of my students come in with

low self-efficacy as it relates to reading and science. By using digital methods (such as

computers, or in my case iPads), interest and engagement can occur. This can help

build self-efficacy in the student when it comes to themselves and the subject itself.

Smith, T. K. (2014). Elementary science instruction: Examining a virtual

environment for evidence of learning, engagement, and 21st century
competencies. Education Sciences, 4(1), 122-138.

This is a mixed method study that examined using technology and a virtual world to

teach more complex science concepts. Data consists of both pre- and post-tests as

well as surveys given to students concerning engaged learning. Also, observations

from teachers have been included of 21st century practices they found as

advantageous.

Results show that indeed students did much better on the post-test, as they were able

to experience more complex ideas by actually experiencing them through a digital

environment. Students were also more engaged in the actual content and making

content more relevant to their lives. This appeared in the study as use of science

games. Also, students working in the virtual environment helps facilitate 21st century

competencies.
 This research made great points in being able to use technology to help students

understand more complex concepts. For example, I walked up on students as they

virtually were dissecting a frog on the iPad. This amazed me, as I had to actually do it

when I was younger in school. Now, technology is making what were only “concepts”

and actually connecting it to real life. This is something that I believe is necessary no

matter what is taught. Many students come with low background knowledge. Having

technology create virtual environments and allow students to engage with the content

really helps fill those missing gaps.

Suduc, A., Bizoi, M., & Gorghiu, G. (2015). Inquiry based science learning in
primary education. Procedia - Social and Behavioral Sciences, 205(6th
World Conference on Psychology, Counseling and Guidance (WCPCG-
2015), 474-479.

This article focused on Inquiry based science education (IBSE) to increase student’s

interest and motivation in science. It incorporates engagement and active questioning,

as well as a variety of inquiry skills that are based on the student’s skills and knowledge,

and includes exploration, questioning, making and testing discoveries and hypothesis.

Questionnaires (3 in all) were used to gauge the success of the inquiry-based activities

for both teachers and students. Students included in the study consisted of first through

fourth grade students. The study is to glean from the questionnaires whether or not the

IBSE lessons were more effective than the normal, typical science lesson and strategies

currently being taught. In fact, the questionnaires overall reported that the IBSE lessons

proved more effective than normal science lessons and actually engage the students

more. 95% also found the IBSE lessons to be extremely enjoyable.

 I found that once again inquiry-based learning is a vital way to teach science, in that it

allows for exploration and questioning, which is vital in preparing students for the tests

(but more importantly, teach them important critical thinking skills). In my UDL module,

it will be vital that I apply inquiry-based learning concepts and activities into the actual

modules. This will help the students not only learn information superficially, but allows

more depth to be discovered and explored.