Winslett, Page 1

Elizabeth Winslett
10 Capstone Annotations
Acelajado, M. J. (2011). Blended learning: A strategy for improving the mathematics
achievement of students in a bridging program. Electronic Journal Of Mathematics &
Technology, 5(3), 342-351. Last accessed on November 9, 2014 at
http://content.ebscohost.com/ContentServer.asp?
T=P&P=AN&K=67542885&S=R&D=a9h&EbscoContent=dGJyMNHr7ESeprM4zdnyO
LCmr0yeqLBSr624TbSWxWXS&ContentCustomer=dGJyMOnb7Em549%2BB7LHjfP
EA
The study looks at how to determine effectiveness of blended classrooms compared to the
more traditional feel of face-to-face classrooms. It is looking specifically at 40 students in a
bridging program and their achievement in algebra. The study follows 40 students attending the
De La Salle University, College of Saint Benilde. The researchers used an experimental design
in which 2 classes of 20 students were alternately exposed to the 2 different types of learning
environments. The students test scores were then analyzed. They took both pre and post tests
for each topic taught. The conclusion of the study was that in this bridging program, blended
learning was far more effective of a learning strategy then its more traditional friend, face-toface. The researchers aim was at high school students in a bridging program between high
school and college in an Algebra class. The aim was to see how to better help high school
students prepare for college level classes. The intended audience of the article was Mathematics
teachers looking at using a blended learning system in their classroom. A limitation to this study
was that students seemed to enjoy taking part in the study. This might have caused some bias in
the response of the blended learning answers. There was also a shortage of different online

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resources for the blended classes to use. Maybe now with the recent explosion of blended and
flipped classrooms, more resources will be available for future study.

Butt, A. (2014) student views on the use of a flipped classroom approach: Evidence from
Australia. Business Education and Accreditation, 6 (1), 33-43. Last accessed on
November 9, 2014 at http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6062fba03bcf-4eda-a0c0-b670b0dd3d0f%40sessionmgr113&vid=36&hid=117
This article discusses the feelings of the student in a flipped classroom. Students were at
first very skeptical of the flipped classroom approach, but became far more inclined to the idea
after completing the course. This study takes place in at the Australian National University in the
final course of an undergraduate actuarial program. The targeted audience of this study is a
teacher or school whom is looking to incorporate a flipped classroom atmosphere into their
school A group of students was surveyed at the beginning of the course and then again at the end
of the flipped class. The flipped classroom took place during the second semester of the school
year. The results of the surveys completed as a part of this study clearly indicate that the students
felt as if they learned more when they were completing activities, followed by readings, and
other learning activities. The limitations of the study include culture of the students in the survey
and the number of the students surveyed. This is a promising student for me. The capstone I am
trying to complete would be slightly based on a flipped classroom. These students who are out
on health leave would use the material online to teach themselves and then ask me questions
when they returned to class.

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Cascaval, R. C., Fogler, K. A., Abrams, G. D., & Durham, R. L. (2008). Evaluating the benefits
of providing archived online lectures to in-class math students. Journal Of Asynchronous
Learning Networks, 12(3-4) 61-70, Last accessed on November 9, 2014 at
http://files.eric.ed.gov/fulltext/EJ837515.pdf
This article presented information that examines the impact of online video lectures and
notes in an in-class setting. The article looked at an archiving system that allowed students
access to videos and notes from the lecture they just experienced in class. The study analyzes
how students at The University of Colorado at Colorado Springs have benefited from having
these materials made available to them. Fifty-one students completed a survey emailed out to 7
different mathematics classes offered at UCCS. These 51 students completed both a traditional
math class and a class in which archived lessons were offered. These 51 students agreed that
the more difficult the class was perceived to be, the more positively respondents rated the
archived systems; the higher the grade received, the more satisfied the respondents were with the
archived system; and the higher the total satisfaction rating, the lower the expected grade had the
class been offered without access to the archived system (Page 66). The research is looking at
college students taking mathematics classes in the west. The limitations were the lack of students
willing to take the survey as well as some limited technologies and maintenance issues. The
author envisions that some type of archiving will become standard practice in a lot of college
classrooms. The targeted reader is college professors and teachers looking to enhance out of
class study techniques and aiding to keeping students up to date on material after they have
missed classes. The study used random sampling of students enrolled in 2 different types of
mathematics classes. The study used a survey of 20 Likert questions on an 8 point response
scale. One resource that was used that seems to be looking at a similar idea is blending online

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and traditional instruction in the classroom. This research article relates to my capstone project
because my project deals with how to use technology to extend the reach of the classroom. I am
looking to see if putting additional resources, class lectures, and notes on an online platform will
help students who are absent from school often due to medical reasons as well students who are
struggling with the material in class.

Ciampa, K. (2014) Learning in a mobile age: An investigation of student motivation. Journal of

Computer Assisted Learning, 30, 82-96. Last accessed on November 9, 2014 at
https://kennesaw.view.usg.edu/d2l/le/content/600579/viewContent/11909196/View
This article looks at a single case study of teachers and students in the 6th grade who
implemented technology in their classroom as a part of the instruction process. The teachers
used tablets as the technology in their classrooms. The study reported consistent finding to the
Malone and Leppers taxonomy of intrinsic motivations for learning. The study looks at the
perceptions of the students and teachers regarding the motivational opportunities for using the
tablets in the classroom. One of the biggest conclusions for them study was that the challenging
atmosphere the technology added and the immediate feedback that could be given played a huge
role in the motivation of students and the success of using the tablets. The scope of the article is
looking at how to help middle and elementary school teachers looking to add tablets to their
existing curriculum in the subject matter that they teach. Some limitations listed in the article
including the sample size of the population and the lack of a control group. The article stated
that there was a need for further studies on the topic with a larger, more varied sample size to
really enhance the clarity of the current findings and make a stronger connection between
motivation and learning outcomes. The intended audience is teachers who might be looking to

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add the element of technology or tablets to their existing curriculum. The research used
interviews to collect data, a teachers blog, some observational field work as well as some
ecological surveys of the community members. This article relates to my project because it sheds
light on how I might be able to use the motivation that this article discussed to help my students
be motivated to study outside of school while they are out on medical leave.

Devlin, T.J.,Feldhaus, C.R., Betrem, K.M. (2013) The evolving classroom: A study of traditional
and technology based instruction is in a STEM classroom. Journal of Tehcnoloy
Education, 25 (1), 35-54. Last accessed on November 9, 2014 at
http://files.eric.ed.gov/fulltext/EJ1020183.pdf
This article looks at using technology to create more accountability and focus in the
Science, Technology, Engineering, and Mathematics (STEM) classrooms. The problem they are
addressing is the lack of student ability to follow directions and focus on their work. Their goal
is to see if using technology in the classroom can help address this. The scope of the article is
1,100 students in STEM classrooms at high need urban middle schools. The intended audience
is teachers who work with these types of students wishing to increase their students ability to
follow directions and focus on any given activity. The study created 2 different types of
instruction, one by video and one by a teacher. The participants indicated that they felt there was
no different in the quality of instruction between the teacher and the videos. They felt that they
understood each type of instruction well. However, their actions indicated otherwise. The
instructions were more precisely and correctly followed when given by the actual teacher as
opposed to when given in video or technology form. Students given the video instruction were
more quickly to recall their feelings and understandings of the video as opposed to the actual

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teacher instructions. The article stated that a limitation is that more research with more
participants is needed to further verify these findings. It also stated that different type of
technology based instructions need to be investigated. The data was collected via interview,
classroom observations, and survey. This article does not help my project much but it was a very
interesting read. It does relate to my previous articles of using technology in the classroom, but
this article seemed to have negative connotations with the technology used in the classroom.

Kervin, L., Verenikina, I., Jones, P., Beath, O. (2013) Investigating synergies between literacy,
technology, and classroom practice. Australian Journal of Language and Literacy. 36 (3)
135-147. Last accessed on November 9, 2014 at
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6062fba0-3bcf-4eda-a0c0b670b0dd3d0f%40sessionmgr113&vid=22&hid=117
This article discussed the recent digital reform in the use of technology is a tool for
literacy reform. The research in this paper aims to look at how technology is being used in the
classrooms and how to create and support more pedagogic activity. The conclusion of the study
was that teachers did not have the resources available to them in order to make the technology
readily available for students in the classroom. The teachers did not have the time to make the
material to be used with the technology and they did not have the access they needed to the
technology they needed. The scope of the research was primary school teachers in Australia.
The limitation discussed in the study is the group of teachers selected. The members used for
this research were self-selected and therefore create a risk for generalizing the findings for a
group outside of the research sample. The audience is intended to be primary school teachers
who wish to improve student literacy and expose their students to Twenty-first century

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technology. The article used teacher surveys and classroom observations to get their data. This
article is in similar theme and tone to several other articles reviewed in this annotation.
Technology was more of a hindrance when not used correctly. Materials must be made and
technologies must be available in order to first use the technologies in the classroom. The
research did state that technology use was able to enhance the literacy levels of the students.

Martin, F., Parker, M., Allred, B. (2013) A case study on the adoption and use of synchronous
virtual classrooms. Electronic Journal of e-Learning, 11 (2) 124-138. Last accessed on
November 9, 2014 at http://files.eric.ed.gov/fulltext/EJ1012878.pdf
This case study looks at how a University adopted a virtual classroom in their online
classes. The authors wanted to know what factors and features influenced the adoption of the
technology, how the faculty liked the new system, and how it changed their teaching styles. The
audience of this article is any school looking to implement any type of synchronous online
system for the classrooms. The scope is the 602 full time professors and 288 part time professors
at the Southeastern University in the United States. Approximately 5% of the faculty members
use the online synchronous technology. One limitation discussed in the article is that the features
of the synchronous technology were not investigated. The data might have been skewed due to
the limited number of survey and interview participants. Data was collected vie survey on a
voluntary basis form the teachers who were using the technology. Approximately 44% of the 5%
of teacher who use the synchronous technology completed the survey. Interviews were also
conducted. Teacher participants concluded the synchronous software they were using were very
advantageous compared to other teaching methodologies and were very compatible with their
existing materials. The teachers liked that they could archive their class sessions. This article is

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very helpful to my project and follows the theme of my project. I might be able to record in
class lesson and turn them into archived lessons for students who have had to miss class due to
health problems. It gives me several ideas on how to best help my students who are sick.

Martinovic, D., Manizade, A. G. (2014) Technology as a partner in geometry classrooms.

Elctronic Journal of Mathematics and Technology, 8 (2) 69-88. Last accessed on
November 9, 2014 at http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6062fba03bcf-4eda-a0c0-b670b0dd3d0f%40sessionmgr113&vid=16&hid=117
This article discusses the use of technology in the geometry classrooms. The technology
was used as a partner to the curriculum and the teacher. The technology was geared to deal with
the misconceptions in students about different geometry conjectures. In conclusion, the
technology seemed at some points to be a bigger hindrance to the students then using normal
paper manipulations. The technology used by the teachers before the lesson allowed them to see
all of the different types of connections the concepts they were teaching could make to other
topics. A limitation listed in the article is that the activities done in the classroom must be
precisely and specifically calculated and described for the students. The article does not list a
specific scope of individuals used in the research but only tenth graders in high school learn
geometry. The audience would be any teacher wishing to incorporate technology into their
geometry classrooms. The research methods used were observations of the technology used in
the classroom as well as teacher interviews. This article speaks highly to my project as it shows
the importance of preplanning lessons that are heavily technology based. The article also shows
me that I have to be ready to have a backup plan if the technology should fall apart.

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Randall, D., Dean, D., Ball, N. (2013) Flipping the classroom and instructional technology
integration in a college-level information systems spreadsheet course. Educational
Technology Reasearch and Development, 61(4), 563-580. Last accessed on November 9,
2014 at http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6062fba0-3bcf-4edaa0c0-b670b0dd3d0f%40sessionmgr113&vid=44&hid=117
This study explored how technology can be used to teach other technology skills as well
as to look at the benefit of a flipped classroom environment. The scope of this study in an
introductory Microsoft Excel class taught by the Information Systems Department in the Marriott
School of Management at Brigham Young University. The participants were undergraduate
students during the winter semester of 2012. The proposed audience would be a teacher or
school looking for research on a flipped classroom structure. This study used a pretest and
posttest quasi-experimental research design with a cross case comparative approach to the data
analysis. In the course evaluations students rated the effectiveness of course materials and
activities higher in the regular and flipped treatments than in the simulation treatment In the
course evaluations students rated the effectiveness of course materials and activities higher in the
regular and flipped treatments than in the simulation treatment (page575). One issue facing the
researchers was limiting the number of extraneous variables during the study. There was also an
unequal sample size in the groups that were formed. This article looks at the usage of a flipped
classroom to teach necessary technology skills. This could be useful in the research for my
capstone because I believe a flipped classroom approach would be beneficial to my students on
health leave.

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Shcreyer-Bennethu, L., Alrbright, L. (2011) Evaluating the incorporation of technology and
application projects in high education mathematics classroom. International Journal of
Mathematical Education in Science and Technology, 42 (1), 53-63. Last accessed on
November 9, 2014 at http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6062fba03bcf-4eda-a0c0-b670b0dd3d0f%40sessionmgr113&vid=36&hid=117
This article discusses the qualitative and quantitative results of using interdisciplinary
projects and using more technology in the three Calculus class offered at a university. The scope
of this article is college students in Calculus one, two, and three. Twenty-four students at the
University of Colorado Denver were interviewed four times over the course of 2 years. One
limitation mentioned in the study is the sample size. More studies with more participants will
need to be complete before their findings can be taken with a lot of weight. The audience is any
teacher looking to include more technology or interdisciplinary projects into their classroom to
help create deeper understand in their students. Student interviews were used to gather data on
the topics. They researchers also used the grade point averages of 160 students at the completion
of the three calculus courses. In conclusion, this study found that the average grade point
averages of the students who complete the interdisciplinary projects increased from .05 to .25.
The students showed mixed feeling on the projects but it is evident that they helped them
understand the material more. All but one student said they enjoyed the class with the technology
in it and felt comfortable using the technology. Some instructors however, are still timid in using
the technology. I see this is every school that I have worked in. Some of the more experienced
teachers are still very hesitant in using the technology in the classroom.