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Integrating Technology into the Elementary Classroom through Reading and Social Studies

Jennifer M. Wilson

5030 Yankee Doodle Dr. McDonough, GA 30252

An Annotated Bibliography Submitted to: Dr. D. A. Battle of Georgia Southern University in partial fulfillment of the requirements for FRLT 7130 Y02

SUMMER 2011 Thursday, July 14, 2011 Statesboro, Georgia

Integrating Technology into the Elementary Classroom through Reading and Social Studies During the last decade, our countrys attention has been focused on improving reading, with less emphasis on other core subject areas, but recently the use of technology has joined the focus. Over 50 percent of American households feature a computer, many with access to the Internet. As research has stated, technology should be integrated as a tool to promote and extend student learning, in any subject area, on a daily basis. The topic was chosen because of my love for technology and my desire to incorporate it into my daily classroom routine in order to help children understand it and use it effectively. Another reason for the research was to determine whether or not using technology across the curriculum (i.e. Reading and Social Studies) would benefit my students, especially with their test scores, and my coworkers. I began my research by going to GALILEO, where I searched for articles that had to do with integrating technology into elementary classrooms through reading and social studies programs, which produced search results from the databases EBSCO, Academic Search Complete, and ProQuest. I then limited my search results to full text articles that were published within the 2000 to present day time frame. Academic Search Complete offered more choices of articles to view, which resulted in a plethora of articles to choose from that dealt with the topic of research. The vast array of articles were narrowed down and chosen based on whether or not the articles discussed what schools were doing and how they were going to integrate technology into the elementary classroom through reading and social studies related topics.

Baildon, M., & Damico, J. (2007). Examining ways readers engage with websites during think-

aloud sessions. Journal of Adolescent & Adult Literacy, 51(3), 254263. doi:10.1598/JAAL.51.3.5 The article gathered research data from two pairs of students that were in the beginning stages of drawing on disciplinary perspectives in social studies. The authors highlighted ways in which students engage in interrelated tasks: (1) identifying and making sense of "new" information, (2) evaluating claims and evidence, and (3) considering ways to use web site in the writing. The authors identified two particular reading challenges that the students experienced: contextualizing and corroborating sources of information. A framework was also given that can assist educators in guiding readers to engage meaningfully with texts found on the Internet.

Bolick, C. M. (2002). Technology and the social studies: Is the giant still sleeping? The International Social Studies Forum, 2(2), 183-185. Retrieved from http://web.ebscohost.com.wf2dnvr2.webfeat.org/ehost/pdfviewer/pdfviewer? sid=ebdfda8d-5fe2-4f1f-a409-c15403baae54%40sessionmgr111&vid=2&hid=108 The author discussed reading numerous journals and attending several conferences where he revealed three categories for integrating technology in social studies classrooms: telecollaborative, data gathering, and multimedia activities. The author explained that teachers should develop engaging social studies lessons, such as virtual field trips, email pen-pals, collaborative virtual lessons and discussions, access to texts online (eBooks), etc. The research still did not deliver an answer to the authors question, but it definitely shed light on how teachers can incorporate technology in their social studies classrooms.

Bowers-Campbell, J. (2011). Take it out of class: Exploring virtual literature circles. Journal of Adolescent & Adult Literacy 54(8), 557567. doi:10.1598/JAAL.54.8.1

Literature circles were designed to engage students in learning and motivate them to make their own choices based on their thoughts and ideas. The author used qualitative research methods to help her understand and explore the impact technology integration had on literature circles, how students responded to texts, and to each other. The authors research was a success. She found that virtual literature circles would benefit a classroom because it encourages students to work collaboratively, to develop better social relationships with their peers, and to be more active in their learning.

Burnett, C. (2009). Research into literacy and technology in primary classrooms: An exploration of understandings generated by recent studies. Journal of Research in Reading, 32(1), 2237. doi: 10.1111/j.1467-9817.2008.01379.x The study examines how students use digital literacy practices in and outside the classroom, while determining the meaning of digital communication. Thirty-eight studies were examined, within six years, and split into four parts, a.) Changing nature of literacy, b.) Use of technology in primary literacy, c.) Drawing on general conclusions and assumptions, and d.) Proposals for further investigation. The author determined that some studies produced positive findings, while others still left the author with further questions. Further research will be needed in order to determine whether or not students are active in managing and navigating the digital world.

Casto, D. J., Taylor, L. M., & Walls, R. T. (2004). Tools, time, and strategies for integrating technology across the curriculum. Journal of Constructivist Psychology, 17, 121136. doi: 10.1080/10720530490273908 A grant awarded utilized the assistance of 428 groups of 3 teachers (called Phase 9) from West

Virginia. The teachers experienced intensive training, where they designed instructional units. The author used the study to determine whether or not Phase 9 was successful in providing teachers the tools, time, and strategies needed to integrate technology (like multimedia computers with numerous software components, Internet access, projection devices, etc.) throughout all curriculum domains. The study showed that the 2 hundred students that participated in the implementation of the units showed higher academic gains.

Foster, P. N. (2005). Technology in the standards of other school subjects. The Technology Teacher, 17-21. Retrieved from http://web.ebscohost.com/ehost/detail?sid=9cadd071-818f-43dca9054de9fcede125%40sessionmgr15&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl 2ZQ%3d%3d The article did not offer any particular technology ideas, but rather explained how the standards could be taught together. The articles purpose was to provide its readers with an understanding of how our standards are connected to technology standards, and to give examples as to how teachers have integrated technology standards with the Reading/Language Arts, Math, Science, and Social Studies standards. The authors review of the standards still leads to questions about how teachers are actually going to integrate the different academic domains and their standards into one.

Gabriel, M. A., & Van Leeuwen, C. A. (2007). Beginning to write with word processing: Integrating writing process and technology in a primary classroom. The Reading Teacher, 60(5), 420429. doi:10.1598/RT.60.5.2

The purpose of the case study was to develop a greater understanding on the impact that multiple writing tools had on students as beginning writers. The study was done on a class of first grade students, based on a larger study that included students in grades 1-3. The author used the teacher as the main component (the facilitator, a guide, and a participant) for engaging the students in the computer-based activities. A number of implications emerged from the study, which included no one tool is able to serve all of the needs of a beginning writer.

Goddard, M. (2002). What do we do with these computers? Reflections on technology in the classroom. Journal of Research on Technology in Education, 35(1), 19-26. Retrieved from http://web.ebscohost.com/ehost/detail?sid=08ed1872-4558-4f81-aefab3ea2be17b8a %40sessionmgr113&vid=1&hid=105&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d The article relays the message that the author believes that technology is designed as another tool to support the learning process using the scientific inquiry method. The author explained ways in which learning can be enhanced when technology is used as a tool by using email (for pen-pals), online conferencing, web data-bases, graphic organizers, and other presentation formats (like Animoto or Prezi). By incorporating these activities and other real-world applications, research, design, analysis, composition, and communication teachers will better prepare their students for the ever changing world they live in.

Sadik, A. (2008). Digital storytelling: A meaningful techno logy-integrated approach for engaged student learning. Educational Technology Research & Development, 56(4), 487-506. doi: 10.1007/s11423-008-9091-8

The study was to assess the power of digital storytelling on student learning. The study utilized eight selected teachers and several hundred Egyptian students who collaboratively produced and presented digital stories on numerous topics. Indications from the study were that students did not just relay facts, but considered the information and how it was researched and presented. Indications were that teachers did not possess adequate technological skills to integrate the technology properly into the learning process, but found that digital stories could be used as an effective tool when it is adequately integrated.

Implications for Applications to Educational The information that was gathered from my research on the Integrating Technology into the Elementary Classroom through Reading and Social Studies will be helpful with providing more interesting lessons and effective strategies for integrating technology into the classroom. A number of strategies and ways to implement technology into the classroom, across the curriculum, were offered, but out of all the articles I read only one of them was current, which made it difficult to establish a current list of technology resources for the classroom. It is quite energizing to observe students as they work with and learn new technologies and information as they engage in the learning process, even with the constant change and need for technology in the classroom. Because of this constant need, our classrooms have begun to change. So, as schools continue to push for more technology integration, best reading practices, and higher standardized test scores, educators should embrace the use of new literacy in instruction, such as virtual literature circles (Larson, 2009), virtual field trips, pen pals using email, collaborative lessons and discussions with other students at other schools, access to texts using eBooks, etc. The

integration of technology into the curriculum has become a requirement by the state, in recent years, so by integrating these new technologies, authentic learning experiences that honor the voices of our students who have diverse ideas, communication styles, and confidence levels (Bowers-Campbell, 2011) our students are becoming well rounded 21st Century Learners. The articles reviewed all discussed the importance of integrating technology into the classroom with very little emphasis on the programs and/or materials that would best aid a teacher in doing so. The general consensus among the articles is that early multimedia programs, when integrated across the curriculum, combined with a variety of software, audio, visual materials and manipulatives provide teachers with a vast array of tools to reach all individual learning styles (Grogan 2002). Many of the technology resources that were mentioned my school has already implemented into the classroom, but many of the teachers do not use the resources effectively. Teachers have many concerns and negative aspirations about using integrating technology into their daily lessons. Technology is not designed to replace the teacher, but rather to increase their capabilities since we know that students learn faster and better when they are actively engaged and interested what they are learning. The research showed that technology is linked to all facets of the curriculum. Even with the high demand for technology based lessons for our 21st Century Learners, many teachers are already implementing these strategies into their daily lessons, the problem is, keeping up with the constant change and demand for new technology. Therefore, by training our teachers and allowing our students to work collaboratively with each other in order to use and understand these technologies effectively, our students will thrive to meet the high demands of our fast paced society. But, we still have many unanswered questions about the effectiveness of integrating technology into the

elementary classroom such as, Are students learning differently with these technologies?, Are these technologies having an impact on our society?, Which forms of technology work the best?