1. Guidelines for Research Article Review Chart ReferencePurposeResearch Questions ParticipantsMethods Data Analysis Limitations/Results/Implications Reliability/Findings Validity Lee, K. (2009).The study sought to - The incorporation of56 New Zealand year 7-8 The instructors were The focus of the data was None discussed - Responses made within Many college professors Technology lecturerinvestigate the integration technology into the (11-12 year old) students,given an initial the quality of response, the first few months were in the department of turned technologyof technology education weekly schedule.6 lecturers from a nearby questionnaire and follow not the quantity ofmore negative than theeducation are former teacher. International into the students weekly - The influence thiscollege.up interviews to obtainresponses. initial comments at the teachers; however, it may journal of teaching andschedule. The study immersion has on theviewpoints of the start of the investigation. be helpful to have them learning in higher focused on the instructorsinstructors.successes of theshadow teachers for a education, 20(2), 79-90. and their views of theintegration courses.- After the first few while before they take on Retrieved from ERICeffectiveness of themonths, positiveclasses of their own again. database.technology classes. comments became moreThis allows for theprevalent.professors to get backinto the swing of thingsand evaluate the problemswithin the classroom thatthey are prone toexperience. While implementing aninstructor to teacher role,its important that theprofessors have anopportunity for support.Gray, L., Thomas, N., andThis study sought to find The following topics were NCES identified 2,005 A national survey, The statements of Adjustments for multipleThe researchers providedMany differences were Lewis, L. (2010).out how many teachers addressed within thepublic elementary and conducted by the Nationalcomparisons made were comparisons were not the following findingsfound between low and Teachers use of are using technology in surveys:secondary schools in theCenter for Education tested for statisticalincluded in the data. The (among others): high income schools in educational technology intheir classrooms on a - Computers within the50 states and the DistrictStatistics (NCES), was significance at the 0.5 researchers also did not - 97% of teachers had atregards to the answers U.S. public schools: 2009. regular basis and whatclassroom and those of Columbia. Theseused at the individual,level using t-statistics. examine the relationshipsleast one computer in the given. Therefore, the data National center fortypes of technology are available through mobileschools were asked to school, and district levels. between variables andclassroom; 57% of supports that there are education statistics,available to teachers inlabs. send sample lists of full- how this might affect theteachers could bringdifferences in terms of institute of education their schools.- Internet access for these time teachers. Of these The study focused on the data. computers into thetechnological sciences, U.S. departmentcomputers.teachers, a sample groupuse of technology in theclassroom.opportunities within low of education. Washington,- Availability and use of was selected andSpring/Winter 2009. - Internet access was and high income schools. DC. Retrieved from ERICtechnology during questionnaires were sentavailable for 93% of the database.instructional time. to 4,133 teachers.The data was collectedcomputers in theThere were no- Availability andand analyzed using theclassroom on a dailysuggestions given infrequency of use of Fast Response Surveybasis; 96% of the terms of future research.systems/programs on the System used by thecomputers that could beschool/district network.NCES. brought into the- Availability of remoteclassroom had access toaccess for school/districtthe internet.programs. - Computers were used in- Types of software and the classroom duringinternet sites used in theinstructional time: oftenclassroom for preparation,(40%), sometimes (29%).instruction, and- These technologies wereadministrative work.used often: LCD/DLP- The frequency ofprojectors (72%);student use of technology interactive whiteboardduring class. (57%), digital camera- Modes of technology (49%).used by teachers for- 97% of teachers hadcommunication withremote access to email,parents.and 85% of these teachers

2. - Amount and types of used the email often ortraining to use technologysometimes. Brunvand, S., Duran, M, The purpose of this study- The impact of a cohort The three-year projectThe data was a mixture of The pre/post test data was One limitation identified The study found that, Since pre-service teachers & Fossum, P. (2009).was to investigate theon technology literacyfollowed 17 student qualitative and analyzed using a paired- is the small number ofthrough the cohortare required to take a Preparing science impact of a professional and technology teachers, 17cooperating quantitative findings pre samples t-test.participants. The programs, the confidencetechnology integration teachers to teach withdevelopment programintegration among studentteachers, 5 universityand post surveys wereresearchers state that this and competence in course, its important that technology: Exploring a where K-16 networked teachers, cooperatingfaculty, and 3 studentused along with journal The qualitative data was program (42 participants) integrating technologythese students are learning K-16 networked learning learning community teachers, education andteaching supervisors. entries, portfolios, andmeasured by separating itwould be characteristicincreased.how to properly integrate community approach. The approach was content faculty, and observations. as: reading, describing, of what might betechnology into the Turkish online journal of implemented to provide student teaching classifyingconsidered a pilot for aThere were no significant classroom in a realistic educational technology, training and support for supervisors in a sciencemore extensive study.increases in thesetting. 8(4), 21-42. Retrievedtechnology integration ineducation program, Another limitation is thatfamiliarity and use of from ERIC database. science education.- The patterns in the study focuses onordinary computertechnology integratedvolunteers who all have functions.projects designed by thean interest in usingproject participants.technology in science.- The types ofThis is described asprofessional something that may notdevelopment activitiesbe representative of[that] promote and/or science educators ininfluence participating general.science educatorsFinally, the data had tooprofessional developmentfew in each subgroup toon technology integration be analyzed byin the classroom.subgroups. Bebell, D. & Kay, R.A program was pilotedThe study focused on:Five public and private After completion of the Factor analysis wasAn identified limitation is For the schools in theIn addition to the (2010). One to onethat provides a 1:1 ratio of - The trends in schools middle schools in pilot study, the studentsapplied across the student the use of the MCAS as apilot program, teachers students increase in computing: A Summarytechnology to studentoverall performance on Massachusetts wereMCAS scores weresurvey items.measurement tool. The and students reported anmotivation, etc, the of the quantitative results across five public and the Massachusettsselected for participation. compared to those in the researchers utilized aincrease in use ofteachers also experienced from the berkshireprivate middle schools instandardized test (MCAS) Two schools werecomparison schools.computer writing survey technology. This led to an wireless learning Massachusetts. The study as compared toselected as comparison as an alternative increase in student a change in their teaching initiative. Journal offocused on how teachingcomparison schools and schools.In addition to thismeasurement.motivation andstyles and strategies used technology, and learning is affected state trends. quantitative data, engagement. within the classroom. As learning, and assessment, when students and- The components of theThe study does notqualitative data was more technology is 9(2). Retrieved fromteachers are provided with students technology usesspecify how the schools collected in the form of integrated into the ERIC database.laptops and wireless in school or at home thatwere selected.teacher surveys, teacher classrooms, it is important internet.are related to the interviews, studentthat teachers evaluateperformance on the surveys, studentMCAS.drawings, and classroomtheir methods of teaching. observations. Shapley, K.S., Sheehan, A program was piloted in - The implementation Middle schools in Texas Teachers and students 5-point scales were used Not discussed The average level ofOne of the largest waves D., Maloney, C., &which each student atlevel of the Technologyapplied to become a Total were surveyed at the endfor the student andsupport for Technologyacross the USA is the use Caranikas-Walker, F.high-need middle schools Immersion program. Immersion school. Inof each school year overteacher surveys. Immersion and teachers of technology in the (2010). Evaluatingwas provided with a- The correlation betweenapplying, they had to the 2nd, 3rd, and 4th year ofClassroom Immersionclassroom as a strategy the implementationlaptop and appropriate strength ofmeet certain criteria inimplementation. Measures of internal increased slightly, but the fidelity of technologywireless internetimplementation and the order to receive theconsistency were used, aslevel of Student Access for teaching and learning. immersion and its technologies. The studystudents reading andfederal funding low TAKS scores were used well as Alpha scaleand Use declined slightly.Various technological relationship with focused on the teachingmath test scores (TAKS). income, schools identifiedto assess knowledge.reliabilities. Teacher level companies Apple, Dell, student achievement.and student achievement as needs improvement,implementationetc. have created Journal of technology,and learning. and needs for technology.components were programs attempting to learning, and assessment, Final selection took inconsistent. tap into this niche in the 9(4). Retrieved fromseveral factors intoclassroom. This study ERIC database.consideration rating of their proposal, size,shows that merely location, diversity, and implementing technology academic achievement. In does not equate to higher addition, the need for a test scores and positive variety of geographical 3. locations within the state results.and the availability ofcomparable schoolsplayed into the selection. 21 middle schools fromacross Texas werechosen. There was avariety of rural, urban,and suburban within thisgroup of schools. 2/3 ofthe schools were in smallor very small districts(2,999 or less students),while 1/3 of the schoolswere in large districts(more than 10,000students). Means, B. (2010). This study sought - Classroom-level andThe article states thatClassroom observationsThe information gained Not discussed.There was a relationship An implication discussed Technology andcorrelations betweenschool-level practices thatschools which hadwere used both in through the observations between student gains andin the study was the fact education change: Focus reading/math software inare associated with higher implemented reading andutilization of the software and interviews werewhen they began utilizingthat teachers should be on student learning.the classroom withachievement gains in math software were and with the teachercoded. the software. When the urged to capitalize on the Journal of research onstudent learning gains. classrooms using reading targeted. The specific providing instruction. use of software wasassessment data that technology in education,or math software.schools and methods for started earlier in the year, instructional software 42(3), 285-307. Retrievedselecting those schoolsPhone-interviews werethe students saw moremakes available. from ERIC database.were not discussed.conducted. gains. Additionally, training and support cannot neglect classroom management.Suhr, K.A., Hernandez,The study seeks to- The difference in totalThis study took place in a CST scores as third grade CST scores were analyzed The variables among the There was a high level ofThere was a positive D.A., Grimes, D., & determine whether or notELA score on the suburban school system instudents and again as fifth using: ANOVA,students SES, parents,engagement among the effect in the use of the Warschauer, M. (2010).a program in which each California Standards Testsouthern California with grade students. MANOVA, and multiple etc. Since SESstudents in the laptop laptop, but not after the Laptops and fourth-gradestudent has a laptop(CST) in a student fromaround 14,000 K-8regressionsinformation was not classrooms.first year. Given a new literacy: Assisting the computer leads to gains third to fifth gradesstudents.Teacher and studentprovided, the students jump over the fourth- indicative of the high cost between laptop and non- surveys, teacher SES was estimated based The non-laptop group technology, it is important grade slump. Journal of of implementation.laptop groups. Two elementary schools interviews, classroomon the education level of experienced a slump in to give the program time technology, learning, and - The difference in subtestwere selected for theobservations, and teacherthe parents.their fifth grade scores.to work account for assessment, 9(5), scores.laptop program.and student artifacts.learning curves, etc. Retrieved from ERIC - Participation in the database. laptop program as a predictor in student scores. Weston, M. & Bain, A. This study seeks to - The type of classroomThis study reviews other Analysis of data andNot relevant to this Not discussed.The belief thatThese types of programs (2010). The end ofanalyze the multitude ofthat needs to exist in order studies done with 1:1reviews of 1:1 laptop discussion.educationally beneficialshould not be seen as fix techno-critique: Thestudies focusing on 1:1 for 1:1 laptop initiatives initiatives. initiative programsuses of computers will alls because theyre new. naked truth about 1:1 laptop initiatives and theto be successful. nationwide.emerge spontaneously Merely incorporating laptop initiatives andcriticisms about the from laptop educational change. programs.computers is flawed.laptops into the classroom Journal of technology,does not equate higher learning, and assessment, test scores, more than any 9(6). Retrieved fromother new strategy does. It ERIC database.is important that, along with the new strategy, proper implementation and teaching is being 4. done.Admiraal, W., Dam, G., The study analyzes - The relationship81 9th grade students (ages 2 observations in each The researches coded the Small number ofBoth genders expressedIntegration of technology & Heemskerk, I. (2009) whether learningbetween using 14-15) in four schools. class. design of the tools. participants.positive feedback inis important for both male Gender inclusiveness insupported by computerseducational tools in theThe schools are in two regards to the benefits ofand female students. The educational technology is equally beneficial to classroom and different large cities and a smallInterviews of teacher- Transcriptions ofMay not be representativetechnology usage in theperformance of girls when and learning experiences both genders.learning experiences of town in the Netherlands.selected students (2 girls interviews into verbal of all students based on classroom, although they of girls and boys. Journalboys and girls. and 2 boys in each class). protocols and analysis ofthe fact that they are attargeted different aspects. using the technology of research on technology Schools were selectedthe interviews using code- schools which already useseemed to really increase in education, 41(3),because of their excellent and-retrieve software. technology.when their interests were 253-276. Retrieved from use of technology in the targeted. ERIC database.classroom. Adeeb, M. & Hussain, I.The study examines - The role of mobile83 PhD scholars and 10Surveys (Likert scales)Data collected was Though none were The findings supportedWith the use of mobile (2009). Role of mobile whether or not havingtechnology in higherfaculty members of theadministered of both analyzed through discussed, the PhD that mobile technology is technologies being technology in promotingmobile technologyeducation.Department of Education students and faculty applying the mean scores.students may not beappropriate for researchprevalent among students campus-wide learning opportunities creates a- The current ways that at International Islamicmembers.representative of alland education throughoutand faculty members, it environment. The turkish campus-wide learning mobile technology isUniversity, Islamabad`students at the university.campus. online journal ofenvironment. used.only makes sense that educational technology, - Students problems withIt also was found tothese types of technology 8(3), 48-56. Retrievedusing mobile technology. promote effective should also be used in an from ERIC database. - Appropriate use of interaction among faculty educational setting. mobile technology in and students. higher education Karaman, S. & Celik, S.The study is investigating - The gains of prospective29 of the 32 prospectiveQualitative data gatheredThe data was brokenNone discussed.The findings indicatedRather than merely (2007). An exploratory perceptions about ateachers who participated computer teachers through surveysdown and categorizedthat the students felt that learning the skills needed study on the perspectivescourse that was taught in the PBL course.enrolled in a specific before being analyzed.they were more engagedin order to do technical of prospective computerutilizing a project-based- The challengescomputer course during in the learning and computer work, this type teachers following learning (PBL) approach. experienced.the 2004-2005 school A double blind analysis developed lifelong skills project-based learning. - The suggestions fromyear at Ataturk University was performed.that they would take with of learning allows for Springer science +the students to overcomein Turkey. them from the classroom.more engaged and deeper business media. Retrieved any challenges learning by the students. from ERIC database. Shriner, M., Clark, D.,The study hoped to - The reasons that social Students (teachers) in aQualitative data gatheredData was subjected toNone discussed.The data collectedThe technological Nail. M., & Schlee, B.,determine how teachersstudies teachers seem tosummer teacher academythrough pre- and post- paired t-test analyses. through the researchexperiences of teachers Libler, R. (2010). Socialperceptions of and self- be shying away from in Indiana. The workshop surveys.conducted supported the during the workshops studies instruction: esteem about the use oftechnology more thanworkshops were open to use of the workshops as adirectly corresponded to Changing teacher content-specific teachers of other contents. teachers of all grades and way of instructing confidence in classroomtechnology were affected content areas. teachers on how totheir classrooms. They enhanced technology. The through the completion of integrate technology into were able to implement Social Studies, 101, three technology All of the participantstheir classrooms. virtual field trips and 37-45. Retrieved fromworkshops. were teaching in a However, the study also activities that engaged the ERIC database.professional development found that the teachers students and offered them school associated with the were able to create a new perspective on the College of Education atmeaningful assignmentscurriculum. Additionally, Indiana State University.when offered supportthrough the workshops.it offered even veteran Each of the threeteachers a new and workshops provided had a exciting way of different number ofinstructing the students. participants. Selwyn, N. & Husen, O. The research is focused- The proportion of school1303 students from 3Qualitative data gatheredNone discussed.The researchers identify - 22.6% of students statedThe expectations that (2010). The educationalon the perception of students that see a secondary schools inthrough online surveysone limitation being in thethat being good at usingtechnological competence benefits of technologicalsecondary-students incorrelation between their England one from thefact that the data was self- technology helped peopleis in direct relationship to competence: An regards to the correlation technological competenceGreater London area and reported by students. Thedo well at school.the academic success of investigation of students between their academic and their success intwo from Cambridge. surveys did not collect perceptions. Evaluationsuccess and theirschool. other data about their - 53.1% of respondentsthe student may not be an & research in education, technological- The ways in which these The ages ranged fromeducation, so it is hard tostated that playing video idea held by the actual 23(2), 137-141. Retrievedcompetence.beliefs compare with their11 16 make connections.games made children student. While this belief 5. from ERIC database. other beliefs of the use of aggressive. is popular in the mediaThis paper is atechnology. 51.5% male; 48.5% and in educational circles,highlighted version of a - The ways in which the female- 32.7% agreed that the students do not alwayslarger study beliefs about the screen media were moresee this relationship.Developing Mediaeducational value of77.5% white; 8.6% mixed important than booksLiteracy: Towards atechnological competencerace; 6.9% Asian; 5.5%Model of Learningis related to their black; 1.5% Chinese - 28.2% stated that youngProgression.demographic and socio-people were better at economic factors. 22.3% free and reducedusing technology than lunch adults Delfino, M. & Persico, D. This article chronicles a - The advantages andPre-service teachers being Qualitative data gathered Use and application of This was the first- The data shows gains in There is a lot of online (2007). Online or face-to- 5-year study of a course disadvantages of face-to- trained at 20through surveys and means and standard experience that manyterms of technologies training done with face? Experimenting with in educational technology. face courses vs. online Specialization Schools for questionnaires. deviations students had with onlineused from year 1 to yearinservice teachers in Italy. different techniques inThe study seeks to courses and various Secondary Teachinglearning. 5.It only makes sense that teacher training. Journalidentify the weaknesses of combinations of the two (SSIS) in Italy.i.e.: How often do you usepreservice teachers should of computer assisted face-to-face and onlinemethods.The large number of a computer? Year 1 (36% also gain experience with learning, 23, 351-365. methods of training. 100 150 students perparticipants. often), Year 5 (68% online learning. - The difficulties andyear in the EdTechoften)Additionally, this type of problems faced in the course. However, there was some learning and education implementation of these negative feedback truly serves to educate teaching styles.regarding the program - preservice teachers on Willingness to repeat the how they can effectively online experience: Year 2 use different technologies blended f2f and online in the classroom. 78.6% definitely yes, 21.4% yes, provided However, the researchers that , 0% no.acknowledge that further Year 5 blended f2f andstudies and research are online 52.8% definitely needed to better meet the yes, 38.9% yes, provided that , 8.3% no. advantages of online training.Penuel, W., Boscardin, This study investigated- The purposes for which584 elementary and Qualitative data gathered Utilized a categorical There is no way to know Data supported that the Getting teachers to C., Masyn, K., & how the use of student K-12 teachers use student secondary educators. through questionnaires. exploratory factor how representative this teachers sought to usechange their beliefs about Crawford, V. (2006). response systems inresponse systemanalysis (EFA) sample is of all teachers student response systemsstudent guided instruction Teaching with studentelementary and secondary technologies. 35.7% - elementaryusing student responseas a way to improve can be tough. These types response systems inschools affected their - The distinct profiles of school Kaiser rulesystems.learning and instruction, a of studies can show elementary and secondary instruction. use of response systems29.7% - middle school way to assess learning, teachers that using student education settings: A among teachers. 34.4% - high schoolMeans and standard Most previous research is and a way to improveresponse as a way to survey study. Association - Whether or not profilesdeviations focused on higher teacher efficiency. guide the lesson can be for educational are associated with education, not K-12.beneficial. communications andparticular characteristics technology, 55, 315-346.of teachers.This study does not allow Retrieved from ERIC - Whether or notfor investigation of the database. perceptions of theeffect that the use of response systems on student response systems teaching and learning has on learning and correlate with profiles ofteaching. use.