Roderick Smith

Article Summaries
FRIT 8532 - Fall 2013

Article 1:
Dawson, K. (2012). Using action research project to examine teacher technology integration
practices. International Society for Technology in Education, 28(3), 117-124.
(Research)

Summary: In the article Using action research project to examine teacher technology
integration practices by Kara Dawson, the author takes a critical look at the technology
integration practices of 353 teachers involved in a statewide initiative through one cycle of action
research. Teachers from the districts that were identified by their leaders as competent
technology using educators were asked to serve as coaches to the other participants. The action
research cycle was between November 2010 and May 2011 and all teachers participated on a
voluntary basis. Teachers were divided evenly between elementary, middle, and high school and
levels of experience on average were around 11 years, with 5 years of experience integrating
technology into the classroom. Teachers were asked to identify an inquiry related to their
classrooms and explain the context for their inquiry. Then teachers develop a plan that involved
integrating technology, for answering their inquiry.Teachers analyzed their own data and
reported the implications of their work to other professionals. The author then used a thematic
analysis to give a broad overview of the action research in the areas of: content and objectives,
audience, classroom implementation, hardware and software use, and outcomes.
Critique: Dawsons review of the statewide initiative proved to be rather insightful. Although
her review of the data collected gives a macro-level view of only 353 teachers, her use of
thematic analysis is very helpful in drawing conclusions about teacher perspective, effectiveness
and professional development needs. 63% of teachers across 16 districts volunteered to
participate in this initiative. From this, conclusions can be drawn that teachers see the value of
technology integration in the classroom and they desire to develop their effectiveness in this
area. Dawsons thematic analysis focused on five areas: content and objective, audience,
classroom implementation, hardware and software and outcomes. She drew the conclusions that
teachers needs were based on low performing rural and minority students who needed assistance
with content mastery. Also, while teachers primarily used the same hardware, computers, their
use of software varied but was still very basic, with word processing and presentation tools used

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most often.Outcomes gave data in terms of student learning, what lead to student learning and
how technology benefited the process. Dawson discusses how this macro-level view could be
examined on a micro-level and thus seek to answer more specific questions. The fact that the
districts that participated in this initiative were given autonomy in implementation, makes much
of the data collected interesting at least and allows for more questions to be raised at best. These
questions, coupled with similar action research initiatives could prove to be very useful on the
individual district level as opposed to simply delivering broad, statewide overview.
Article 2:
Hill, R. (2011). Mobile digital devices: Dipping your toes in technological waters. Teacher
Librarian, 39(1), 22-26.
(Professional Practice)
Summary: In the article, Dipping your toes in technological waters, author, Rebecca A. Hill
discusses the idea that the use of mobile devices in the classroom has as many, if not more
benefits than potential for problem. Hill interviewed several educators who have adopted, or
their districts have adopted, the use of mobile devices in the classroom at varying levels. These
educators discussed advantages of mobile device use such as students being able to interact with
technology on a 1:1 basis. Also, they mentioned the ability to encourage students to
communicate and share their academic findings and work. One other convenience of using
mobile devices in the classroom was the ability to take learning out of a centralized location.
These educators seemed to agree that giving students the chance to acquire information outside
of the classroom and then bring what they have learned back to their classmates and teachers for
further exploration and discussion, empowered students to take their learning into their own
hands. In essence, teachers become true facilitators and also learners, thus flipping the
classroom in more ways than one. The largest obstacles observed in this movement, to bring
your own technology, were supporting students that did not have personal use of a mobile device
and the restrictions placed on the use of these devices by firewalls. Many of the educators that
Hill interviewed explained that districts hands were tied, or at least they felt like they were tied,
because of the fear of funding loss due to any potential harm that children could be exposed to
due to weakened blocks. Also, districts were afraid of lawsuits in response to misuse of the
internet, also because of weakened restrictions. In the end, Hill agreed that keeping up with the

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Article Summaries
FRIT 8532 - Fall 2013
global technology movement was imperative. She stated that technology is the major force
behind global change. And while some districts may be dipping their toes in the technological
waters, this concept of technology based learning is not going away.
Critique: In this article, Hill offers convincing testimony from educators that the use of mobile
devices in the classroom is not only necessary, but it is happening inspite of total buy in, so
education needs to find a way to make it work for them and not against them. Hill acknowledges
that the majority of school districts currently have bans against mobile devices, but that the
majority of students are still bringing these devices and using them. Her argument that these
devices are being productively used in a workforce that the education system is supposedly
preparing its students for, creates a logical connection between mobile devices and the
classroom. Hill interviews Dr. Elliott Soloway, Professor of Education and founder of GoKnow
Mobile Learning Solutions, who discusses his interpretation of the two most common reactions
that he sees in educators in response to mobile device learning. Soloway explains that either
educators watch students use these devices and come to understand their importance from the
students perspective, thus propelling them into the growing cohort of classroom teachers
adopting this concept. Or, teachers see these devices as distractions in the classroom. He believes
that the latter opinion is that of teachers who are in a sense intimidated by the possibility of
change. The argument could be made that this group of hesitant teachers are not so much
intimidated by change, but more so concerned that they themselves will not be able to keep up in
a world that is foreign to them and as a result, will be labeled extinct or obsolete. This
conversation about teacher fears could be open to include the need for more professional
development with classroom support. As there are many discussions to be had around students
bringing their own mobile devices to use as learning tools in the classroom, one with immediate
impact is the digital divide or gap that exists in many communities. Hill interviews Jill Hobson,
Director of Instruction and Technology with Forsyth schools, who believes that this divide will
soon no longer exist. Her county has embraced the BYOT model and she states that even in
schools where socioeconomic issues exist we are still finding that the majority, if not every
child have a device that they can bring. Interesting. Hill makes it a point to clarify that only
anecdotal research can be used at this point and this is very important to remember. While
Hobson may see a narrowing of the ever present digital divide, many school districts across the

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
country may not be able to say the same. Hobson does go on to admit that those students who are
not able to bring a device then have access to a school laptop, netbook, or computer. Also, with
the use of so many mobile devices, students without access are given more opportunity to use
hardware that in the past they were forced to share because of such high student to technology
ratios. In this article Hill reveals benefits and obstacles that all schools across the country are
facing in one way or another, but drives home the fact that technology is here to stay and
students, teachers, districts, private companies and legislation all must work together to make the
integration of technology in the classroom as relevant and productive as possible.
Article 3:
Kopcha, T. (2008). A systems-based approach to technology integration using mentoring and
communities of practice. Educational Technology Research and Development, May(2008), 175190.
(Professional Practice)
Summary: In the article, A systems-based approach to technology integration using mentoring
and communities of practice by Theodore Kopcha, Kopcha breaks down a model of professional
development that uses a systems-based approach that is supported by research, to assist teachers
in moving toward a more successful student-centered integration of technology. Kopach sites
research that states that most teachers are using technology, but in a manner that falls outside of
their curriculum needs. Kopach outlines the system, its benefits, and the research that supports
its need for implementation.
Critique: Kopach uses a great deal of research to support the idea that professional development
as it relates to technology integration in the classroom, needs to be system-based and mentor led.
In this article Kopach sites research that discusses how teachers are currently using technology to
improve their workload through email, online grading and assessments, but that true studentcentered learning is not being done with technology. This article outlines six reasons why
teachers may not being initiating the use of technology in a student-led manner. These reasons
are lack of knowledge, time, beliefs, access, professional development, and culture. Kopach
states that each one of these reasons are interconnected and influence each other. He believes that
the best way to address these barriers is through mentoring. Kopachs approach is one that takes
professional development away from the traditional broadstroke approach and narrows in on

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Article Summaries
FRIT 8532 - Fall 2013
individual teachers needs. The system that he proposes consists of four main stages. Stage one,
initial setup, allows teachers and mentors to determine the specific needs of teachers. Once needs
are determined teachers are aligned with other teachers that have similar needs, teach the same
grade level and even the same content area. This allows professional development to be
individualized and unique, something that Kopach believes will also make it beneficial, thus
resulting in learning that truly benefit teachers and students. Stage two and three, teacher
preparation and curricular focus, are where the actual training takes place. Mentors give teachers
information that is relevant to the needs that have been assessed and work with administration to
communicate the curricular focus for that specific school. Kopach states that teachers who are
aware of the curricular focus for their school are more inclined to stick with the implementation
of technology through setbacks and difficulties. And last is stage four, creating a community of
practice. By creating a community of practice, teachers are encouraged to work together, learn
from each other, share and support each other through the ongoing process of learning how to
effectively create a student-led environment through the integration of technology. Kopachs
approach is one that really takes the teacher into consideration. Often times professional
development is created as a means of justifying requirements or communicating expectations.
Teachers often express their dissatisfaction with this misuse of their time. By taking a more
teacher-centered approach to professional development, teachers are able to truly gain
knowledge and information and take what they have learned and use is effectively and
confidently, which is the real definition of developing professionally.

Article 4:
McClanahan, B. (2012). How use of an ipad facilitated reading improvement. TechTrends, 56(3),
20-28.
(Research)

Summary: In the article, How use of an ipad facilitated reading improvement by McClanahan,
B., the author describes an action research project conducted by one of her former pre-service
teachers while enrolled in McClanahans reading diagnosis and intervention course.
McClanahan first gives background to the fact that there is little to no research in the area of
using iPads to impact struggling readers or support students diagnosed with ADHD. Keeping

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
with the structure of action research, the pre-service student, Kristen, was asked to choose a
student in grades four or five, that was reading below grade level. She then assessed the student
and worked closely with McClanahan to devise a plan for tutoring this student, using research
based methods and strategies. McClanahan documents Kristens observations of her six week
tutoring sessions. She outlines the use of the iPad in these sessions and its impact on the students
success.
Critique: The information provided in this article is encouraging and inspiring. While
McClanahan makes sure to note that this is simply an anecdotal story of one students success
with one pre-service teacher, most educators will conclude that this students personal and
academic growth gives hope for others with similar needs. Pre-service teacher, Kristen and
student, Josh worked together for six weeks, twice a week for an average of twenty minutes per
session. During Kristens first session with Josh it was apparent that his ADHD needs made the
iPad a well suited learning device. McClanahan discusses research about computer-aided
instruction and how the components associated with CAI such as, presentation of learning tasks
in multiple modalities, the capability of chunking tasks into more manageable pieces, repeated
trials with immediate feedback, one to one self paced instruction and game formatting, all
address core symptoms of ADHD. By using the iPad Kristen was able to gain Joshs attention
and maintain it through the duration of each session. With Joshs focus and movement concerns
addressed, Kristen was then able to implement her research based methods of intervention using
the iPad. Through McClanahans account of Kristens observations, we learn that Joshs
instructional reading level is three grades below his actual grade level (IRL 2nd grade). By using
the iPad to carry out her instructional plan Kristen observes improvement in Joshs
metacognition. He begins to think critically about his reading, drawing conclusions about the
true meaning of reading, which is to gain information. He shows an understanding of how his
fast reading at times causes him to miss information and simply not make sense. Kristen
observes success with Joshs ability and desire (arguably more important than being able to is
wanting to) to interact with the text in ways that are meaningful, such as through note taking.
McClanahan points out that because of a lack of substantial research, this increase in motivation
and success can not be directly accounted to the iPad although, it can be loosely interpreted as
such. At the end of the six week period, Kristens post assessment shows that Josh made gains

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
equivalent to a one year increase. Again, while this is an anecdotal presentation of one student,
the facts remain that through one on one instruction, research based methods and strategies and
the use of a mobile learning device, this young man made improvements in a six week period
that he was unable to attain throughout his five years of structured schooling. McClanahan points
out that it is teachers that will make the difference when it comes to the collection of data and
research in this area of technology and education. By choosing to use stories like these as
inspiration and guides for use in their own classrooms, McClanahan believes that soon the
research will be there to support the use of such technology as the iPad with struggling learners
and beyond.

Article 5:
Potter, S. (2012). Technology integration for instructional improvement: The impact of
professional development. International Society for Performance Improvement, 51(2), 22-27.
(Theory into Practice)
Summary: In the article, Technology integration for instructional improvement: The impact of
professional development by Stephanie Potter, Potter discusses the importance of professional
development in the integration of technology. She seeks to show a direct correlation between
administrative, mentor supported, professional development and the effective integration of
technology in the classroom. In this article Potter discusses the idea that adults learn best through
the lenses of Vygotsky and his constructivist theory of learning. Potter states that adults want to
learn information that is meaningful and useful. They do not appreciate their time being wasted.
She offers this as reason as to why typical professional development has not helped some
teachers join the movement of true technology integration. Potter states that meaningful learning
takes place through collaborative practice and that this practice is consistently missing in most
professional development sessions. Potter discusses that the role of the administration is to create
this type of useful and ongoing professional development, make time for collaboration and
design communities of professional learning. She also discusses the need to give consideration to
teachers attitudes about technology and their ability to use it successfully, and incorporate time
for discussion about these attitudes. The idea is that if teachers are given relevant information,
hands-on experience, time for trial and error, opportunities to share and discuss with their

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
colleagues and support from other professionals and administrators, we will start to see the
technology coming off the shelves and in the hands of our students.
Critique: This article raises some very timely and relevant points about the connection between
professional development and the integration of technology in the classroom. First it addresses
the fact that in many classrooms there is new technology piling up year after year. In some cases
never even being opened. The author suggests that the main reason is the fact that teachers are
not being properly trained on how to effectively integrate technology. She goes on to explain that
professional development needs to incorporate three things in order to meet the needs of
classroom teachers.One of these needs is technology operation. The author states that most
professional development in fact may spend too much time on this subject. While teachers
definitely need to know how to use the technology, their main concerns typically are closely
related to student learning. Teaching a teacher how to turn the iPad on is great, but if there is no
discussion about what to do to promote student learning with this functional iPad, then it will
more than likely be placed on a shelf...still on, battery dying. Leading to the second need,
technology application. Relevant application seems to be an area that teachers struggle. The
article gives teachers credit for using technology for administrative purposes and to assist in
teacher led activities, more now than ever. The disconnect however, comes with the lack of
understanding how to apply this same idea of using technology to make your life easier, to
making the students task of learning easier, more efficient and more productive. The suggestion
is raised that attention to application can be given through in person conversations and online
forums. The idea being that teachers need to know what other teachers are doing. It has long
been a trick of the trade in the teaching profession for teachers to share great ideas. This
method of swapping information can and according to this article, should be adopted when
designing professional development. Once ideas are shared the job is not done, this article
suggests that technology integration must now be addressed. So you have turned it on, discussed
how others are using, and now you need time to become familiar with what to do. But that is not
it, during your time of exploration/integration, this article states that strong mentoring and
support must be in place, insert administration. Administrative support is essential for the
sustenance of professional learning communities (Potter 2012). Designing reciprocal mentoring
programs, having common time to collaborate and creating a team of professionals to support

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
teachers at varying stages of their technological development, are burdens placed on the
shoulders of the administration. Within this article the authors main idea is that efficient
integration of technology strengthens teachers self-efficacy and the result is the effective,
productive, relevant integration of technology in the classrooms.

Article 6:
Raths, D. (2012, May). Are you ready for byod?. T.H.E. Journal, (May), 29-32.
(Theory into Practice)
Summary: Are you ready for BYOD?, by David Raths, examines the impact that BYOD has on
a school or district's technology infrastructure. Raths spotlights four different education settings
and their challenges with the move toward preparing themselves for BYOD. Each learning
community was asked to suggest what they believed to be the key to BYOD readiness and what
was the top question to ask vendors. Each answer was specific to the individual needs of that
community, but many concerns were universal. The placement and quantity of access points was
a concern for all. Each school or district found that attention had to be paid to the unique layout
of the buildings and how individual rooms were used and could be used in the future. Also, while
only one of the four interviewees mentioned the need for flexibility and agility in a wireless
network, all discussed the need to be able to constantly reassess and make changes as concerns
arise. Overall, Raths article drew attention to the facts that every school and districts wireless
needs are different and that much thought and planning should go into deciding how to go about
meeting those needs.
Critique: The diversity of Raths interviewees offered a comprehensive look at the potential
needs that schools and districts may have when deciding to begin a bring your own device
program. The first district that was interviewed, Hanover Public School district, was looking to
launch their BYOD program in a high school with 500 students. They found that because they
had been improving their wireless capabilities little by little they did not need to make as many
adjustments as they thought.This district had been planning to move to a 1:1 laptop model, but
like many districts across the nation, this plan fell through due to budget cuts. This adjustment
from 1:1 laptops to BYOD is a great example for other districts in similar financial situations.

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
Also, using segregated networks was a great idea that this district discussed with vendors. They
separated the networks that district equipment used and personal devices used. Another helpful
suggestion for districts looking for ways of increasing security. The second interviewee was
Jordan School district in Utah. This district which serves more than 50,000 students and just a
few years ago was leaving decisions about wireless access up to each individual school. When
the decision was made to bring the district together under under one network this district used
building plans from the maintenance department to attempt to have enough access points to
allow for good performance. With the use of so many access points, Jordan School district
determined that they had a need for a tool that would help them determine where interference
was coming from. The spectrum analyzer they chose to go with was able to do just that. This
information can be used to help larger school districts that have just recently integrated one
wireless system as they simultaneously adjust to the use of personal devices and their need for
wireless access. Third interviewee, Park Hill School district in Kansas City, chose to upgrade
their core switching network and wireless network. They state that their biggest challenge was
not realizing how much attention needed to be paid to these networks. Their realization is
informative in that some districts may feel as though their IT team can handle a major upgrade
and not give consideration to the time that may need to be invested in this project. Last, the
fourth interview was with an academy, Holy Trinity Episcopal in Melbourne, Florida. Looking at
their needs and challenges gives insight to the impact that BYOD will potentially have on
smaller private schools who are looking to equip only one campus. Holy Trinity is a Pre-K
through 12th grade school with two buildings on one campus. The key to them being ready for a
BYOD program was finding the right company to install and manage their network. While
attempting to service two buildings they found that each building had different needs and did not
require the same type of equipment. The end result was that two different systems were used.
Holy Trinitys advice will serve other schools with similar needs well. They chose a company to
manage their systems that had experience working with more than one company to serve one
project. Their suggestion that any school looking to choose the best vendors needs to look for a
company that understands their specific needs. This article offered very useful and timely
information from very diverse vantage points and thus would be a great resource for those who
are looking to move their schools and districts toward using BYOD programs.

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013

Article 7:
Shaltry, C. (2013, May/June). Situated learning with online portfolios, classroom websites and
facebook. TechTrends, 57(3), 20-25.
(Professional Practice)
Summary: Situated learning with online portfolios, classroom websites and facebook by Chris
Shalty, et al., is a discussion about a technology course offered in the pre-service teaching
program at Michigan State University. The authors explain that the purpose for this elective
course is to give future educators an opportunity to become literate in the use of technology,
open them to the idea of learning independently and encourage the use of mediums such as social
media to engage, communicate and learn from other educators. The hope is that these pre-service
students will take the experiences in this elective into their future work environments as their
pedagogical norm.
Critique: I enjoyed the optimistic tone of this article. Michigan State University has an
education program that sees the value of incorporating technology into their curriculum as well
as offering specific technology based courses. With all the conversation being had about
integrating technology into the classrooms, teacher preparation courses are beginning to realize
that some of the struggle may come from teachers inability to change their pedagogy after being
trained and implementing their training in a certain way. It was refreshing to read that this
particular program was hoping to breed a new type of pedagogy before new teachers even step in
the door. The course discussed in this article sought to show teachers how to learn and teach
using technology, something that many teachers in the classroom struggle with today. Often
times teachers run into the dilemma of taking the reigns off and this course allowed students to
navigate assignments such as building a website, with very little directions. By giving these
student teachers the opportunity to design their own products while learning new tools of
technology, the hope is that they too will offer their future students a classroom environment that
is free from restraints and instead encourages engagement and discovery through the use of
technology. Not only did this course look to inspire teachers to consider their own future
classrooms and how their present learning opportunities would translate, but it also intended to
assist future teachers in another area that often plagues veteran teachers: communication. It is no

Roderick Smith
Article Summaries
FRIT 8532 - Fall 2013
secret to veteran teachers that collaboration is the key to success in the field of education.
Teachers learn from each other and steal ideas as a way of growing and at times, surviving.
But with all the daily demands and time restraints that they are expected to navigate, there is
often little time left to truly engage one another. This particular pre-service course took an
innovative approach to encouraging future teachers collaboration skills. By using a familiar
mode of social media, FaceBook, these teachers took their collaboration into their own hands. As
this article stated that almost half of the adult population uses a social media site, with the
overwhelming majority being FaceBook. What a great way to connect people who are already
connected. It was also noted that initially another school supported site had been introduced and
very little students used it. By redirecting and researching what was already being used by most,
if not all, college students, the professors in this course did two things. One, they modeled
flexibility and the ability to seek new knowledge independently to reach a goal. And two, they
found the best medium for their pre-service teachers to begin to build a skill that will prove to be
invaluable in their future careers.
Article 8:
Stephens, W. (2012). Deploying e-readers without buying e-books: One school's emphasis on the
public domain. Knowledge Quest, 40(3), 40-43.
(Professional Practice)
Summary: Wendy Stephens, librarian at Buckhorn High school in New Market, Alabama and
author of the article, Deploying e-readers without buying e-books: One schools emphasis on the
public domain, privies her reader to the process she endured in deciding how best to meet the
literature and technology needs of her school. Wendy discussed how her process of transitioning
her schools library into a more electronically based resource started with considering what the
students were reading. Upon determining that the majority of her students were looking for
fiction for leisure or to accommodate the English departments reading requirements, she and her
staff began looking at how students fared with reading via electronic devices by encouraging
students to bring their own mobile devices. Wendy notes that through this basic research, she and
her staff realized that investing in hardware was the best decision and that the use of public
domain works would best suit their schools needs. Wendy details her decision making process

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Article Summaries
FRIT 8532 - Fall 2013
and the short comings on some of her decisions.
Critique: This article gives a personal and thus unique account of one librarian's quest to
transition her schools library toward incorporating electronic collections, in an effort to better
serve the student and teaching population. Librarian Wendy Stephens, discusses the decision to
purchase hardware in the form of e-readers, specifically the NOOK, for reasons such as the
ability to circumvent Amazons recurring billing and concerns about internet usage and filtering
challenges. Also the fact that that the NOOK was able to hold a charge for extended periods of
time meant that students and teachers would not be burdened with the responsibility of keeping
up with accessories. This is a challenged faced by many as we attempt to put technology in the
hands of our students and maintain its usage capabilities.These are all considerations that many
libraries will need to place on the table when having similar conversations about this task that all
have or will begin to undertake. Stephens does a great job of helping the reader understand that
while other forms of electronic reading devices may better suit their needs and in truth, hers as
well, the decision to start this ever changing journey towards technological advancement with a
more basic mode, the e-ink reader, stems from the need to learn and grow as needs and
challenges emerge. Stephens informatively articulates that this process is not one that will ever
be complete, instead it takes on-going research, evaluation and flexibility on the parts of the
library staff, teachers and students.