Annotated Bibliography

Okojie, M. C., Olinzock, A. A., & Okojie-Boulder, T. C. (200?). The Pedagogy of Technology Integration. The Journal of Technology STudies. Volume, 66-71.

The problem of integrating technology into the classroom seems to lie in a narrow understanding of what this really means. Technology integration is more than just using computers and computer programs for teaching and learning. A broad understanding of technology integration in the classroom includes: using tools and devices, including electronic media to enhance the learning process, managing and coordinating available instructional devices to facilitate learning, selecting suitable technology to meet the needs of the individual students, teachers selecting appropriate technology to use as they plan instruction for students and using technology to evaluate instruction as well as using it to develop follow up activities. Teachers have a tendency to think of technology as a separate component rather than a tool to support learning. Using this broad definition of technology integration will help teachers understand that technology supports instruction and should be used in the planning process of each instructional activity.

O'Bannon, B., Puckett, K., & Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Type II Uses of Technology in Education. 125-137.

Visual learning strategies have been proven to be very effective in organizing content information, establishing relationships between different things and in promoting higher order thinking. When these strategies are linked with technology, they accelerate understanding and accommodate the different learning styles of all students. Some visual learning techniques include concept mapping, idea mapping, webs and storyboards. These techniques promote active learning situations for students. Using technology with visual learning strategies helps cater to students with special needs. This allows students to work independently at their own pace, offers greater access to an endless world of information at their fingertips and enhances academic outcomes for all students. Visual learning strategies put students in charge of their own individual learning environment.

Barron, A. E., Kemker, K., Harmes, C., & Kalaydjian, K. (Summer 2003). Large Scale Research Study on Technolgy in K-12 Schools: Technolgy Integration as It Relates to National Technology Standards. Journal of Research on Technology on Education, 35,4, 489-507.

Much research has been done to determine to what extent technology integration is taking place in schools. This research has been based on the standards set for teachers and students by the International Society for Technology in Education (ISTE). The National Educational Technology Standards are these standards published for both students and teachers. They focus on competency in the following content areas:

• Basic operations and concepts

• Social, ethical and human issues

• Technology productivity tools

• Technology communication tools

• Technology research tools

• Technology problem-solving and decision-making tools

Research shows that many teachers are using technology as a tool for research, communication, productivity and problem solving. However, technology integration across all subject areas is yet to be achieved. “No Child Left Behind” requires students to be “technologically literate” by the time they finish eighth grade. We must continue to measure the extent that technology integration is taking place in the classroom and meet the standards set forth by the ISTE.