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.

The research in this article can definitely be applicable in the education sector as suggested. With only 40% of Alaska Native teenagers living in remote communities having access to computers, then we need to rethink how we can improve access for distance courses. The respondents reported having more access to smartphones hence high texting and Facebook usage. Smartphone app based e-tech tools are a plausible solution.
Parkes, M., Gregory, S., Fletcher, P., Adlington, R., & Gromik, N. (2015). Bringing people together while learning apart: Creating online learning environments to support the needs of rural and remote students. Australian and International Journal of Rural Education, 25 (1), 66-78.
I think this study was the easiest to read. The authors organized and presented the information very well. Something to consider is that this study is taking the input of the lecturers and not the students. While this study was done in Australia, I wonder what word clouds would look like for rural or remote students here in Alaska.

4 thoughts on “Annotated Bibliography”

  1. The Parkes study was an article I selected. I have to admit I used it before in a research class. While the Parkes word clouds focused on what instructors perceived as necessary to teaching online to rural or remote areas, I would imagine distance students in Alaska would have similar themes–access and flexibility. This would be a interesting topic for more follow up research.

  2. You bring up a valid question in regards to social media sites such Snapchat and when it could make its way into higher education. Who would have thought Twitter would ever be used for educational purposes? I laugh when I think of using Snapchat with my students, but it could happen.

    Also, is there a reason why you put your references in bold? Personally, I like the way it looks but I’m not sure if it breaks any APA or MLA rules. #onidpr

  3. Nina, I noticed the same thing about the sources of research. I found a lot of articles from Australia. I wonder if perhaps other countries’ research institutions and journals are more liberal with free, open publication. Ours seem to be hidden behind paywalls. I did my research in Google Scholar, rather than the UAF library, with the idea that this resource would be much more useful if the articles we compiled were widely available.

    Having taught a few distance courses in bush Alaska, I can say that Parkes, et al. (2015) translates very well to Alaska. Their experiences are ours. It would be interesting to see their study repeated here, but I doubt much would change.

    I contributed Power, et al. (2017). There is one caveat to that article: this is the poorest region in Alaska, so other regions might have better resources; but if the conversation on akedchat last night is any indication, internet connectivity is a problem everywhere. I try to use mobile-friendly content and apps whenever I can. With my students in mind, my iPhone is one of my greatest teaching tools here.

    #onidpr

  4. I feel you brought up a valid and very interesting observation. Why aren’t there more articles published in the United States with the topic of ed tech? I really like the way you have your website layout out designed. Specifically, the large capital letter at the start of the article and your headings in dark rectangles. For the purposes of #onidpr, in the second sentence the word was should be were.

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