Shanna Floyd FRIT 7235 Article Summaries Citation Ting, Y.-L. (2010).

Using mainstream game to teach technology through an interest framework. Educational Technology & Society, 13 (2), 141-152. Identification Research Summary Teachers often use technological learning games as ways to engage student interest. However, the interest created with these tools is often merely situational interest, which may fade as the games lose their novelty. In addition, these technological learning games are rarely used to teach the technology required to build the game. The author proposes that by using a three-phase pedagogical framework, student interest can be generated and maintained, which will help them learn science concepts and encourage them to pursue science as a career. In the plan, the Nintendo Wii will be used to create interest in and teach infrared technology, including its place on the electromagnetic spectrum and its applications. Phase 1 of the framework consists of bringing a mainstream game, the Nintendo Wii, into the school context. The novelty of the game in school will arouse emotional interest, the first type of situational interest. In Phase 2, students are transitioned from emotional interest to cognitive interest, the kind of situational interest needed to learn subject matter. Cognitive interest will be aroused first by exploring how the infrared sensor bar on the Wii works. Cognitive interest will also be generated by interrupting the working of the sensor bar. Phase 3 is building the students personal interest by providing them with background information about infrared. The actual study included forty-eight students from three vocational high schools. These students attended a winter camp held by a college. At this camp, an activity called Wii was presented, which followed the framework described above. The students filled out a pre-activity questionnaire to measure their familiarity with and interest in the Wii. They also filled out a postactivity questionnaire intended to measure their satisfaction with and interest in the Wii, infrared, and the learning activity. They also rated their own learning. The pre-activity questionnaire showed that the students were not all familiar with the Wii, but that they think it is an interesting game and interested in playing it. In the post-activity survey, students indicated that they were satisfied and interested in the Wii, infrared, and the learning activity. They highly agreed with the statement, I would like to find further information about the IR, seeming to indicate a high level of personal interest.

According to the author, there are several implications of this study. First, games can be used to generate emotional interest, which can then be transitioned to cognitive interest, and finally to personal interest. Second, rather than following the traditional sequence of teaching science concept, technology, applicationinstructors should consider reversing this sequence to engage unmotivated learners. Finally, technology should play a new role in education, especially science education. Rather than simply be used to deliver content, technology should be used as part of the curriculum and to motivate students. Critique I found this article very interesting. As states around the country adopt the Next Generation Science Standards, there will be an increased focus on the technology and engineering aspects of science education. This article presents a novel way to incorporate technology in the science classroom and use it to motivate students. Although this study was conducted with high school students, it could be used with very little adaptation with students at any level. I would like to see more studies on lessons like thesethe sample size of forty-eight students seems small. Also, in addition to student self-evaluation, there was only one question on the survey that sought to measure student understanding of the conceptthey were asked to identify the applications of infrared discussed in the activity. I think a more comprehensive assessment should be included to truly know how well the students understood the concept. Finally, the author assumes that because students indicated on the survey that they wanted to find more information that they had a high level of personal interest. I believe a better way to measure this would be to administer a survey at a later date and see how many students actually found more information.

Citation Short, D. (2012). Teaching scientific concepts using a virtual world-Minecraft. Teaching Science, 58(3), 55-58. Identification Professional Practice Summary This article was written to introduce the idea of using video games, particularly Minecraft, in the classroom. Minecraft is a sandbox building video game. The world in the game is analogous to our own in many ways. Materials that exist in the real world also exist in Minecraft and often behave in similar ways. These materials can be collected and then used to build. They can also be combined to create new objects (such as mixing ingredients to make a cake). Because of the similarities to our own world, this virtual world can be used to teach many math and science concepts. The author presents a variety of uses for Minecraft in the classroom, covering several disciplinesbiology, ecology, physics, chemistry, geology and geography. In addition to describing learning activities, he includes many web addresses to help find these activities already created. According to the author, video games should be added to teachers toolkits rather than being ignored by academia. Video games and simulations, Minecraft in particular, are increasingly being used in the classroom. In addition to being an innovative teaching technique, Minecraft also provides the opportunity for collaboration among teachers. Instructors can work together to build lessons and activities in the game. Critique I had already been exposed to the idea of using Minecraft in education, and this article gave me some specific ideas on how it can be used to teach my foruth grade standards. Minecraft is extremely popularevery preteen and teenager I know plays it. I think incorporating such a popular game into my instruction would increase student motivation. The article does seem to assume that it will be possible for every student in the class to be on the game at the same time. I would like to see some of these activities adapted for limited access to computers and other devices.

Citation Molen, K. (2009). Wee wikis: Implementing the use of wikis with elementary students. Library Media Connection,27(4), 57-58. Identification Professional Practice Summary The author discusses her experiences using wikis with fifth and sixth grade students in the school library. She used PB Wiki and Wikispaces to discuss the novels that her students were reading. The novels were tied to social studies standards. She also gives advice on how to implement wikis for the first time. She stresses the importance of teaching students what a wiki is and how to use it. She suggests simple, careful organization of pages. Readers are encouraged to invite parents and administrators to join the wiki. Guidelines should be established that make it clear that the wiki is an extension of the classroom. Although the teacher is able to monitor the wiki through her own account, it is also important to look over the students shoulders to check for off task activities on the internet. By using wikis, the author was able to implement technology in a new, effective manner. Students were excited and could not wait to come back to the library. They also worked on the wiki at home. Critique The guidelines in this article cover many of the small details that often go overlooked in the planning stages of trying something new. The article is a helpful guide to have on hand to avoid problems as you implement wikis in the classroom. Although the author writes a little about how she used the wikis with students, she does not go beyond telling the reader that they were used in connection with books. I would like to know more specifically what kinds of activities she and the students completed on the wikis. I would also like to know what kinds of activities worked and which ones did not. I have often thought of using wikis in my classroom, but I am not sure of the best way to use them. Im glad to have this guide on the technicalities; however, I would also appreciate guidance on the actual instructional activities.

Citation Koopman, B. L. (2010). From socrates to wikis: Using online forums to deepen discussions. Phi Delta Kappan,92(4), 24-27. Identification Theory-into-Practice Professional Practice Summary The author wanted her elementary students to engage in high-level, Socratic-type discussions about the books they were reading. Students who are involved in this level of discussion are motivated by curiosity to ask more questions, eventually leading to deeper understanding. She also wanted an easier way to document discussions. She explored several options, but ultimately decided to use a message board on a wiki. The teacher tried several methods of inserting herself into discussion. She found that both initiating a topic and providing a guiding question when a thread stalled actually reduced student response. More students responded more often when the teacher remained as an observer. The wiki provided an emotionally safe environment, free from side-conversations the teacher might miss in the classroom. It also allowed more time for reflection. Students who could not think quickly enough in class had time to consider before they posted. Students also reported thinking about their books more often, rather than only while reading. The wiki remained as an artifact of the discussion, simplifying documentation. Students printed out discussion threads to include in their self-assessments and portfolios. They were able to use their own writing for reflection and self-assessment. According to the author, online tools are a way to get all students thinking deeply. Her message boards deepened the understanding of her students. They allowed her students to pose powerful questions which lead to meaningful learning. Critique One of the most common complaints I hear from teachers is that students do not know how to think and that we do not have time to teach them how to think. This article presents an idea to help teach children how to think and ask high-level questions. I work with gifted and high achieving students during my schools extended learning time, and using a wiki for class discussions might be a way to build their critical thinking skills. I find myself skeptical that all of the students in the class were contributing at such a high level. I would like to see this report from one classroom expanded into a research study to discover if these results are consistent.

Citation Kitsis, S. (2010). The virtual circle. Educational Leadership,68(1), 50-56. Identification Professional Practice Summary The current generation of teenagers was born into a digital world, and teachers are being challenged to use technology more effectively to engage them. The author used social networking through a blog to supplement her traditional literature circles in her 11th and 12th grade English classes. The traditional literature circle consisted of a group of students meeting regularly, usually once a week for four to five weeks, to discuss a book they chose from teacherprovided options. In her new literature circles, students still met face-to-face, but they also communicated through a class blog moderated by the teacher. Assignments were structured in the beginning, with a requirement for the frequency of posts and a limited length. Students were more engaged through the blog, checking in frequently outside of class. Students communicated about their books more often, and online discussions improved classroom discussions that once lagged. On the blog, students asked questions at all levels, including analysis, synthesis, and evaluation. They were active readers, making predictions and connections to their lives. Students were able to disagree and challenge one another civilly. Students who had trouble keeping up with classroom discussions had time to think before they responded. The teacher was able to monitor the online discussions of every group without missing anything that was said. She was able to document student work without the use of paper assessments. At the end of the article, she provides a list of questions to help those planning to implement a blog in their own classrooms. Critique Although the article was written about high school students, many of the implications still hold true for me as an elementary school teacher. During class discussions, there are always a few students who dominate the conversation, and a few others who barely say anything at all. Using some sort of online tool for discussion would give everyone a chance to participate at their own pace. The author used her one classroom blog for all of the discussions. She created a post for each group, and their discussions were held in the comments section. If I were to implement literature circle blogs in my classroom, I would create a blog for each group. This would make it easier for group members to find their discussion and lessen the chances that they would be distracted by someone elses discussion.

Citation Smythe, S., & Neufeld, P. (2010). "Podcast time": Negotiating digital literacies and communities of learning in a middle years ell classroom. Journal of Adolescent & Adult Literacy, 53(6), 488-496. Identification Research Summary Many schools in North America struggle to provide effective instruction for their ELLs. There is a call for more research on strategies to support ELLs learning, particularly multimodal literacy instruction and digital literacy interventions. The podcast project described in this article was intended to help fill the gaps present in research. The study consisted of a seven month digital literacy intervention in a classroom that included grades 6 and 7. Information was gathered through observations and interviews. Print literacy skills before and after the intervention were not formally assessed. In the podcast project, students wrote and illustrated stories for third grade buddies. The typed stories and illustrations were posted online so that students, teachers, and parents could read them. Students also used GarageBand to create a podcast of them reading their story. This podcast could then be played while reading the story online. Students worked together as authors and producers to create these podcasts. Those who had mastered the technology assisted those who had not. The podcast project engaged students in reading and writing. The authors believe that three factors contributed to this engagement. The first was the students ability to use a variety of semiotic resources, the actions and artifacts we use to communicate. In the project, semiotic resources were multimodal and included writing, audio, illustrations, photos, font colors and styles, etc. The students were careful to choose sound effects that created the appropriate mood. The second factor was the third space pedagogy. Students and teachers both saw podcast time as separate from regular classroom time. It was a time when students were free to be more creative and playful in their work. The third factor was writing for an invested audience. Since students knew that their stories would be posted and available for anyone to view, they spent more time getting it right. As they recorded their podcasts, they discussed and revised their writing to make it better. This constant revision is something students often fail to do when only the teacher will read their writing. While researchers saw an increase in student engagement in reading and writing, the podcast project turned out to be more enrichment that pedagogical transformation. It was difficult to reconcile the project to required standards and resources were limited.

Critique As a teacher of ELLs, I am always looking for ways to reach them and engage them in the classroom. I think an integrated, authentic task like the one described in the article would be helpful not only to ELLs, but to any struggling reader or writer. While I understand the authors concern that it is difficult to match the project to standards, I believe it coincides with enough standards to make it worthwhile. The lack of quantitative data makes it difficult to know the true impact of this project on student skills. A formal assessment before and after the intervention would make it clear whether or not the intervention is effective.

Citation Lee, L. (2012). "A learning journey for all": American elementary teachers' use of classroom wikis. Journal of Interactive Online Learning, 11(3), 90-102. Identification Professional Practice Summary Most research about wikis focuses on secondary or higher education. This article discusses the use of wikis by elementary school teachers. In spite of obstacles such as a lack of time, resources, and support, many teachers across the nation are using wikis to foster a child-centered learning environment. Seventeen elementary school teachers from various grade levels participated in this study. These participants were identified through their wikis on different sites. Interviews were conducted via email exchange. The researcher sorted responses into major categories, separating them by grade level and discipline. In the primary grades, part of the wiki process was generally completed by the entire class through the use of an interactive board. Teachers often modeled the use of wikis. Wikis were also used as assessments and a way to discover a childs interests and needs. In the upper grades, there was more collaboration, especially in the discipline of writing. Students went through the writing process, revising and editing one anothers papers. Wikis were also used to individualize learning. Teachers saw several benefits to using wikis. They felt that the school-home connection was strengthened because parents could see what has happening in the classroom. Children were more motivated because they knew that a large audience could see their work. Wikis also met the needs of a techno-savvy generation preparing for the 21st century. Critique This article gives the reminder that teachers need to be willing to make time to try new things. Our students and their needs are constantly changing, and we must be adaptable to keep up. The article gave me several ideas for incorporating wikis into my elementary classroom. All of the descriptions of activities in the article are brief blurbs. More detailed explanations might inspire reluctant teachers to implement wikis. All of the data is anecdotal. The author presents activities and opinions, but does not tell us how many of her participants do that activity or share that opinion.

Citation Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students collaborative writing. Educational Technology & Society, 14 (1), 43-54. Identification Research Theory-into-Practice Summary This article explores the use of a wiki to scaffold student learning. Thirty-eight students in a primary 5 classroom in Hong Kong participated in an intervention program during their English writing classes. Students worked together in small groups to complete a nonfiction writing piece on their wiki. Data were collected through student and teacher questionnaires, a teacher interview, focus group discussions, and editing records in the wiki program. Students and teachers generally had favorable opinions of using the wiki. There were some issues with accessibility, both at school and at home. However, the students enjoyed using the wiki. It allowed them to work together and to help each other write better. The groups who performed more edits to their writing generally had higher writing scores. Edits overall focused more on content, possible because of spellchecking provided by the wiki site. Teachers will still need to scaffold student use of wikis. Students will need to be taught prerequisite skills for working online. They will need to be instructed in how to paraphrase and credit the source. Some students will also need to be taught how to focus on and revise the content. Critique With a little more information, this intervention could easily be implemented in an elementary classroom. Giving students a chance to work together on research, writing, and revision helps foster critical thinking skills. I find it interesting the student comments focused on content rather than mechanics when it is so often the opposite for pencil and paper writing assignments. The wiki as implemented in the study had some problems. There were long delays when multiple groups were trying to log on to the wiki site. Implementing this strategy would certainly require adequate resources.