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Project 4: Annotated Bibliography

Summer Rogers
October 27, 2014
Introduction
The following is an annotated bibliography of resources that will be used to
support my grant proposal project on the need for professional development on the
implementation of bring-your-own technology (BYOT) also known as bring-your-own
device (BYOD). In this bibliography, you will read of research that supports both
BYOT/BYOD as well as the integration of technology in the classroom. Both topics are
key at my school, Chapel Hill High School, as this is our first year with an accessible Wi-
Fi network and an expectation from our school board that BYOT/BYOD be utilized for
the integration of technology. Overall, the school system has worked to enable teachers
to use technology in their teaching practices. While professional development on
teaching practices is available, the level of training needed to implement something like
BYOT/BYOD has not yet been made available. Additionally, while students are able to
access the Wi-Fi network, teachers need training on assignments and activities that can
benefit student learning. Additionally, as supported by some of the research shown in
the following pages, is a need for teachers to understand how to monitor student use of
technology to ensure learning is taking place.

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One to One Computing
Bebell, D., & Kay, R. (2010). One to One computing: A summary of the quantitative
results from the Berkshire wireless learning initiative. Journal of Technology,
Learning, and Assessment, 9(2), 1-16. Retrieved from
http://napoleon.bc.edu/ojs/index.php/jtla/article/viewFile/1607/1462.
The authors, Bebell an assistant research professor and Kay, a research
assistant both at Boston University, use this article to provide the results of a
quantitative study on a one-to-one computer initiative at five schools in Massachusetts.
While the results varied, they found that there were measurable changes in teacher
practices, as well as student achievement, engagement, and research skills. The
authors give an accurate account of the use of technology in classroom, stating that
billions have been spent on integration and citing that the ratio of computers to students
is roughly 4:1. Bebell and Kay also accurately describe the expectation of technology in
schools, including increased student engagement and student use of computers for
writing, analysis, and research, and better student behavior. To support their claims,
they collected quantitative data on the Berkshire Wireless Learning Initiative which was
a three-year program that allowed five middle and high schools in Massachusetts to
provide laptops to every student. The goal of the project was to determine the efficacy
of the one-to-one initiative in improving student achievement, engagement, and
capabilities as well as improving classroom management.
The results found that students and teachers increased their use of technology in
the classroom across all five schools that participated in the initiative. Administrators
and teachers reported an increase in student engagement and motivation, with a
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somewhat less increase in student achievement. Some issues regarding students
taking school issued devices home arose for the public schools.
This article is particularly helpful toward my research on the use of Bring Your
Own Technology because it gives quantitative evidence on the increase of student
engagement and motivation with regards to the use of technology. In school systems
where 1:1 is not yet a viable option, the use of student owned technology can increase
students motivation to complete assignments and learn. The authors presented an
unbiased account of the real results of a one-to-one laptop initiative. Readers will find
this article easy to read and understand.

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Five Components to Consider for BYOT/BYOD
Ackerman, A., & Krupp, M. (2012). Five components to consider for BYOT/BYOD.
International Conference on Cognition and Exploratory Learning in Digital
Age, 35-41. Retrieved from http://files.eric.ed.gov/fulltext/ED542652.pdf
Ackerman, an associate professor at Stockton in New Jersey, and Krupp, a
graduate student at the same school, worked in this research paper to show how to
effectively implement BYOT/BYOD through considering five key components. The
authors identified those components as security, stakeholders, policies, professional
development, and financial planning. As a starting point upon which to expand, the
authors refer to Willards Pyramid, a concept created by Eric Willard, the chief
technology officer of Community Unit School District in Illinois. Willards Pyramid
focuses on the base of funding and leadership, the middle tier of technology planning
and support, and the top tier of standards, and infrastructure.
The authors provide detailed descriptions and suggestions to administrators and
technology in order to meet the demands that will be placed on the network of the
school. Additionally suggestions are given on how to meet the storage needs students
will have when increasing their use of technology. Ackerman and Krupp go on to give
examples and suggestions of how to increase stakeholder buy-in and participation in
BYOT/BYOD. A primary recommendation included creating a common goal for
BYOT/BYOD. Ackerman and Krupp provide serious ideas for thoughts regarding
BYOT/BYOD policies that school systems must consider before implementation. While
there is limited research on BYOT/BYOD at this time, number school systems have
adopted policies so consulting can be helpful. As stated by Ackerman and Krupp
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(2012), Professional development allows all professionals to develop, apply, and hone
necessary skills to increase learning outcomes. It is necessary to offer relevant and
appropriate professional development to teachers regarding BYOT/BYOD. Lastly,
Ackerman and Krupp discuss the financial considerations school systems must consider
when implementing a sustainable BYOT/BYOD plan.
This article provides a great deal of the starting points that must be considered
when implementing BYOT/BYOD. The authors based their paper on Willards Pyramid,
a documented resource for the implementation of BYOT/BYOD. The information therein
gives me great direction in the process of seeking funding for the professional
development of the teachers at my school in the use of BYOT/BYOD.

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Hypothesized Learners Technology Preferences
Naimie, Z., Siraj, S., Ahmed Abuzaid, R., & Shagholi, R. (2010). Hypothesized learners'
technology preferences based on learning style dimensions. The Turkish Online
Journal of Educational Technology, 9(4), 83-93. Retrieved from
http://files.eric.ed.gov/fulltext/EJ908074.pdf
The authors, professors at the University of Malaya in Malaysia, use the Learning
Styles Index along with observations and interviews to collect data on four lecturers and
310 students at a school in Iran. The researchers found that it is necessary for teachers
to have an understanding of the different learning styles and to consider those styles
when creating and implementing lessons. Through their findings on learning styles, the
authors hypothesize about how technology use may meet styles. Through the study, the
authors learned that students do learn better when their learning styles are met thus
increasing achievement. The authors recommend that as technology use is growing,
teachers should facilitate students learning through e-learning environments. They
provided recommendations of types of lessons that can meet learner needs and
technology needs simultaneously. Examples include: active learners designing an
online project that incorporates collaboration, sensing/intuitive learners solving real life
problems through e-portfolios, visual learners creating online posters, cartoons, draws,
slideshows, and other visual items, and sequential/global leaners building products in
online simulations.
Overall, I dont think this paper will be as helpful to my project as I originally
anticipated. The topic focuses more on learning styles, which have been covered
extensively by other authors. The authors appear somewhat biased in their opinions on
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integrating technology and using it to meet leaners needs. I based this opinion on the
fact that they dont provide much evidence to support their hypothesis of technology
meeting learners needs.

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Making the Case for BYOD
Burns-Sardone, N. (2014). Making the case for BYOD instruction in teacher education.
Issues in Informing Science and Information Technology, 11, 191-201. Retrieved
from http://iisit.org/Vol11/IISITv11p191- 201Sardone0505.pdf
The author, a professor for Georgia Court University in New Jersey, reports the
results of a bring-your-own device (BYOD) study conducted with 58 teacher candidates.
During her study, Burns-Sardone found that the use of smart phones was met with
positive reactions by the participants. Through surveys, the author found that in her
research area, 41% of school principals allowed students to use their own devices in
2013, though only 10% allowed full-scale BYOD. In her research, the author found,
through the Bill & Melinda Gates Foundation (2012) study that many teachers reported
that lack of training was the biggest obstacle to using technology such as BYOD. She
recommends that teacher education programs, in addition to teacher training,
incorporated BYOD in their curriculum. The author found during her study that students
were willing and eager to bring their devices for the purpose of completing school work.
To support the use of smart phones as BYOD, the author observed and interviewed
students as they used the devices. She found that only three participants needed further
instruction, while the rest were successful in completing the task without assistance.
The primary area of consideration the author found was in the cases of students who
did not have smart phones. In order to meet those needs, she recommended students
work together, sharing devices as necessary.
The information found in this research study fits in well with the topic of my
project, BYOT/BYOD. The research provided unbiased information, though her
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participants are in a different situation than the participants I would deal with in my own
project. Having the advantage of working with college students who are pursing degrees
in education, the author had an older audience who had access to smart phones. In the
high school environment, I would assume that only half to 60% of students have a
working smart phone. Further research would need to be conducted to learn this
number before a true BYOT/BYOD initiative can begin.

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Teacher Technology Change
Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher technology change: How
knowledge, confidence, beliefs, and culture intersect. Journal of Research on
Technology in Education, 42(3), 255-284. Retrieved from
http://eric.ed.gov/?id=EJ882506
Ertmer, a professor of educational technology at Purdue University, and
Ottenbreit-Leftwich, an assistant professor in instructional technology systems at
Indiana University, work together in this paper to show how knowledge, confidence,
beliefs, and culture affect the ways in which teachers approach the new learning of
technology integration. The authors ask the question, what are the necessary
characteristics, or qualities, that enable teachers to leverage technology resources as
meaningful pedagogical tools, (Ertmer & Ottenbreit-Leftwich, 2010, p.1). Ultimately,
they found that teachers mindsets need to change in order for them to see the benefit
and pedagogical need for integrating technology, implicating that both teacher
education programs and professional development are needed to meet this need.
Based on their research, the authors found that technology reform efforts must
be based on a new definition of what is good teaching in a the 21
st
century classroom.
Teachers must understand that this new definition means that teaching facilitates
student learning by utilizing Information and Communication Technology (ICT). To
implement this new definition, teachers must receive training through teacher education
programs and professional development not only in using new technologies but on how
to teach and when to teach using ICT. Teachers must believe in their own ability to
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implement technology integration and to do that they must receive the training
necessary to build their comfort and confidence.
The authors of this paper provide a slightly biased view on the integration of
technology in the classroom. I judge them biased because they both benefit from the
teachers need of additional training through education programs and professional
development. However, I do not believe their bias has changed the message of the
paper which is that if teachers are to integrate the use of technology in their classrooms,
they must first recognize the need and second receive enough training that they feel
comfortable with the use of technology. I feel this paper is very relevant to my project as
I am applying for funds to provide professional development on integrating
BYOT/BYOD, an instructional technology tool.

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IT Infrastructure in the BYOE Era
Dahlstom, E. & diFilipo, S. (2013) IT infrastructure in the bring-your-own everything
(BYOE) era. Educause Center for Applied Research. Retrieved from
http://net.educause.edu/ir/library/pdf/ERS1301/ers1301TI.pdf.
Dahlstom, a senior research analyst for EDUCAUSE, and diFilipo, Vice Presdient
and CIO at Cecil College, created this research report in order to share their findings
about the ramifications of the bring-your-own-everything (BYOE) mindset that schools
are being faced with. Through their research, the authors were able to compile
suggestions for schools on how to prepare for an implement a BYOT/BYOD initiative.
The main areas of discussion are cellular coverage, Wi-Fi coverage and access,
network architecture, and ubiquitous access platforms. With regards to cellular
coverage, school systems must be aware of what cellular coverage is available to their
students and faculty. School systems must determine if cellular coverage is a major
concern and if so what measures must be taken to change it. Wi-Fi is a very important
aspect of BYOT/BYOD in the school system. IT administrators as well as school
administrators must work together to assess the need and the availability of Wi-Fi.
Another important aspect of BYOT/BYOD is the network architecture, i.e., bandwidth.
Can the network support mass usage? Lastly, schools must consider how it will handle
or control access to other platforms such as browsers and cloud-based technology.
I find the information in this report to be very relevant to the content of my project.
Our school system has launched BYOT/BYOD and believes it has set up an
infrastructure that is able to handle the demand is expected from students accessing the
network. All of the information presented are things that the Information Technology
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department and our Instructional Technology committee have worked together to
discuss. As it relates to our school, it is important that teachers understand what
students can and cannot access through the schools secure network accessible via Wi-
Fi.

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Using Mobile Communication Technology
Rau, P. P., Gao, Q., & Wu, L. (2006). Using mobile communication technology in high
school education: Motivation, pressure, and learning
performance. ScienceDirect.com / Computers & Education, 50 (1), 1-22. doi:
10.1016/j.compedu.2006.03.008
The researchers / authors found that SMS (text messaging) and email created a
one-on-one bond between the instructor and the student. Students who would not ask
questions or seek help in the classroom felt more comfortable in the relative anonymity
of digital communication. However, students felt MORE pressure when dealing with
online forums. The researchers recommended that instructors who wish to incorporate
more digital communication with their students focus on using messaging or email more
often than the public online forums.
With regards to high school students, I agree with the researchers general
findings. Many students, especially those who are already viewed as not as smart or
lower achieving feel anxiety when asking questions in a group setting. Through my
years of teaching, I have encountered many students who will not ask me a question
face-to-face and I doubt they would ask one on an online forum. However, many email
me every day and even into the summer. Some students have requested the ability to
text me, though I have been reluctant due to privacy concerns. Students today want to
communicate through digital technologies, especially texting.
The researchers also discussed instructors using SMS messages to encourage and
motivate students through prompts and reminders. A number of teachers are now using
Remind101 as a way to do this with students. This program allows the instructor to
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create a text messaging account online. From there, you can ask students to register
with your account by texting a message to your online text number. Once they are
registered to a particular class, example P1 Algebra, the teacher can then send
messages to everyone in that group or just individual students. Example, Ms. Shah may
send a message to her Algebra students reminding them they have a test on Friday.
Parents and students can register for the account as long as they have the teachers
access code, thus allowing both groups to receive the updates. It is a great tool.
In summary, I agree with the researchers that students today feel more motivated
when their instructors communicate with them via digital technology. Our students have
grown up in a world of digital communication so working with teachers in this way is
normal to them. I recognize that this may not improve performance in the short run, but
the potential is there, especially given the example of Remind 101. We as teachers
must continue expanding our ways of communication so that we can reach all of our
students.

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e-Learning, Online-Learning, and Distance Learning
Moore, J., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and
distance learning environments: Are they the same? Internet and Higher
Education, 14, 129-135. doi:10.1016/j.iheduc.2010.10.001
The authors purpose of this study was to find out how computer-based learning
environments are defined and to learn how groups define the terms e-learning, online
learning, and distance learning. The authors found that a relaxed use of the terms e-
learning, online learning, and distance learning have made it difficult to design and
evaluate similar learning environments.The first question, which was open-ended,
asked respondents to explain the differences between terms e-learning, online learning,
and distance learning. The majority of respondents (38%) responded that the primary
difference is in the media type with the second group (23%) explaining the difference as
access type.
Based on the information in the article, there is no specific agreement about the
differences of e-learning, online learning, and distance learning. The authors found that
those from different continents viewed each type of learning a different way and
theorized that use of the terms could change from country to country. Based on their
results, it is still difficult to distinguish between each phrase and choose a specific
definition for each.
The data from this survey was presented in non-biased way. The researchers did
a good job of using qualitative data to answer their research questions. They sought
information from those who work in technology learning environments and were able to
get first hand data on perceptions. I am not confident this data will immediately apply to
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my project as my first objective is to provide professional development on the use of
BYOT/BYOD. In the future, and likely during the professional development, the use of
online instruction via discussion boards and web pages, may become a topic of interest.
Having an understanding of the terminology as it affects online learning will help the
training coordinator when developing professional development materials.

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Examination of the Factors Impacting Student Satisfaction
Green, L., Inan, F., & Denton, B. (2012) Examination of factors impacting student
satisfaction with a new learning management system. Turkish Online Journal of
Distance Education, 13, 189-197. Retrieved from
http://files.eric.ed.gov/fulltext/EJ997816.pdf
The authors of this paper, Green now a professor at Georgia Southern, Inan a
professor at Texas Tech, and Denton, a doctoral student at Texas Tech, conducted this
study with the purpose of finding what factors most influenced student satisfaction with
a new learning management system (LMS) as well as which of those factors were most
important. Many online learning environments utilize LMSs. The primary function of an
LMS is to support the user, namely the student satisfaction. Online education requires a
good deal of self-motivation and commitment on the students part. To increase learner
satisfaction, a well created learning management system can be utilized. Researchers
found that the usability of the learning management system and the availability of
technical assistance were two key factors regarding student satisfaction. The data for
this study was collected through online surveys administered to university students
enrolled in online classes utilizing a LMS that was taught and created by faculty
satisfaction.
The results of this research study tie in well with the use of technology as a
teaching tool in schools. Many systems find that a learning management system helps
teachers and students through the process of using technology in the classroom. While
this is not directly related to BYOT/BYOD, the use of technology ties in well. I am
unsure if I will be able to use much data from this research article, but hope to
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incorporate some of the information regarding student satisfaction with aspects of
completing assignments in an online environment. Further research will need to be
done on which learning management systems are conducive to application based
BYOT/BYOD program.

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Creating Technology-Enhanced, Learner-Centered Classrooms
An, Y. & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered
classrooms: K-12 teachers beliefs, perceptions, barriers, and support needs.
Journal of Digital Learning in Teacher Education, 28(2), 54-62. Retrieved from
http://files.eric.ed.gov/fulltext/EJ960151.pdf
The authors of this paper, Yun-Jo An a professor at the University of West
Georgia and Charles Reigeluth a professor at Indiana University, work to show readers
how the beliefs, perceptions, barriers, and support needs of teachers affect the creation
of technology-enhanced, learner-centered classrooms. Through surveying 126
teachers, the authors found that the four main barriers teachers face are lack of
resources, institution, subject culture and assessment. The internal barriers include
knowledge & skills, self-efficacy, pedagogical beliefs, and the culture of the
school/subject. However, the authors go on to state that external and internal barriers
are inexorably connected, so it is best to NOT divide them but consider them as a
whole. The combined list includes resources, knowledge and skills, institution, attitudes
and beliefs, assessment, and subject culture.
An and Reigeluth state that providing pre-service teacher education and in-
service professional development are essential is encouraging educators to learn and
use technology in the 21
st
century classroom. To gain knowledge and skills with
technology, the article states that teachers need hands-on experiences with the
technology as well as exposure to and practice with the technology as it directly relates
to the classroom. I would take this one step further and say that most teachers would
benefit from training on the technology in direct relation to their subject / grade level.
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Middle and high school teachers are put-off when the trainer only uses examples that
apply to elementary school. I have witnessed myself that if the trainer does not use
examples from all levels with a variety of subjects that those excluded groups quickly
lose interest and patience.
To help teachers gain confidence (self-efficacy) they must be provided with
multiple opportunities to use and practice the technology in a supportive, rather than
judgmental, environment. It also helps if teachers are able to observe other teachers
successfully use the same technology in a similar classroom.
To affect teacher pedagogical beliefs, the change agent must first understand the
teachers beliefs. Once you know what they value in the classroom, you can present
them with studies, research, and examples of how the integration of this particular
technology has been successful in improving student learning and understanding.
According to An and Reigeluth, the best way to prepare teachers for the pressure
of school/subject culture is to pervasively use effective technology while in the
education programs. Basically, if they get teachers hooked on the technology while they
are still in school, then they will be dependent on its continued use in their own
classrooms. In an effort to affect those who are already in the classroom, those
reluctant teachers could benefit from observing the innovative few being successful in
their use of technology to teach. From an administrators point-of-view, it is essential
they create a plan of action regarding technology and provide adequate, hands-on
training for the teachers. As teachers gain knowledge and confidence, the hope is they
will believe that technology integration is beneficial to students, which in turn will change
the culture of the school to one of technology integration.
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Conclusion
In conclusion, BYOT/BYOD is an initiative that will help teachers to integrate
technology in their classrooms. The expectation is that teachers will work to create 21
st

century classrooms in which students are taught the skills they need to be successful in
the workplace of the future. Skills needed include knowing how and when to use
technological resources as well as the skillset of being a lifelong learner.
Teachers, as supported by the research above, must receive adequate and
demonstrative professional development on the integration of both BYOT/BYOD and
technology in their classrooms. In order to encourage and motivate teachers, their
confidence on the use and management of technology devices must be built. Through
additional, focused professional development on BYOT/BYOD, the teachers at my
school will see the benefit of this initiative.