1. “Teacher Beliefs and Technology Integration” by ChanMin Kim
Kim, C., Kim, M., & Lee, C. Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
Main Claim: This journal discusses what types of teaching beliefs teachers have and what effect it takes on the students. There are many types of beliefs that are discussed. Some are more controlled by the professor and some are more open ended to the students. The more open ended teaching beliefs leave room for students to use more media and technology to their liking. It was found that these types of classroom experiences had a positive effect on the students
1. “As an international phenomenon, technology is an important part of our everyday lives and efforts to improve teaching and learning (Sandholtz, Ringstaff, & Dwyer, 1997; Voogt, Tilya, & van den Akker, 2009; Williams, Linn, Ammon, & Gearhart, 2004). With the importance of technology in education, technology integration has been greatly emphasized in teacher training and professional development (Lawless & Pellegrino, 2007). However, it has been criticized that teachers have not been provided with adequate support that goes beyond learning specific technology skills (e.g., using a particular tool or software program) (Llorens, Salanova, & Grau, 2002).”
This passage was a part of the introduction. It tells us that technology is used for teaching improvements Internationally. I found this to be very important because this leaves opportunities for students from around the world to interact and teach each other about their cultures and languages. This passage also talks about the issue of teachers not being equipped with the skills to use the technology past basic skills. This means that it could be difficult for students to learn how to use social media properly because a teacher is not going to teach their students about something they do not even know how to do.
2. “Teacher beliefs about effective ways of teaching are conceptions of teaching associated with teacher-centered and student-centered approaches to instruction (Chan & Elliott, 2004). Teacher-centered approaches tend to emphasize the activities that a teacher uses to promote learning. Student-centered approaches tend to emphasize the activities in which a student is engaged. Associated with these two approaches is a continuum from structured, directed learning environments to unstructured, open-ended learning environments. For example, if a teacher believes that teaching is about letting students search around for answers rather than explaining the answers directly, that teacher may use a relatively open-ended approach such as a WebQuest ( Dodge, 1997). Technology integration goes beyond the use of any particular technology, and it can be tightly connected with teachers’ beliefs about effective ways of teaching to support learning and instruction. Student change (e.g., surface and deep learning approaches) and achievement are dependent on teachers’ conceptions of teaching ( Cano, 2005).”
This nugget talks about how student development is very dependent on teachers methods of teaching. This is significant because it shows that the in this day and age’s type of technology and communication it takes a little bit of practice to know how to use the internet. To do a research assignment online can be very overwhelming if you have not done it before. The internet is full of information and it can make it difficult to find what you are looking for without proper research techniques. If a teacher does not help the student learn these techniques it may be difficult for them to develop “surface and deep learning approaches”.
Erixon, P. School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media. Computers & Education, 54, 1212-1221.
Main Claim: This journal talks about how high schools in Swedan are influenced by ICT (Information and Communication Technology) and media. The study shows that many of the teachers in the schools use these forms of teaching very minimally in some locations even after they have said they believe that using these tools to teach will be beneficial. The journal tries to find a conclusion to help teachers teach their students how to use ICT and media. The main issue was that the teachers themselves did not know how to use ICT and media very well.
1. “According to Hennessy, Ruthven, and Brindley, 2005, research provides only limited support for the notion that the new technology has revolutionized teaching and learning. Correspondingly, Cuban, Kirkpatrick, and Peck, 2001 thinks that access to hardware and software seldom leads to more extensive use of ICT among teachers and pupils. Most teachers are occasional users or non-users. When teachers used computers in the classroom, the teaching practice did not change either. Kerr (1991) claims, however, that the media technology can serve both as a lever by means of which the teachers attempts to establish a more efficient practice and as a fulcrum including a reorientation of the educational practice.”
This nugget shows that the teachers do use media technology occasionally, but are not avid users so they are not very equipped to teach with media technology. This nugget also talks about how media and ICT can serve as a “lever” to help make teaching more efficient. This research may be located in Swedish schools, but humans generally tend to learn in similar ways. This is why this nugget shows that this style of learning can be applied in more places than just Sweden.
2. “Bernstein’s (1990) phrase ‘the sacred and the profane’, which he borrowed from Durkheim, can be used to analyse the ways in which school subjects relate to ICT (John, 2005). The ‘sacred’ concerns what constitutes the specific substance of a topic and distinguishes it from all other subjects as well as the socially discursive demands that this places on the subject. The profane is related to the contextual demands and compulsion that economic contexts inflict on the sacred. This study concerns whether, and in what way media and ICT play out such a role in the practice of different school subjects, and how shifts in content and form are possible. It also explores what is sacred in the content and form of school subjects, and to what extent shifts in “classification” and “framing” may be regarded as threatening.“
This passage is significant because it talks about how media and ICT can be more beneficial for some school subjects than others. This is very important for schools to discuss because math may not be the best social media candidate, but history would be. Studies can be made to find better answers to this question and improve learning around the world.
3. “Social Media Has Good and Bad Effect on Kids” by Serena Gordon
Gordon, S. (2011, March 8). Social Media Has Good and Bad Effects on Kids. . Retrieved July 11, 2014, from http://consumer.healthday.com/health-technology-information-18/misc-computer-health-news-150/social-media-has-good-and-bad-effects-on-kids-experts-651251.html
Main Claim: This article talks a lot about how social media affects kids. It proves that there can be good and bad effects. A lot of the bad affects are often caused by social media that is used for personal entertainment rather than educational uses. There are problems like cyber bullying, “sexting”, and a lack of structure.
1. “The report found that social media encourage kids to connect with each other and to express their creativity. They also provide an opportunity for learning, and are a way for teens to access health information. And, kids that have chronic illnesses can find others with their condition and get support they might not otherwise have access to. ”
This nugget talks about how social media helps kids connect. It is a good way for them to share their creativity and learn a thing or two from the people that they communicate with. This passage also mentions how social media provides a new platform for learning, not only school subjects but also things teenagers might be too shy to talk to their parents about. This is very important because kids need to be educated about their health and if their parents are not going to do it than the Internet is not a bad second option.
2.“We need more technology infrastructure, and pediatricians need to be ready to intervene and help educate young people and their parents on how to be more media literate, and how they can evaluate the types of things they’re exposed to,” said Primack.
There are a lot of problems with kids not using media in a beneficial way. This nugget gives an example of how it is important to understand media for more than just school purposes. It can benefit their personal lives when it comes to being educated about health issues or even news that is going on around the world.
Synthesis: The first source I spoke about, “Teacher Beliefs and Technology Integration” , focuses a lot on the teachers side of how technology is used for education. I thought it would be important to include this side into my research because the teachers have a lot to do with what is taught in schools. This source had a lot in common with the second source that I chose to talk about, “School subject paradigms and teaching practice in lower secondary Swedish schools influenced by ICT and media”, where both of them considered why teachers did or did not teach social media or ICT in their classrooms. It was found in both of the journal articles that the teachers did not have a problem with the use of media and ICT for education. The teachers did not do it because there was not always the right supply of technology or the teachers themselves did not know how to use the media properly as an educational platform.
The third source, “Social Media Has Good and Bad Effect on Kids” is a less formal article about how experts have concluded what the good and bad effects of social media can be. This article did conclude that social media can be a good educational platform if kids know how to use it properly. This is where the first and second sources I spoke about come in. The first source is important because it focuses on teacher beliefs and many of them believed the use of media was good and so did the second source, but the teachers do not know very well how to use these platforms to teach. This third article made me wonder if our teachers are the ones who need to be taught to use ICT and media properly and naturally that will lead to kids being taught?
There are aspects of each of these sources that do not compare very well. The third source talked about cyber bullying and sexting while the first two never mentioned any issues like that. The first source talked about all different types of teaching teaching techniques that are approached and what does and does not include social media in the technique. This does not relate to the other sources very well. The second source talks about how Swedish high schools benefit from the use of ICT and media. This relates a lot to the other two sources, but the fact that the research is done in Swedish schools and not American schools can be slightly controversial when it comes to comparing the sources. Does it matter? Or are a majority of secondary schools being taught in similar ways?