Description of Methodology of Research

Because technology should not be taught in isolation, my intervention must be delicately woven into the current curriculum and will therefore require some flexibility in planning. My overall plan is to gather background information, choose a few key places to attempt technology integration, record observations, and assess the impact on student learning. Finally, I will bring together all my findings and do an analysis to come up with some guidelines for implementing technology into a first grade classroom.

Before I begin my intervention I will attempt to gather background data on how technology is already being used in the classroom and how much exposure the students have with computers at this point. For the students, I will develop a quick survey that will be given aloud, informally while they are with their group on their first trip to the computer lab. I will find out if they have a computer at home, if they are allowed to use it, how often they use it, and what sorts of things they do with it. To determine the classroom technology background, I will use a combination of interviews and observations. I will ask each of the first grade teachers how they use technology in the classroom, and I will observe how it is actually being used.

Choosing which areas to attempt technology integration is the most difficult part of the intervention. Research shows that technology should not be taught in isolation; it is best used to complement the current curriculum. It should not take time away from student learning. Technology should be used to enhance learning, especially when other methods fall short. Other research explains that skills games are not advantageous despite the wide availability of skill-building software today. Another key point from my literature review is that technology should not be used as a reward for students. I concur; the students should see computers as a learning tool, not as a toy.

With all of this knowledge of what not to do, there is surprisingly little information on what should be done. I am inclined to believe that there is no single solution. Since technology needs to be incorporated into each lesson only where necessary, and each classroom is different, then the challenge is to think creatively and be aware of opportunities for technology to enhance student understanding of concepts. The integration of technology is still relatively new in schools, and the old methods of teaching work relatively well for most students, so it requires motivation on my part to attempt to improve the status quo. Opportunities for technology integration are not obvious, especially in a first grade class when the developmental level of the students requires hands-on concrete materials. I imagine this project will involve a lot of trial and error, so I will plan multiple ways of integrating technology to see what works. In addition to my planned interventions, I will keep a lookout for holes in the curriculum, areas where concepts are unclear, where learning can be improved with technology.

My first intervention will be with the red folder (advanced) math group. This group of students performs above grade level in math, and many of them outperform their peers in reading and spelling. While the rest of the class is learning math, they are often given challenging worksheets with problems to solve. The classroom teacher has been looking for ways to challenge them. There is a lot of leeway in terms of the curriculum for this group, so I will work with them to explore more advanced math concepts using software. I have chosen the software title GeoLogo to focus on the development of spatial sense and geometry skills. If time permits, we will move on to another software package to explore time, money, or measurement.

The second part of the intervention will be to set up a computer station in the classroom. This will be more open-ended, and will be connected (hopefully) to the daily workboard activities. Each day, the students have three or four “must do” assignments and three optional activities. The “must do” assignments usually entail a math worksheet and a couple of language arts worksheets. The optional assignments are always the same: silent reading, books on tape, and math games. I plan to add computers on to the list of optional activities. If I get permission, I will try to add a computer activity as a “must do” a few times.

The big challenge here lies in the fact that there are only two working computers in the classroom. Both computers are painfully slow and the OS X operating system will not run a lot of the software. I plan to bring in an old PC of mine and set it up with software that multiple students can use at the same time. I will also try to get at least one of the classroom Mac’s set up. This would be ideal because it would be sad for the students if I took the computer away when I left. If this intervention works out well, I want the current classroom teacher to be able to continue it after I leave.

I will choose some math and language arts software which will enhance the current curriculum. For example, we will be learning about time and money, so some days I will have software running that helps students work on their problem solving abilities using time and money. Other days, I might have some language arts application running which complement the curriculum such as the long ‘a’ sound. I plan to acquire this software by using my own collection, borrowing from the ERC, downloading from the internet, and using the school’s software.

Finally, for the science units including space and others, I will use the internet to print out pictures and find information to help the students learn about the planets. I might hook up a laptop to a digital projector to show the whole class an array of pictures. If we come up with a question that we cannot answer, perhaps we’ll ask an expert using the internet. This kind of thing is difficult to plan since I cannot predict what kinds of questions the first graders will have, especially related to science.

While implementing these interventions, I will use various data sources to keep track of my observations and findings. I will keep a log of any challenges that arise. I will continue to research the use of technology in the classroom by reading books and journal articles. I will have the students do write about what they have learned. Student work samples will be used to assess progress and learning. I will conduct informal interviews with teachers, parents, and students throughout the project. I will keep track of my informal observations and assessments in my technology journal. Some of the individual assignments will have more specific assessments ranging from pencil and paper assignments to observing the students knowledge and ability to solve the problems. I will devise more specific assessments as necessary.

My personal learning will be documented through my technology journal. Each week, as I make new discoveries about the use of technology in the classroom, I will take notes. Half way through the intervention, I will classify these notes into appropriate categories and look for areas where I need more information. Eventually, I will compile all the notes and create an analysis of my findings.

My students’ learning will be documented through student work samples and observation. The students’ performance on certain assignments will reflect their understanding of the concepts being assessed. I will keep informal notes on each group’s performance including where they succeed and where they struggle. I will also collect student writing samples related to projects involving technology integration and select samples of student work using a range of ability levels. I plan to use these assessments throughout the intervention to improve my lesson plans with better ways to help the students learn. I think it’s important to revise constantly the lesson plans based on the needs of the class.

From this inquiry, I hope to learn better ways to take advantage of current technology to enhance student learning. Of equal importance, I hope to find out when the use of technology is detrimental to learning. Once I come up with my final set of recommendations, I will begin to use them now and in the future to improve my teaching. I plan to continue this project when I have my own classroom and I have more control over the structure of each day. I expect that, as time goes by, more research and information will become available on the best uses of technology in the early elementary classroom.

This inquiry will help me to modify the curriculum or assignments to meet the needs of all students by adding another instructional tool to the array of tools already being used in the classroom. Some people learn from hearing; others learn from writing things down. Computers will present content in yet another way for students to think about. While reading and writing should certainly remain the priority in a first grade classroom, computer software can help complement these traditional methods of teaching by presenting information in innovative ways. I think it’s important for the technology to be integrated in a way that connects to and expands upon the students’ experience and knowledge. This project will help me examine my own assumptions and common school practices by forcing me to consider better ways to present concepts while constantly being aware of technology and student learning. There is a lot of software already out there, and there are companies currently looking to create software to aid the field of education. I hope to shed some light on what is needed for the enhancement of student learning so that teachers can begin to use the tools that exist efficiently and new software can begin to fulfill outstanding needs.

Literature Review (draft)

Due to the widespread availability of personal computers, many attempts have been made to integrate technology into the elementary classroom. Results vary from positively affecting student learning to taking time away from more traditional content. Studies have been done to determine the most effective ways of integrating computers into the classroom in order to maximize student learning.

When technology was first introduced into classrooms, reformers focused on the innovation instead of solving the problem of how to integrate technology into the curriculum. Many people thought that computers would magically make teaching easier. However, technology was not the “silver bullet.” Instead, it added a layer of complexity and was yet another thing that teachers had to learn and manage. Only over a long period of time, as teachers’ beliefs about learning changed, they began to find strategic ways to use technology to help students learn(Sandholtz, Ringstaff, & Dwyer, 1997).

In 1998, The International Society for Technology in Education (ISTE) published a set of educational technology standards in which computers are used as a tool to promote creativity, productivity, and effective communication skills (Green & Brown, 2002). These standards created a starting point for many teachers on what their students should know about technology and be able to do with technology. The creation of these standards was a big step forward, but even today, there is much discussion about how to integrate these standards into other areas of the elementary curriculum such as math, science, and language arts.

The best age at which children should begin working with computers is unclear. While it is widely agreed that computers can be used to enhance learning in grades 4-12, there is controversy over the extent to which younger children should be exposed to the technology. Child development experts consider it crucial to stimulate the five senses of children before introducing something as technical and abstract as a computer. In fact, children in this concrete-operational stage of development learn best when manipulating objects in the human and physical world(Oppenheimer, 2003). Thus, according to Oppenheimer (2003), much of the classroom time in grades K-3 should be devoted to concrete learning. He does allow that in upper elementary grades, computers can be used as a great learning tool, if they are used properly.

Most experts agree that the circumstances in which computers are used in the classroom determine whether they positively influence student learning. Some computers sit in classrooms collecting dust. Other computers are used for drill as glorified workbooks. However, when computers are used as technological tools to collect, organize, and analyze data; to enhance presentations; to conduct simulations; and to solve complex problems, technology has the potential to fundamentally alter teaching and learning(Sandholtz et al., 1997).

Teachers must learn to decide when the computer is the most effective tool for teaching and when it is not. “It is important that learner outcomes drive the use of technology, not vice-versa”(Ivers & Pierson, 2003, p. 38). “Technology should not be taught in isolation, but used as a tool to help students achieve academic goals”(Ivers & Pierson, 2003, p. 114). Too often, computers are used as a reward for good behavior or in other superficial ways. Computers should be used to support specific learning objectives. “Knowing how computers can help students learn is the first step in understanding when to use computers”(Ivers & Pierson, 2003, p. 115).

Green agrees that in order to use technology as a tool to increase student learning, well-defined objectives need to be articulated ahead of time. Traditional content objectives should be incorporated into the lesson plan from the start. Furthermore, assessment must not be overlooked; methods for evaluating the technology-based projects need to be developed from the start and communicated to the students(Green & Brown, 2002).

Choosing the right technology is also important. Most software designed specifically for educational purposes focuses on basic skill development. By contrast, tool software including word processing, spreadsheets, databases, and multimedia applications can lead to great opportunities for student critical thinking(Sandholtz et al., 1997). Some of the best software supports a constructivist approach to learning by emphasizing inquiry, problem solving, decision making, critical thinking, and reflection. When used correctly, multimedia production tools can enable students to construct knowledge that is meaningful, applicable, and memorable(Ivers & Pierson, 2003).

Sandholtz (1997) describes four key conditions necessary for technology to improve education. First, teachers need to confront their own beliefs about learning and the usefulness of different instructional methods. Next, teachers must recognize that computers are one tool among many, and they are only useful when incorporated in a meaningful curricular framework. Third, teachers need to create a culture that supports risk and experimentation. Finally, teachers must recognize that technology integration is a long-term, challenging process. Meaningful technology integration takes patience and persistence.

The proper support is another necessary ingredient towards using computers effectively. While many school districts allocate funds toward computers and software, there is often a lack of funds for professional development and ongoing support. In order to maximize the potential of the technology, teachers must be provided with training, access to support professionals, and a collaborative environment in which they can interact with other teachers using similar technology. Without this support, the purchasing of hardware and software may turn out to be a poor investment(Sandholtz et al., 1997).

Sandholtz (1997) reports that teachers who took steps to incorporate technology into their daily routines saw a clear, positive change in their students. Student engagement, productivity, and technical competency increased. Writing fluency increased, and the teachers observed the development of problem-solving and critical thinking skills. Students were more often working together to solve problems. Teachers began to have higher expectations of their students. Finally, teachers managed to reach students who had not excelled during traditional approaches, while traditional model students were being challenged by the new open-ended questions.

Despite the existence of best practices and standards, technology can be misused or ignored by educators who do not know how technology can benefit them or their students(Ivers & Pierson, 2003). Oppenheimer (2003) describes two very different classroom experiences. In one classroom, students worked together using both online and physical resources to predict accurately the results of a gubernatorial election. In the other classroom, one that was part of the Co-nect Program, organized around modern technology, students were working on PowerPoint presentations to describe the powers of Congress. One of the brightest students in the class proudly displayed his presentation to Oppenheimer (2003) and explained that he had spent seventeen hours on the project. Seven hours had been spent on research and writing. The rest had been spent on refining the graphics. This was an eleventh grade class, and the content of the presentation was on par with what would be produced with pencil and paper by seventh or eighth graders. Oppenheimer (2003) uses these examples to show that classroom computer use spans from encouraging critical thinking to wasting precious classroom time. He argues that the ten hours spent refining graphics should have been devoted towards actual content. It is an unfortunate reality that presentation software such as PowerPoint and other technology tools are similarly misused in classrooms across the country. So much time is spent on making things “look pretty” at the expense of students learning.

Edward Tufte (2003) shares Oppenheimer’s (2003) views on the use of PowerPoint in schools. He feels that the structure of presentation software forces the students to dumb down their writing in order to fit on a small slide. A report that once might have been three pages long is stripped and edited into a list of vague bullet points on a few slides. He argues that teachers are doing students a disservice by replacing papers with presentation software. According to Tufte, “The popular PowerPoint templates (ready-made designs) usually weaken verbal and spatial reasoning, and almost always corrupt statistical analysis”(Tufte, 2003, p. 3). The software results in “foreshortening of evidence and thought,…conspicuous decoration…, a preoccupation with format not content, and an attitude of commercialism that turns everything into a sales pitch”(Tufte, 2003, p. 10). A typical elementary school presentation has 10-20 words and a piece of clip art on each slide, with 3-6 slides. This results in the writing of about 80 words for an entire week of work. Tufte recommends that the students would be better off taking a class trip or writing an illustrated essay.

Green (2002) contributes a more positive view on presentation software and insists that this type of project can be incorporated into the curriculum. He suggests that multimedia production and media literacy skills need not be developed in a “content vacuum.” The school’s standard curriculum content should be integrated into each multimedia production project:
A multimedia project should not be viewed as taking time away from more traditional curriculum content. It should be something that causes students to get excited about learning more about the traditional content and to apply the most basic skills of writing, reading, and calculating in a way that is immediately relevant…It has been our experience as teachers that most students look at traditional content with ‘fresh eyes and ears’ when innovative technologies become part of the presentation.(Green & Brown, 2002, p. 16)

A quantitative study by Becker (2000) showed that teachers who prioritize the use of presentation software, such as Microsoft Powerpoint, report a higher in-class and out-of-class use of computers. He argues that:
When students can be found to be taking their school work seriously enough to be investing their energy in academic work outside of class time, then, whether extrinsically motivated by grades or intrinsically motivated by sincere interest in accomplishment, schools have succeeded in [breaking a hole in the wall between the teenagers’ world and the adult world](Becker, 2000, p. 2).
Similarly, a qualitative study by Keeler (1996) showed that the introduction of networked instructional computers in the elementary classroom positively affected teacher attitudes, teaching strategies, classroom climate, the role of the teacher, and the attitudes of students. However, nothing was said about the impact on actual student learning. Students were clearly happier, but were they learning more? These studies clearly show that students are motivated by technology, yet they do not prove that the students are learning more than they would if they were to experience more traditional means of teaching. Becker suggests that “it is widely understood that students’ attention, effort, and engagement in academic tasks is a critical intervening variable in determining [an increase in students’ subject-matter understandings and competencies]”(Becker, 2000, p. 3). He fails to cite a study that proves this concept.

Green (2002) is another proponent of presentation software. Similarly, he suggests that one of the most compelling reasons to incorporate multimedia into the classroom is the excitement it generates among students. Additionally, he argues that student-produced multimedia projects can be used to help students develop key visual and media literacy skills by providing students experience with the different components of media and various ways of presenting information(Green & Brown, 2002).

Most experts agree that technology has a place in the elementary classroom, and it can be a useful instructional tool if used properly. While there is much conflict over the proper use of presentation software, there is general agreement that technology needs to be tightly integrated into learning objectives. Unfortunately, this is not the reality in many classrooms today. In my own pre-practicum experience, the computer sat in the corner, never once turned on. Much work remains to be done on educating teachers in the proper integration of technology.

I will close with an important reminder. While using any internet-based technology with children, it is imperative to keep in mind the rules of cyber safety. A child’s identity should never be revealed online, photographs should be properly edited to conceal identity of the child, and photographs should never be linked to any personally identifiable information. In this world of information overload, we must do everything we can to protect our students.

References

Becker, H. J. (2000). Pedagogical motivations for student computer use that lead to student engagement. Educational Technology, 40(5 (Sept.-Oct.)), 5-17.
Green, T. D., & Brown, A. (2002). Multimedia projects in the classroom : A guide to development and evaluation. Thousand Oaks, Calif.: Corwin Press.
Ivers, K. S., & Pierson, M. (2003). A teacher's guide to using technology in the classroom. Westport, CT: Libraries Unlimited.
Oppenheimer, T. (2003). The flickering mind : The false promise of technology in the classroom, and how learning can be saved (1st ed.). New York: Random House.
Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology : Creating student-centered classrooms. New York: Teachers College Press.
Tufte, E. R. (2003). The cognitive style of PowerPoint. Cheshire, Conn.: Graphics Press.

Introduction

What happens to student learning when I integrate computer technology into a first grade classroom?

Technology has made its way into homes and workplaces all over America. Through trial and error along with numerous risks and investments, corporate America has developed innovative ways to increase productivity in the workplace. Technology has changed the way we communicate and has profoundly influenced many industries. Unfortunately, the field of education lags behind. While technology has become buzzword among educators and policymakers, there remains insufficient research on the best uses of technology to increase student learning in schools.

Many attempts have been made to integrate technology into the classroom. Some people think technology is the answer to all schools’ problems. Others thing there is no place for technology in schools, and the focus should be on more concrete core skills. I believe there is a balance. If integrated carefully and thoughtfully, technology can have a positive effect on student learning. Unfortunately, due to a plethora of issues including resource constraints, lack of training, compatibility issues, and ramp up time, technology is often not integrated in useful ways. I would like to take time this semester to learn more about the various hurtles involved with finding meaningful ways to incorporate technology into student learning.

My goals for this semester of full time work in a classroom include learning to manage a classroom effectively, learning to integrate multiple disciplines into each lesson, and learning reasonable ways to incorporate technology. In terms of my specific research question, I have five major goals. First, I will use interviews to document the main uses of technology in the classroom during the past few years. Second, I will observe and document the current use of technology in the classroom and its affect on the students. Third, I would like to keep track of all hurtles involved and record any hardware, software, or support needs. Fourth, I will integrate technology into my lessons when appropriate and document the effect on student learning. Finally, I will develop a recommendation to overcome some of the challenges and develop a set of best practices for integrating technology into the first grade classroom.

Technology is notorious for its bumps and glitches, so while I hope to achieve each of my goals, I realize that fourteen weeks will only be the beginning of my teacher research involving technology. As a former member of the technology industry, I reasonably expect things to move slowly, but I intend to set up computers in the classroom such that they can be integrated into the regular curriculum to enhance student learning. In order to have any hope of success, I chose to complete my practicum in a school that boasts of computers and internet access in every classroom.

If there were a simple solution to finding meaningful ways of incorporating technology, there would be more agreement on this topic among the education community. However, many contradicting journal articles exist on this subject. I fully expect to encounter problems throughout my research in developing and defining meaningful integrations of technology into the curriculum. One point that has become clear from my preliminary review of current research is that technology should not be taught in isolation; for this reason, I have made my research topic about integration. It’s a lot easier to teach about computers separate from other subject areas; however the real challenge lies in the integration. I believe I can overcome these challenges by keeping in mind my top priority: to enhance student learning. It all comes down to the students. I expect to find that technology is not always helpful. This is more than acceptable. It is just as important to understand when the use of technology is not appropriate to a lesson.

For my non-technology related goals, I expect to learn a lot through feedback, observation, trial, and error. I expect to struggle with classroom management and slowly work my way up to maintaining order. It is especially hard to maintain an atmosphere of positive reinforcement in times of chaos. I am sure it will be years before I can master my classroom management skills. For my goal of learning how to integrate multiple disciplines in each lesson, I believe this, too, will improve with practice. I will take notes and discuss ideas with my cooperating teacher on the best methods for integration. Luckily my classroom is already set up with a strongly interdisciplinary structure.

My time at the Lynch School of Education has greatly shaped my opinions on teaching and learning. I have experienced firsthand the differences among schools, classes, and individual students. Schools have different cultures, classes have their own dynamics, and each student has his own learning style. It is my role as an educator to help each student find success within his specific setting. I have developed an appreciation for reflection and its role in teaching and learning. I continue to explore my strengths and weaknesses. I hope to use reflection and feedback to learn about myself and improve my practice. Throughout my experiences in the classroom, I have maintained a curiosity about technology in education. This research should help me further define myself as a teacher and my philosophy on using technology in the classroom.

Teaching is unpredictable and research is fraught with its own challenges. Flexibility will be a key factor of success in this project. One of the biggest concerns I have about conducting this research is time. I want to accomplish so much in a small amount of time. On top of this, technology brings with it a whole set of issues. Members of the school community will have their own opinions on how and when technology should be used in the classroom. Some people think computers are just about skills games, others think computers are a waste of time, scary, or not worth the time at all. Even worse, many students and teachers see computers as a toy rather than a teaching tool. On top of this, I may not have the hardware, software, or the budget to test out my ideas.

Another concern I have is that my research findings will be limited in scope to schools with similar setups. There is such a wide variation in technology setups across schools that solutions for one school might not be possible in another. I hope to come up with some findings that are somewhat widely relevant and applicable.

The Lynch School themes of social justice, diversity, constructing knowledge, and collaboration are intertwined with my student teaching and research. I will address how my specific research question applies to each of the key themes. In terms of social justice, all students should have access to technology. They should have the opportunity to benefit from advancements in technology. The hi-tech industry has made vast sums of money from businesses and consumers. I would like to see some of that money and effort directed towards future generations. Schools are a wonderful investment.

Technology is a useful tool for accommodating diverse learners and diverse learning styles. There is a broad range of accessibility-focused technology such as screen reading software and ergonomic hardware that allow students with special needs to become more involved. Often times, technology acts as a motivational factor. Many computer programs adapt to a student’s level or pace, and can therefore be used for varied instruction.

If technology is used in a meaningful way, it should be helping students construct knowledge. This is one reason why some researchers are against skills games that drill students on facts. While software can be used to aid in memorization, I would like to focus on learning of conceptual information. Plenty of software exists which follows a more constructivist approach. The way it is used also plays a big role on the nature of learning.

Finally, collaboration plays a key role in making this project excel. Technology tools can be used for teachers to collaborate with each other. Classrooms can collaborate across the country using the internet. Students can work together to solve problems together and learn from each other. Since the four themes of social justices, diversity, constructing knowledge, and collaboration are essential to ensuring that all students are learning, each will play a part in my research.

All of this background information will inform my research by helping me to anticipate problems and create contingency plans. The themes will help focus my research and provide a framework for evaluating student learning in my classroom. Prior knowledge has taught me the invaluable qualities of patience, creativity, flexibility, and perseverance. I will keep these qualities in mind as I pursue my research.

Description

This is where I will keep my notes on technology in the classroom. I recently switched from the technology field to elementary education. I'm doing some research on how technology is integrated into the classroom. I'm hoping to find out what works, what doesn't, and what schools, parents, and teachers need.