Technology in education has become, not an option, but a challenge to educators. This document contains an annotated listing of references that are helpful in a researcher’s study on integrating technology in the classroom. These sources provide information on effectively using technology for a wide spectrum of learners – from early childhood education to higher education. A combination of peer-reviewed journal articles and reference books gives a formidable source of theories, research and practice in the field of educational technology.
An, Y.J. & Reigeluth, C. (2011-2012). Creating technology-enhanced, learner-centred classrooms:
K-12 teachers’ beliefs, perceptions, barriers, and support needs, Journal of Digital Learning in Teacher Education, 28(2), 54-62. Retrieved from http://www.eric.ed.gov/PDFS/EJ960151.pdf
Cenmano, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth Cengage Learning.
This reference book deals with preparing future K-12 teachers to integrate technology in their teaching practice. The authors provide training for technology integration in different classroom setups for keeping up with the state standards. This resource is a good link to any research that deals with integrating technology in the classroom because of its breadth of topic coverage and depth in detailed discussion in the context of giving technology a more meaningful use in the classrooms.
Couse, L.J. & Chen, D.W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75-98. Retrieved from http://www.eric.ed.gov/PDFS/EJ898529.pdf
The authors present here their research on the viability of using tablet computers for children who showed evidences of quick comfortable use of this technology. This peer-reviewed article shifted the focus from the children’s interest and ability to use tablet computers to the issue of teachers’ ability and strategies to use this particular technology to facilitate learning for young children. This resource sets direction for researches dealing with professional development of teachers in the context of technology integration.
Fleer, M. (2011). Technology-constructed childhoods: Moving beyond a reproductive to aproductive and critical view of curriculum development. Australasian Journal of Early Childhood, 36(1), 16-24. Retrieved from http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood.html
This peer-reviewed journal article provides the contextual background of children whose natural family environment is shaped with technology. Investigating on the kinds of technology children are naturally exposed to, the author from Monash University presents a model to explain the diverse technological realities surrounding children and how curriculum developers must adjust accordingly to make technology integration more meaningful and useful for children.
Hew, K.F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Currentknowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223-252. doi 10.1007/s11423-006-9022-5
Peer-reviewed journal article and with authors based in Singapore’s Nanyang Technological University, this paper exposes barriers that usually confront K-12 schools in terms of integrating technology into their curriculum. The authors give a comprehensive discussion on the identified 123 barriers that previous empirical studies have surfaced. This material proves to be a good resource for researchers because aside from the barriers, the authors also give a comprehensive discussion on strategies that schools need to successfully incorporate technology in the curriculum. Future research directions are also identified in this research article.
Parette, H.P. & Quesenberry, A.C. (2010). Missing the boat with technology usage in early childhood settings: A 21st century view of developmentally appropriate practice. Early Childhood Education Journal, 37, 335-343. Doi 10.1007/s10643-009-0352-x
The authors urge their colleagues in early childhood teaching to embrace the influx of technology as opportunities to facilitate the teaching and learning process of children. The demands of the present culture are too strong for educators to continually resist. Thus, the authors share in this research article specific tips that can help teachers use the available technology resources for developmentally appropriate teaching practices. This publication can enlighten researchers on the directions that in-service and pre-service teacher education programs must take.
Rogers, P.L. (2002). Designing instruction for technology-enhanced learning. Hershey, PA: Idea Group Publishing.
This reference book is a good resource on instructional design and how teachers can and must use it in their actual classrooms. A comprehensive material for teachers handling primary and secondary learners or higher education students, this book is a constant guide for teacher-researchers and student-researchers alike. It provides the foundational theories that link education, learning, and technology and the actual practice of these theories in real classroom setting.
Tangen, D. & Campbell, M. (2010). Cyberbullying prevention: One primary school’s approach.
Australian Journal of Guidance & Counselling, 20(2), 225-234. Retrieved from http://eprints.qut.edu.au/39184/2/39184.pdf
The authors of this peer-reviewed journal article present cyberbullying as a pressing concern of all schools that need to be urgently addressed. This paper reports findings on the role of philosophy that schools embrace in reducing the phenomenon of cyberbullying among the students. Researchers who want to explore the effects of technology in the learning process of children would find this article helpful because it provides evidences of cyberbullying and specific strategies on how teachers and school counsellors can prevent this from happening in their school using the whole-school approach.
