JuanBottia

TIE592
Cunningham
May13,2015
AnnotatedBibliography

TheReadingandWritingProject.(n.d.).RetrievedMay14,2015,from
http://readingandwritingproject.org
Thiswebsitesupportstheteachingofliteracyintheclassroom.Itcontains
researchbasedstrategiesandotherresourcesforreadingandwriting.
Abersek,M.K.,Dolenc,K.,&Kovacic,D.(2015).ELEMENTARYANDNATURAL
SCIENCETEACHERSONLINEREADINGMETACOGNITION.
JournalOfBaltic
ScienceEducation
,14(1),121131.
Thestudyexplainsthattherearethreetypesofonlinemetacognitiveawareness:
generalreadingmetacognition,problemsolvingreadingmetacognitionandsupport
readingstrategies.Theresultsgiveaninsightintofutureteachers'online
metacognitiveskillsanddisplaysconclusionsconcerningfurtherinvestigationinthe
fieldofnewliteraciesdidactics.
Anthony,A.B.(2012).Activitytheoryasaframeworkforinvestigatingdistrictclassroom
SysteminteractionsandtheirinfluencesontechnologyIntegration.JournalofResearch
onEducation,,July23rd,2014.Retrievedfrom
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ976472
Technologyimplementationresearchindicatesthatteachers'beliefsandknowledge,
aswellasahostofinstitutionalfactors,caninfluencetechnologyintegration.The
researcherconductedacasestudyofaschooldistrict'slaptopprogramtoexamine

howdistrictandclassroomsystemsinteractedtoinfluenceteachers'technologyuse.
Findingssuggestthatcontinuousimprovementeffortsaimedataligningintersystem
linkagescansupporttechnologyintegration.Thearticlediscussesimplicationsfor
technologyleadershipandtechnologyimplementationresearch.
Carr,T.(2011).AnexaminationofleadershipstylesinimplementingInstructional
technology
:
ACase
study
toexaminethe
elementary

school
Principalperspective.
1
(1),July23rd,
2014.Retrievedfrom

http://search.proquest.com.nl.idm.oclc.org/docview/894251697
Thefollowingnotablecharacteristicsalignedtotheresearchproblemwereidentified
byparticipants:(a)lackofacommonsharedvision,mission,andgoalsfocusedon
technologyintegration,(b)establishmentoftwolevelsofvision(principal'spersonal
vision,school'scollectivevision,(c)plannedactionsstepsalignedtoinstructional
technologygoals,(d)collaborativeteamingtoenhancetheintegrationoftechnology
intodailyinstruction,and(e)implementationofdifferentiatedprofessional
development.
Chatzipanteli,A.,Grammatikopoulos,V.,&Gregoriadis,A.(2014).Developmentand
evaluationofmetacognitioninearlychildhoodeducation.
EarlyDevelopment&
Care,
184(8),12231232.Doi:10.1080/03004430.2013.861456
Theaimofthisstudyistoprovideinformationandsuggestwaystoimproveand
evaluatemetacognitioninearlychildhood.Thestudyexplainsthatmetacognitionis
importanttolearningandknowledgetransferandpreparingstudentstobecome
lifelonglearners.Additionally,itexplainsthatthedevelopmentofmetacognitive

skillshelpsyoungchildrentobecomethoughtfulabouttheirlearningprocessandit
providesacertainlevelofautodidacticism.
Cheng,Q.,&Wang,J.(2012).CurriculumOpportunitiesforNumberSenseDevelopment:A
ComparisonofFirstGradeTextbooksinChinaandtheUnitedStates.
International
JournalForMathematicsTeachingAndLearning
,
ItfoundthatChinesetextbooksfocusedmoreonthemeaningandrepresentationof
number,placevalue,basetenconcepts,andontheconnectionofnumbersenseto
numberoperationwhileU.S.textbooksfocusedmoreonnumbercounting,patterns,
andtheconnectionofnumbersensetodataanalysis.
Drake,S.,Burns,R.,&AssociationforSupervisionandCurriculumDevelopment,A.A.(2004).
MeetingStandardsthroughIntegratedCurriculum
.AssociationforSupervisionand
CurriculumDevelopment.
Manyschoolsareunderpressuretomeetnewstandardsoflearningmistakenly
believethattheymustadoptanarrowcurriculumthatimposesstrictboundarieson
whatstudentsaretaught.Bycombiningcasestudieswithawealthofsupporting
research,MeetingStandardsThroughIntegratedCurriculumoffersteachersa
userfriendlysystemformeetingstandardswhileadvancingbroadbasedlearning.
EduCanon:Interactivevideo.unleashed.(n.d.).RetrievedMay14,2015,from
https://www.educanon.com/
Thisisareallyfunwebsiteforbothteachersandstudents.Thisallowsyoutoimport
youtubevideosandthenaddnotestopartsofthevideooraddmultiplechoice
questionsafteracertainsectioninthevideo.

Eker,C.(2014).TheEffectofTeachingPracticeConductedbyUsingMetacognitionStrategies
onStudentsReadingComprehensionSkills.
InternationalOnlineJournalofEducational
Sciences
,6(2),269280.Doi:10.15345/lojes.2014.02.002
Thestudywasconductedbyusingmetacognitivestrategiesonstudents'reading
comprehensionskillsatTurkishlanguagecourse.Attheendoftheresearchthat
targetingmetacognitivestrategiesinteachingrepresentedasignificantincreaseon
students'readingcomprehensionskillsintheexperimentalgroup.
File,K.,&Adams,R.(2010).ShouldVocabularyInstructionBeIntegratedorIsolated?.
TESOL
Quarterly:AJournalForTeachersOfEnglishToSpeakersOfOtherLanguagesAndOf
StandardEnglishAsASecondDialect
,
44
(2),222249.
Astudyexaminedthecomparisonbetweenintegratedandisolatedformfocused
instructionforvocabularydevelopmentinEnglishasasecondlanguage(ESL)
readinglesson.Atotalof20ESLlearnersfromauniversitypreparationacademic
Englishcoursewereinvolvedinthestudy.Findingsrevealedbothtypesof
instructionledtomorelearningandretentionofvocabularyknowledgethan
incidentalexposurealone.
Fisher,D.,&Frey,N.(2014).ContentAreaVocabularyLearning.
ReadingTeacher
,67(8),
594599.doi:10.1002/trtr.1258
Theauthorsexplainthatstudentslexiconcorrelateswithhigherreading
comprehensionscores.TheCommonCoreStateStandardsareraisingthebarfor
languageacquisitionandtherearenow4standardsrelatedtovocabulary,inaddition
tootherstandardsinthecontentareas.Theauthorsexplaintheimportanceofbuilding

collaborativeconversationsinwhichacademicvocabularyisfrequentlyused.
Vocabularyacquisitionplaysanimportantroleinmyclassroom.Therefore,this
articlewillhelpmeelaboratemoreonhowvocabularycanbeusedasanassessment
tool.
FortheTeachers.(n.d.).RetrievedMay14,2015,fromhttp://www.fortheteachers.org
ThisisawebsitededicatedtohelpteachersteachtotheCommonCoreState
Standards.ItfocusesmorespecificallyonthestrandsoftheNWEAMAPassessment,
whicharealignedwiththeCCSS.
GoogleAppsinClassroomsandSchools.(n.d.).RetrievedMay14,2015,from
https://docs.google.com/presentation/d/1_6fh7wXkugHQbbA2ILrjsFqysvclJCbul2I3Oc9
12D8/present?authkey=COej0pME&slide=id.i0
ThisisagreatpresentationforteachersthatarebeginningtouseGoogleClassroom.
Highlyrecommendedforadministratorsaswell.
GoogleforEducation:MeetLocalEducators.(n.d.).RetrievedMay14,2015,from
https://www.google.com/edu/resources/communities/
WebsitedesignedtokeepuptodatewithGAFE(GoogleAppsforEducation).
GoogleDriveBlog.(n.d.).RetrievedMay14,2015,fromhttp://googledrive.blogspot.com/
ThisisablogtokeepuptodatewiththeGoogleDrive.
Harrison,C.(n.d.).WritingFix:Prompts,lessons,andresourcesforwritingclassrooms.
RetrievedMay14,2015,fromhttp://writingfix.com/
Thiswebsiteexploresresearchbasedmethodsandstrategiestoteachwriting.

Kane,Sandy,MiriamLear,andCeciliaMaxineDube.2014."Reflectionsontheroleof
metacognitioninstudentreadingandlearningathighereducationlevel."
Africa
EducationReview
11,no.4:512525.
EducationResearchComplete
,EBSCO
host
(accessedApril26,2015).
Thisarticlerepresentsaliteraturereviewandinterpretationpertainingtotherolethat
metacognitionisseentoplayinstudentperformance.Itbeginsbyproviding
evidencethatindicatesthatnotallstudentsareabletoaccuratelyassesstheir
capabilities,andsaysthatthislackislinkedtoinsufficientlydeveloped
metacognitiveskills(MS).Thearticleconcludesbysuggestingpracticalwaysin
whichlecturerscanhelptheirstudentsdevelopkeymetacognitiveskills.
Kidblog.(n.d.).RetrievedMay14,2015,fromhttp://kidblog.org
Myfavoritetoolforstudentstoblogandalsopublishtheirwritingsamples.Students
canalsopublishpresentationscreatedinprogramslikeKeynote,Prezi,andmany
others.
King,R.(2011).Metacognition:InformationLiteracyandWeb2.0asanInstructionalTool.
CurrentsInTeaching&Learning
,
3
(2),2232.
ThisarticlereviewsinformationliteracystandardsandtheuseofWeb2.0asan
effectiveinstructionaltooltodevelopthemetacognitiveskillsrequiredtoempower
learnerstouseWeb2.0responsibly,bothintheclassroomandontheirown.
Koheler,M.(n.d.).TPACK.ORG.RetrievedMay14,2015,from
http://www.tpack.org
ThiswebsitewasdesignedforeducatorstokeepuptodatewiththeTPACK
framework.


Kovacs,B.(n.d.).BenKovacs6thGradeTeacher@kovacsteach.RetrievedMay14,2015,
from
http://driveexamples.weebly.com/
ThecreatorofthiswebsiteprovidesexcellentexamplesonhowtouseGoogleDrive
forabalanceliteracyworkshop.
Maketimelines,sharethemontheweb.(n.d.).RetrievedMay14,2015,from
http://www.timetoast.com
Timetoastisaplacetocreatetimelinesthatyoucanaddtoyourblogorwebsite.
Youcancreatehistoricaltimelinesofimportantevents,orbuildatimelineofyour
vacation.
Meyer,E.,Abrami,P.C.,Wade,C.A.,Aslan,O.,&Deault,L.(2010).ImprovingLiteracyand
MetacognitionwithElectronicPortfolios:TeachingandLearningwithePEARL.
Computers&Education
,
55
(1),8491.
ThisarticlepresentsstudiesabouttheimpactofePearlatooltobuildelectronic
portfolios.Accordingtothestudiesfindings,ePearlhaspositiveimpactson
studentsliteracyandselfregulatedlearningskillswhenthetoolisusedregularly
intheclassroom.
Muhtaris,K.,&Ziemke,K.(n.d.).InnovateIgniteInspire.RetrievedMay14,2015,from
https://innovateigniteinspire.wordpress.com/
Thisisagreatblogthatfocusesontheintegrationofeducationaltechnologywhile
teachingmetacognitivestrategies..Ihighlyrecommenditifyouteachlanguagearts
andhaveaccessto1:1devices.

Newsela|NonfictionLiteracyandCurrentEvents.(n.d.).RetrievedMay14,2015,from
https://newsela.com/
Websitedevelopedtoteachcurrenteventsintheclassroom(multiage)
Ottenhoff,J.(2011).LearningHowtoLearn:MetacognitioninLiberalEducation.
Liberal
Education
,
97
(34),2833.
Thisjournalfocusedontheimportanceofmetacognition.Thegroupfoundthat
metacognitionwasaneffectivetoolforfocusingstudents'attentionmore
consciouslyontheirlearningandprovidingameanstoencouragestudentstothink
aboutthelargerpurposeoftheireducation.Thecollegiumgroupfoundthatby
askingmetacognitivequestionsofstudents,theybecamebothmoreawareoftheir
students'learningandselfreflectiveabouttheirownteachingpracticesand
effectiveness.
Oxnevard,S.(n.d.).GoogleDocumentWriter'sWorkshopbySusanOxnevad.RetrievedMay
14,2015,from
https://www.thinglink.com/scene/494350585726763009
ThisthinglinkpresentationwillguideyouexamplesonhowtouseGoogle
Documentsduringwriter'sworkshop.
Oxnevard,S.(n.d.).GoogleDocumentWriter'sWorkshopbySusanOxnevad.RetrievedMay
14,2015,from
https://www.thinglink.com/scene/494697944683905024
ThispresentationteachesstudentshowtouseGoogleDocsasaresearchingtool.
Oxnevard,S.(2014,February25).DigitalDifferentiation.RetrievedMay14,2015,from
http://digitaldifferentiation.blogspot.com

BlogwrittenbySusanOxnevadwheresheintroducesdigitaltoolsfor
differentiationintheclassroom.
Pacello,J.(2014).IntegratingMetacognitionintoaDevelopmentalReadingandWritingCourse
toPromoteSkillTransfer:AnExaminationofStudentPerceptionsandExperiences.
JournalOfCollegeReading&Learning(CollegeReading&LearningAssociation)
,
44
(2),119140.doi:10.1080/10790195.2014.906240
Thearticlediscussesastudythatexaminedtheexperiencesandperceptionsof
studentsatacollegeinNewYorkCitywhowereenrolledinanintegratedreading
andwritingcoursedesignedtohelpthemconnecttheliteracyskillstheylearnedin
thecoursetoothercontexts.Topicscoveredincludealiteraturereviewontheways
studentsperceivelearning,therolethatmetacognitiveskillandstrategyinstruction
playinthecourses,andhowstudentsviewwritingasaprocess.
ReadWorks.org|TheSolutiontoReadingComprehension.(n.d.).RetrievedMay14,2015,from
http://www.readworks.org
Free,researchbasedK6readingcomprehensionlessonplans,nonfictionreading
passageswithquestionsets.CommonCorealigned,teacherandprincipalendorsed.
Reuter,J.(n.d.).Writer'sWorkshopinourDigitalWorld.RetrievedMay14,2015,from
https://sites.google.com/site/writersdigitalworld/
Thiswasapresentationfromthe2015ICEconference.Itisagreatresourcefor
thoseteachersthatwanttoincludehigheducationaltoolsintheirWriters
Workshop.

Shrock,K.(2011,July10).SAMR.RetrievedMay14,2015,from
http://www.schrockguide.net/samr.html
Thissitewillserveastheentrypointtoresources,ideas,tips,andtricksinregardsto
higheducationaltechnologyapplicationintheclassroom.
Silver,H.F.,&Strong,R.W.(2001).
Toolsforpromotingactive,indepthlearning
(2nded.).
Woodbridge,N.J.:ThoughtfulEducationPress.
Theauthorsexplaintheusageoftoolstopromoteactivelearningintheclassroom.
Thereisagardenvarietyoftoolsinthisbooktogenerateideas,activateprior
knowledge,focuslearning,improvedecisionmaking,buildnotetakingskills,plus
manyothersthatIconsiderimportanttouseinthecontentareasubjects.Thisbook
willbevaluabletouseasaresourcewhencreatingformativeassessmentsinthe
classroom.
SkypeintheClassroom.(n.d.).RetrievedMay14,2015,from
https://education.skype.com
WebsitetolearnmoreaboutusingSkypeintheclassroom.
SweetSearch.(n.d.).RetrievedMay14,2015,fromhttp://www.sweetsearch.com
SweetSearchisASearchEngineforStudents.ItsearchesonlycredibleWebsites
approvedbyInternetresearchexperts.
Szpara,M.,&Ahmad,I.MakingSocialStudiesMeaningfulforELLStudents:Contentand
PedagogyinMainstreamSecondarySchoolClassrooms.
LongIslandUniversity
,14.
RetrievedJuly21,2014,from
Thisarticlefocusesonthechallengesandsuccessesindevelopingasuccessful
instructionalenvironmentforteachingsocialstudiescurriculumtoapopulationof

ELLs.Eventhoughittargetssecondaryeducation,Iarguethatmostofitsideasdo
applytotheelementarygrades.Theauthorssuggestamultitieredapproachto
meetingtheneedsofEnglishlanguagelearnersinsocialstudies.Themostvaluable
pieceofthisarticleisthenotionthatELLsneedtobeprovidedsocialandcultural
support.Inaddition,ELLsrequireexplicitinstructioninacademiclanguageandalso
connectthecurriculumtotheirlives.Theseelementsshouldreducecognitiveload
withoutwateringcontent.
TheFlippedClassroom[INFOGRAPHIC]Knewton.(2011,August29).RetrievedMay14,
2015,fromhttp://www.knewton.com/flippedclassroom/
Manyeducatorsareexperimentingwiththeideaofaflippedclassroommodel.This
websiteexploresthisfairlynewconceptineducation.
Vogt,M.,&a,J.(2008).
99ideasandactivitiesforteachingEnglishlearnerswiththeSIOP
model
.Boston:PearsonAllynandBacon.
MaryEllenVogtandJanaEchevarriaprovideideasandstrategiestousewhen
implementingtheSIOPModel(ShelteredInstructionObservationProtocol)inthe
classroom.About80%ofmystudentsareEnglishLanguageLearners,sousingthe
SIOPModelanditsactivitiesisanessentialelementwhenIteachthecontentareas.
Someoftheideasandactivitiesinthisbookcouldalsobeusedasformative
assessments.
Wetzel,K.,&Marshall,S.(2012).TPACKgoestosixthgrade:Lessonsfromamiddleschoo
teacherinahigh
technology
Access
classroom
.,July23rd,2014
.

Thisisaqualitativestudyaddressingthequestion:Inwhatwaysdoesasixthgrade
middleschoolteachershowevidenceofbehaviorsthatfittheTechnological
PedagogicalContentKnowledge(TPACK)frameworkintheclassroom?Applying
theTPACKtheoreticalframeworkinaspecificclassroomhelpsusbetterunderstand
howtheframeworkistranslatedintopractice.
Zeman,E.(2013,October23).Apple'sNewiPads:ProsAndConsInformationWeek.
RetrievedMay14,2015,from
http://www.informationweek.com/mobile/mobiledevices/applesnewipadsprosandcon
s/d/did/1112034?
TheauthordoesasystematicreviewontheiPadAirandthenewMini.