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CapstonePaperbyJennifer (Exemplar) 1
CapstonePaperbyJennifer (Exemplar) 1
The Integration of Educational Technology into the Intermediate LoS Elementary Curriculum
Jennifer Pattison
The Integration of Educational Technology into the Intermediate LoS Elementary Curriculum
Abstract
Recent research supports educational technology as an effective tool to improve student learning
and motivation. University professors practicing in higher education, not the elementary setting,
have authored much of the research on best practices in educational technology. The purpose of
this action research paper is to investigate research on educational technology and technology
usage within my own teaching environment to create an action plan to better integrate
educational technology into the LoS (Levels of Service) intermediate elementary curriculum. I
used multiple data collection strategies including teacher and student surveys, a reflective teacher
journal, artifacts of student work, and audio/video recordings to research how my LoS colleagues
practice and the students’ responses to those practices. I then developed an action plan to expand
Contextualization
My interest in educational technology began four years ago when I entered the
the study and practice of improving student learning and performance by creating, using, and
managing technological processes and resources for classroom instruction. My experiences have
teacher, student teacher, and substitute teacher. I am currently teaching as an LoS (Levels of
The Integration of Educational Technology 3
Service) Catalyst. Our school district uses the Levels of Services talent development model to
discover, develop and apply the many talents of our elementary students. I work with
kindergarteners through sixth graders at all academic levels, yet my primary focus is running the
school’s pullout high ability program. On my scholarly practitioner journey I have become
instructing elementary students. While some educators still see technology as a separate subject
to be taught during scheduled computer lab time, researchers such as Ringstaff and Kelly (2002)
view technology integration as the use of computer-based tools to teach educational curriculum
Technology is merely a means not an end for achieving instructional goals. When we have the
technology to create diverse, engaging, collaborative, and democratic learning communities for
our children we should be establishing best, or at the very least, better practices that will provide
teachers with a practical means of integrating technology into the curriculum. Staples, Pugach,
The reality is that although technology always needs to serve the curriculum first, it also
requires … teachers to invest real time and effort, real fiscal and human resources in
acquiring and learning to use the technology itself and keeping up the technology
This action research paper addresses the issue of how to better integrate educational technology
into my practice. It investigates how as a teacher, I can use educational technology in the
A popular buzzword in education these days is best practices. Many consider best
technology integration seems difficult to find. Ertmer, Gopalakrishnan, and Ross (2001)
examined how teachers, who were perceived as exemplary technology-using teachers by their
peers, taught with technology and compared their practices to corresponding printed literature on
best practices. They found a discrepancy exists since teachers’ use of technology reflected more
the teachers’ personal beliefs about teaching, learning, and specific teaching contexts and did not
from a constructivist viewpoint Taylor, Casto, and Walls (2004) found that grant money, used to
purchase computer software and finance teacher training resulted in a significant increase in
teacher and student use of technology and pre- and post-students learning with technology versus
no technology. They also noted positive student evaluations of instructional units with a
technological learning component. This positive effect that educational technology has on
student learning and attitudes warrants further research on how to increase its usage in classroom
instruction.
implementation of the project Preparing Tomorrow’s Teachers to use Technology (PT3) and its
ability to improve teachers’ use of integrating technology into their practice. Their findings
supported that this model improved teachers’ technical skills and their ability to use technology
The Integration of Educational Technology 5
in their instructional practice. They also found that teachers learned and adopted technology best
through training and support that was mentored and collaborative. One theme that continually
emerged in the above studies was the call for professional training. Glazer, Hannafin, and Song
also (2005) addressed this issue in their paper on technology integration through collaborative
apprenticeships. They found that effective professional learning experiences could be transferred
teachers obtained learning experiences within the context of their teaching practice they had the
chance to reflect, modify, and improve their practices. Many of these researchers cited are
practicing university professors who have not dealt with the reality of implementing their
research into the elementary classroom. My research will look at how LoS catalysts, the
elementary inservice teachers, and I are using educational technology while planning the LoS
curriculum.
methods and student learning. The ultimate goal is to have a teacher leadership voice within the
LoS program to promote better practices in using education technology by observing and
listening to student and teacher voices. To guide me through this process I will investigate how
my colleagues and I currently use educational technology in LoS instruction and what LoS
Methods
Members of the action research group include thirty students from my LoS (3rd- 6th
grade) pullout classes. The student make up is twelve 3rd graders, six 4th graders, nine 5th
graders, and three 6th graders. Our school demographics show that 95% of the students are of
Caucasian background and 47% of the students are eligible for free or reduced lunches. We have
a consistent history of making AYP (Annual Yearly Progress). This small rural school hosts one
class each of grades Kindergarten through sixth. Other participants include the school system’s
four elementary Los catalysts (including myself) and the school’s four inservice intermediate
teachers. As LoS catalysts we meet monthly to collaborate, plan, and reflect on the LoS
curriculum. The four inservice teachers confer regularly with me to ensure that the curriculum
and lessons in LoS match and build on what is taking place in the students’ regular classroom. A
primary goal of LoS is to provide more in-depth projects and learning opportunities to challenge
Data Collection
The primary data collection strategies used for this study are based on Mills’ (2007) three
qualitative action research data collection techniques: experiencing, enquiring, and examining.
incorporating reflective technology journal entries into my lesson plan book. The enquiring
technique is when the researcher asks the questions. This was accomplished by the completion of
student and teacher online technology surveys. Examining techniques require using and making
The Integration of Educational Technology 7
records. For my data this includes audio/visual recordings as well as collected artifacts of student
Data Sources
entered into a daily lesson plan book. Observations included student responses, success or
Surveys – Student and teacher surveys were filled out online and created using Google
Docs. Participating students and teachers answered questions and wrote short responses
to determine their perceptions and attitudes toward educational technology usage. The
Artifacts – LoS student work from my classroom including: a) Word processed readers
response letters, biography reports, and writing assignments and b) Blogs used for
While analyzing the data I looked for key phrases and responses that matched or
contradicted each other. I tried organizing my data several different ways from the themes that
emerged. I omitted much of the data I collected and narrowed it down to what is presented. In the
end, I choose the themes that I thought best served my purpose for writing this paper, which is to
come up with an action plan specific to my practice for integrating educational technology.
The Integration of Educational Technology 8
I then coded the data under emerging themes. The three most recurring themes were: a)
instruction, and c) problems with current educational technology usage. Organizing the data
under these three themes allowed me to compare teacher and student responses side by side,
interpret the data as cohesive units, and create a framework for the action research plan.
Computer software and Internet applications were the most commonly used computer-
based technology by teachers for student instruction. Survey results showed all teachers were
comfortable using Microsoft Office Word and PowerPoint. Software receiving mention but not
used with any consistency included Publisher, Excel, Photo Story, and Google Earth. The data
shows student exposure to computer software other than Office products is very limited.
There was no consistency of Internet website usage amongst teachers. Websites with two
or more responses were: Google, PBS, Wikipedia, and Read/Write/Think. Several other websites
were listed but used by only one or two teachers. Students listed a far greater number of
commonly used websites. Listed in order, the most common sites were: Google, Spelling City,
Dictionary.com, Funbrain, YouTube, and Fact Monster. Interestingly with the exception of
Google these sites did not match sites on the teacher list.
When asked what technology they liked using best computers and IPods topped student lists
multimedia tools showing up in student and teacher survey results is a concern when over 80%
of students felt they learned more in lessons using educational technology and 90% responded
that these lessons were more interesting. When asked why, one student responded, “Technology
The Integration of Educational Technology 9
is new, and just more interesting. Plain old by the book is boring because it's the same every
time!” Students commonly used the terms: interesting, not boring, and faster to state their
positive opinions about technology in the classroom. I observed in my class that students were
consistently more eager to get started and stay on task when using technology versus using paper
and pencil or even hands-on manipulatives. When asked if they would like more technology in
Looking at computer-based technology, particularly Internet and software usage there needs
introduce software other than Microsoft Office into the Los Curriculum. Website usage should
be better monitored and teacher approved websites should be identified and made easily
accessible for student usage. An effort to incorporate more desirable interactive technology such
a SmartBoards, IPods, and Skype shows promise for increasing student interest and challenging
gifted students.
Both students and teachers agreed that over 50% of educational technology time was
spent in a whole group setting. This was followed by individual student time on computers at
close to 40%. Very little time was spent in small group or partner learning. This should be
rethought since over 50% of the students felt they learned best when grouped with a partner
during technology instruction. Working independently and working in small groups were the
next highest responses. It bears noting that working in a whole group setting received zero
student responses.
The Integration of Educational Technology 10
While both student and teacher participants concurred on technology usage for introducing,
reinforcing, and teaching lessons, their opinions differed on the use of technology for
program) quizzes, as a form of assessment and teachers did not. When students were asked to
explain, they felt it assessed their reading comprehension and they liked that it gave them
immediate feedback. Journal observations noted that online assessments were desirable for these
reasons: 1) feedback was immediate, 2) students could monitor their own learning, 3) students
experienced fewer distractions, and 4) teachers’ time grading was reduced. Students also liked
using video recordings to evaluate their work. Observations noted that when student projects
were video taped students exhibited higher level thinking skills when evaluating and critiquing
their personal work as well as that of their peers. Student motivation to redo and improve was
preparation time, lack of class time, resources unavailable, and professional development. One
teacher remarked,
“I think that the resources are there but you have to know what you are looking for and
find the right person to help you. I think it would be better if the school would have professional
More than one of my journal entries noted that a lesson fell short because I wasn’t as competent
as I should have been with the technology before using it for group instruction. It was
The Integration of Educational Technology 11
embarrassing to be in front of the class and not have a program respond as intended; also
Journal observations noted system and hardware problems were a constant challenge to
lesson success. Maintenance shut downs were routine. Computers ran slow and took over five
minutes for students to log on. Common websites such as Wikipedia and Google Docs were
blocked from student access. All these factors combined to interfere with effective technology
Another glitch arose as part of our online literature circles using Moodle, an electronic
whiteboard to blog our readers’ discussions. Students commented in class that they missed the
live discussions and face-to-face interaction with their classmates. Students who did not have
Internet access at home sometimes blogged less, felt left out in forum discussions, and found it
Teacher leaders need to be identified and mentoring workshops scheduled. From the
student perspective teachers need to remember technology is a mere tool and not a miracle
solution to the problems in classroom instruction. Students require human interaction with peers
and teachers. Students without Internet access participating in virtual learning communities need
to have extra computer time made available at school. Problems with system blockages and
improved. The findings in this section are supported by Breslow’s (2007) research that
successful educational technology meets a specific educational need poorly met or unmet by
traditional media and must work properly/not be overused or else it can be detrimental to
learning.
The Integration of Educational Technology 12
Teachers and students seem to be in complete agreement that technological based lessons
are more interesting, exciting and have a higher level of participation. One teacher stated, “They
are more willing to volunteer, there’s more movement, and discussion is deeper with visual aids
and interactive resources available on the computer.” Therefore it is now time to take what I
Action Plan
Based on the themes that emerged from my study, I plan to integrate the following
changes into my LoS educational technology curriculum for the upcoming school year.
o Creating lessons, projects, and activities that implement software such as Google
Earth, Google Docs, Microsoft Photostory, and Microsoft Movie Maker into the LoS
curriculum.
o Working with the school system’s other LoS Catalysts and Instructional Technology
Advisor create an approved list of websites and educational games to increase and
improve Internet usage. Post the lists, brief descriptions, and hyperlinks on the main
each intermediate LoS class. Use Skype to videoconference lessons with classes
outside our building. Increase SmartBoards usage by taking virtual fieldtrips and
o Decreasing the amount of time spent in whole class instruction and increasing the
amount of time spent working as partners. Arrange computer centers that allow for
two students per computer and have all computer centers facing the SmartBoard.
o Using technology to assess student work. Creating and posting quizzes on Moodle to
shorten feedback time, save teacher time, make assessments available as students are
ready, and avoid classroom distractions. Videotaping and using rubrics for student
assessments.
o Collaborating and sharing technology lesson plans with other LoS instructors to
system.
o Having a back up plan or a component to every lesson that does not involve
technology to avoid wasting precious instructional time when the system is down.
Learning more about the system’s limitations by meeting with the school systems
o Limiting technology usage in literature circles to every other class to allow students
o Meeting with classroom teachers and the school technology advisor to arrange for
students who do not have internet access at home to be allowed to use computer lab
The Integration of Educational Technology 14
time and free class time to access their grade level Moodle page and complete
assignments.
Final Thoughts
The work I have done here has deepened my commitment to improving my teaching
practice and the education of my students through the integration of educational technology into
the LoS curriculum. I will continue to monitor and reflect on the progress of my action plan
throughout the coming school year and beyond. Teacher leaders and researchers need to be at the
forefront to see its implementation into elementary high ability programs so these children, our
future leaders, will be challenged, motivated, and their talents fully developed. Educational
technology is a constantly changing and growing field in education. Future research might entail
developing an action research plan within my school to integrate and coordinate educational
References
Breslow, L. (2007). Lessons Learned: Findings from MIT initiatives in educational technology.
Journal of Science Education and Technology, 16 (4), 283-298.
Ertmer, P., Gopalakrishman, S., & Ross, E. (2001). Technology-Using Teachers: Comparing
perceptions of exemplary technology use to best practice. Journal of Research on
Computing in Education, 33 (5), from http://www.iste.org/jrte/33/5/newhouse.html
Glazer, E., Hannafin, M., & Song, L. (2005). Promoting Technology Integration Through
Collaborative Apprenticeship. Education Technology Research and Development, 53
(4), 57-67.
Mills, G., (2007). Action Research A Guide For The Teacher Researcher. Upper Saddle River,
NJ: Pearson Education, Inc.
O'Bannon, B., & Judge, S. (2004-2005). Implementing Partnerships Across the Curriculum with
Technology. 37 (2), 197-213.
Ringstaff, C., & Kelley, L. (2002). The Learning Return on Our Technology Investment.
Retrieved September 19, 2009, from WestEd: http://www.wested.org/cs/we/view/rs/619
Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the Technology Integration
Challenge: Cases from three urban elementary schools. Journal of Research on
Technology in Education, 37 (3), 285-310.
Taylor, L., Casto, D., & Walls, R. T. (2004). Tools, Time and Strategies for Integrating
Technology Across the Curriculum. Journal of Constructivist Psychology, 17, 121-136.
The Integration of Educational Technology 16
APPENDIX A
0-1
2-3
4-5
6+
Does technology help you learn better?
Yes
The Integration of Educational Technology 17
No
Unsure
Explain or give an example for the above answer.
Are you more likely to pay attention to a lesson that includes educational
technology?
Yes
No
Unsure
In your classroom what percent of the time spent using technology do you work
independently (by yourself), with a partner, in a small group, or as a whole class?
Yes
No
Unsure
Explain or give an example for the above answer.
In your opinion, do students retain knowledge, learn faster, or attain a higher level of learning using
technology?
Give examples either way, from your classroom.
When students use computer based tools what percentage of time is spent using them as individuals,
with a partner, in small groups, or as a whole class?
Percentages should add up to 100
1-10% 11-25% 26-50% 51-75% 76-100%
Individual
Partners
Small group
Whole class
Is computer based instruction teacher or student led and to what percentage?
Teacher Led - teacher is instructing, Student Led - students instructing self or other students
0-10% 11-25% 26-50% 51-75% 76-100%
Teacher led
Student led
What are the barriers to using educational technology in the classroom?
Select all that apply
Prep time
Professional development
Technology resources not available
Not enough class time
Uncomfortable with technology
Lack of administrative support
Do you know what technology resources are available in your school and how to use them? If not, how
could the school do a better job providing you with the information? If yes, how did you find out the
The Integration of Educational Technology 19
information?
Do you feel comfortable using computer based tools for instruction? If not, what would make you more
comfortable? If so would you be willing to train co-workers or lead a workshop?
Please be as specific as possible.
Do you implement "best practices" when using computer based technology? If so, please give specific
examples from your classroom. If not, why?
Best practices: student centered, collaborative, research based, higher level thinking skills.
Do you feel most of the teachers in your school use best practices when using technology for instruction?
Yes or no, and explain
Do you use educational technology as a reward for positive classroom behaviors? Why or why not?
Examples: PAT - preferred activity time, free time, recess
Please select all the forms of technology that you use for classroom instruction.
SmartBoard/Interwrite Board
Computer Software
IPods
Audio/Video recorders
Internet Websites
Internet Search Engines
Electronic Whiteboards of Blackboards