As a collaborative assignment in our Web 2.0 course, we made a Google doc full of useful peer reviewed articles about educational tools.
One of the questions I had after looking through the articles was why is the United States lacking in educational technology research? Many of the articles contributed to our doc was international research and even then some are a couple of years ago. The research article by Bista reporting on Twitter and its effectiveness in higher learning was done in 2015 and even then two people stated not knowing what Twitter was. Now in just three years there are new social media sites that are appealing to the younger generation, such a Snapchat. When will we see a research article on Snapchats usefulness in education? Where does the US stand if our government still isn't investing in educational technology or its research, as other countries are?
Peer reviewed articles I contributed:
Ehiyazaryan-White, E. (2012). The dialogic potential of eportfolios: Formative feedback and communities of learning within a personal learning environment. International Journal of ePortfolios 2(2), 173-185.
This study used the Pebblepad platform, which is a learning management system that allows the student users to create e-portfolios and upload blog posts. Even though students disagreed on viewing their page as a ‘personal space’, it shows how a tool can make or break the connection students have with it (the aesthetics have since improved). The study talks about the different kinds of feedback and online participation. My question is how does the professor organize the course when students are the ones who take on the roles of “moderators and mediators” (p. 175)?
Jahnke, I. Bergstrom, P., Marell-Olsson, E., Hall, L., & Kumar, S. (2017, 17 May). Digital didactical designs as research framework: iPad integration in Nordic schools. Computers & Education 113, 1-15.
This research was done in schools located in Denmark, Sweden and Finland. The framework of Digital Didactical Design was very interesting and useful to assess how technology impacts in classrooms. The five elements included were: teaching goals, learning activities, assessment, social relations/roles and web-enabled technologies. This study provides a basis for any student trying to measure the impacts of educational technology tools. Furthermore, it emphasizes the importance of social relationships through teaching and learning. Students are seen as and are empowered as creators. On pages 8, 10, and 12 there are examples of how teachers integrated the iPad in the classrooms and what apps were used.
Kim, D., & Jang, S. (2014). Dialogic practices in using podcasting and blogging as teaching tools for teachers seeking esol certificate. Educational Computing Research, 51 (2) 205-232.
This study showed the transformation of six teachers using technology with their students one on one. All of the teachers had a different attitude about using technology in their classes, yet all make great use of it by using podcasts and blogging to teach a language. Podcasts helped their students go back and assess their mistakes. Teachers who even considered themselves as “technology immigrants” grew in confidence by the end of the study and even the confidence of their students improved as well, showing the impact of using technology to teach a language.
Other articles that stood out to me:
Power, J.M., Braun, K.L., & Bersamin, A. (2017). Exploring the potential for technology-based nutrition education among WIC recipients in remote Alaska Native communities. Journal of Nutrition Education and Behavior, 49(7S2), S186-S191.