Silas Edrington

Barbara Presnell

UWRT 1104

3/20/17

Evaluative Works Cited

Are The New Millennium Learners Making The Grade?: technology use and educational

performance in PISA. Paris: OECD, 2010. Print.

This book was written to discuss the findings of an international study on technology and youth.

It opens by supplying tons of facts and data points that get backed up later in the book. After

going through these findings, they start about what they hope to accomplish by sharing these

findings, this includes things such as Raise awareness among educators, parents and policy

makers of the consequences of increasing ICT familiarity and Address the second digital

divide these are both things that tie into my other resources. This source being more of a report

just went ahead and stated all of its main ideas/sub ideas on page 16-18 but I dont agree with all

of them. For example, why should we warn teachers about the consequences of ICT when

children who said they used computers more at home/school tested higher than their peers who

used computers less. Other than this its data stands up and I agree with it.

This ties into my other sources and my question by showing a correlation between technology

use and test scores which is what Ive been trying to find proof of. It also again talks about the
second digital divide and some exclusionary effects that happen because of it. Because the data is

from and international study this makes me again think back to what Warschauer and Fink were

saying in their writings and how this is the third source I have talking about the second digital

divide and makes it seem even more real to me.

This book/report didnt have an author as it was published by the secretary general of the

OECD which is a mulit-nation groups that studies and develops plans to help governments with

new issues arising with technology and the digital divide. The fact that this was published by the

governments of 30 countries makes me trust, because if 30 countries can put their name on it

proudly then I guess I can believe all the stuff they say, also secretary general is a big tittle.

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Culbertson, Cory, Michael Daugherty, and Chris Merril. "Effects of Modular Technology

Education on Junior High Students' Achievement Scores." Journal of Technology Education 16.1

(2004): n. pag. Web.

This source is a study done in 2004 on 7th grade students trying to see if there was a correlation

between their technology use and their test scores. The author opens by explaining the reason for

this study and the research questions that they hope to answer with this research. Right after

talking about the question they go into related literature which is chock full of other sources that

I hope to go through at some point but for now its got a ton of information relating to my

question, my topic, and even some of the personal questions I have about the other writings. For

the seventh graders, the data is a little unclear with a small increase in their scores but in the

eighth grade table the data shows a clear improvement that was greater than the children who
didnt use the technology. I think I should say that by using technology Im referring to modular

education technology and not just tech in general.

This again ties directly to my question by answering it a little bit, by showing an increase in test

score in eighth grade students who received modular education technology it shows that

technology in schools has a positive effect on the kid who use it, so long as its used properly.

Im taken to believe this source because again it gives great data to back up its claims and as a

research article its rather thorough about answering all the questions that It set out to.

The people who published this study are not the normal crowd, Cory Culbertson is a

Faculty Associate, Michael Daughterty is a professor and Chris Merrill is assistant professor in

the department of Technology and Illinois State University, Normal Illinois. This study was peer

review which means that people agreed with their findings, also the JTE has been around since

1997 and from what I could find there isnt anything negative that theyve done so if they

supported the authors findings enough to publish them then that helps boost the reliability of

the authors info and writing.

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Dolan, Jennifer E. "Splicing the Divide: A Review of Research on The Evolving Digital Divide

Among K12 Students." Journal of Research on Technology in Education 48.1 (2015): 16-37.

Web.

Dolan begins her article similarly to my last source by defining the digital divide. However,

Dolan takes it a step further by talking about how the digital divide has evolved in public schools

and goes so far to say that children in public schools cant succeed without access to technology,

being physical computers or software. Dolan continues to cite studies and resources that back up
her claim of a new Digital divide that is different than the one that Warschauer mentioned in

his article. After she talks about a study done in regards to the narrowing digital divide she talks

about the results saying that it is harder to define k-12 students digital divide as haves and have

nots. This goes against what Warschauer said in his book and while there are some sub ideas in

this journal entry Im focusing on her main point because it raised different questions about the

digital divide and the effect that its having on the kids k-12.

This relates to my other sources by saying the same thing as Warschauer as far as the

digital divide affecting kids in public school. It also gives a study that supports the claim and

gives a ton of evidence and proof that I can use to back up other claims relating to my question

such as do different types of technology affect kids differently and are there links to kids using

technology and kids with lower enthusiasm towards learning. This source has a lot proof which

is why Im having to believe this journal article, and while it doesnt make me think about my

information in a new way it still provides a ton of useful information.

Dolan is a doctoral student in the Department of Curriculum and Instruction at the

University of Connecticut. Her research focus on myriad and dynamic literacy practices in and

out of school. There isnt a lot of information about this author online but she has written for this

same journal numerous over the years. Her article was peer reviewed which also helps beef up its

defense.

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Fink, B. & Brown, R..The Problem with Education Technology: (Hint: It's Not the

Technology). Boulder: University Press of Colorado, 2016. Project MUSE.

This Magazine opens by talking about a personal experience at a conference in 2012 where they

first got the idea of teachers V.s Technology. Speaking of this Fink goes onto talk about while

there are some teachers who fully embrace technology there are some who stil fight tooth and

nail to keep teaching their traditional ways. Fink says that this is counter intuitive and does more

harm than good for students because using technology wrong is worse than not using it. Or thats

what Fink says. Some of the sub Ideas in this article are does technology have a positive effect

on students? What are the effects of teachers resisting Technology in the class room? I agree with

the author about teachers who resist technology because I have personal experience with teachers

who while we did our assignments on computers it was their paper worksheets uploaded to

canvas. I dont consider this integration and neither did the author.

This relates to my other sources because it not only talks about technology in the

classroom but also its effect on the children. The reason I like this source is because it brought

the teachers using the technology to my attention. It raises the question and another variable that

could affect the students. Maybe its not the technology, maybe its the way the teachers go about

integrating the technology into the classroom. This continues to show that this question does not

have a simple yes or no question but instead its like a Massive math equation that has tons of

variables that affect the outcome. I do believe this source because not only does it use valid other

sources to support the claims but it also goes hand in hand with what my parents who are both

media coordinators at public schools have told me.

Ben Fink is a teacher, organizer, and consultant. He has directed several programs in

critical pedagogy, arts education, and in community engagement in academia and the nonprofit

sector. He taught many years of writing-intensive courses at the University of Minnesota and is

now Creative Placemaking Project Manager at Appalshop, Inc. Robin Brown is Morse-Alumni
Distinguished Professor at the University of Minnesota in the cultural studies department, where

he teaches science studies and pedagogy. this shows that both authors have very little

information other than what is available on their book, but they have both written other books on

similar subjects that makes me trust their work more. Their book was also peer reviewed and

edited by multiple professors at the University of Minnesota which makes this info even more

secure.

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Warschauer, Mark.

Technology and Social Inclusion: Rethinking The Digital Divide. Cambridge: Mass., 2004. Print.

To begin Ive only read the first 50 pages of this book because it is what relates to my question,

because of this my EVC will be completed on this.

Starting out Warschauer starts talking about how when the digital divide was first

conceptualized it was nicknamed the Mercedes Divide because the countries who had internet

had it and those who were too poor to have didnt really need it. He continues to explain that this

has evolved over time to affect the economies of different countries based of their access to

internet and to industrialization and that this digital exclusion had a major effect on several

things. He carries this idea of a digital divide over to talking about children who have a literacy

with computers and those that do not behaving different on different tests. This was a very brief

mention of something related to my question but it carries certain sub points with it, where does

this divide most prominent, how bad is it really, is there a exclusion between people with

different levels of literacy? These are all questions Id like to ask the author. Some of the points
that I like the most is his point about the inclusion beginning with large scale economies and

working its way down to effecting school kids is funny to me.

This source related to my question and my other sources by the social inclusion/exclusion

that he talks about in relation to the digital divide. While it doesnt directly answer my question,

it shows that there is a divide between kids who use technology and have a literacy with

technology and those who dont. This makes me think about technology in schools in a whole

new way and gives me a ton of new questions. I believe it though.

Mark Warschauer is a professor in the Department of Education and the Department of

Informatics at the University of California, Irvine. He also directs the Ph.D. in Education

program there. He has published several books on several topics that range from technology to

sociology. Also in 1998 he was the recipient of the Educational Testing Service/TOEFL Policy

Council Award for outstanding international contribution in the field of technology and language

learning. Warschauer has a long and impressive history of academic achievement which gives the

information in his book a very secure standing.

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