Annotated Bibliography

Hardware for Educational Environments:

Noguerón-Liu, S. (2017). Expanding notions of digital access: Parents’ negotiation of school-based technology initiatives in new immigrant communities. Equity & Excellence in Education, 50(4), 387–399. https://doi.org/10.1080/10665684.2017.1395301

Title and Author: Expaning Notions of Digital Access: Parents’ Negotiation of School-Based Technology Initiatives in New Immigrant Communities by S. Noguerón-Liu

The technological source presented discusses technological access in low-income households. Students from Spanish-dominant immigrant families face inequity in technology. One-to-one initiatives (one laptop to one child) and BYOD (bring-your-own-device) initiatives help bridge the gap for technological equity. Efforts from school districts to provide technology access to low-income families include increasing proposals to bridge the “homework gap” and assist with nondominant parents in technology decisions. The topics addressed in the article include equity in technology, comparing eight families who attended technology workshops. In my current and future educational environment, I would utilize this resource to advocate for equity in technology as an instructional coach and future technology coordinator. The resource would be helpful for beginning discussions on digital equity.

Kirkpatrick, L. C., Brown, H. M., Searle, M. J., Sauder, A. E., & Smiley, E. (2017). The impact of a school board’s one-to-one iPad initiative on equity and inclusion. Exceptionality Education International, 27(2), 26–53.

Title and Author: The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion by L.C. Kirkpatrick, H.M. Brown, M.J. Searle, A.E. Sauder, and E. Smiley

The technological source presented discusses one school board’s initiative for equity and inclusion using iPads. Incorporating iPads in the district resulted in the support of equity among students in the district. The topics additionally addressed included the results from the school board’s initiative that indicated there was support that iPads allowed for access to technology based on a families’ socio-economic status. The study even found iPads supported inclusion for students academically and socially, especially students with exceptionalities. In my current or future educational environment, I would utilize this article as further support for bringing technological equity into classrooms. Allowing for iPads in classrooms helps students from low socio-economic status have access academically and socially to have positive student affects.

Differentiation for Diverse Learner Populations:

Cifuentes, L., Janney, A., Guerra, L., & Weir, J. (2016). A working model for complying with accessibility guidelines for online learning. TechTrends: Linking Research & Practice to Improve Learning, 60(6), 557–564.

Title and Author: A Working Model for Complying with Accessibility Guidelines for Online Learning by L. Cifuentes, A. Janney, L. Guerra, and J. Weir

The technological source presented involves activities that emerged through the Office of Distance Education and Learning Technologies. The office worked to systemically address accessibility for online learning to comply with laws, ethical principles, and best practices. The article addresses a practical checklist to review online instruction for accessibility. This includes making sure instructions for the course are in plain and understanding language for readers. It additionally includes having text and background color that are contrasting for readers to be able to read the text on the site. The resource for my current educational environment would be beneficial to use as a resource to adapt my content and website to make accessible for all users. Accessibility is not diminished just because I work as an instructional coach, but still should be emphasized for others.

Huss, J., & Eastep, S. (2016). Okay, our courses are online, but are they ADA compliant? I.e.: Inquiry in Education, 8(2), 1–21. http://dx.doi.org/10.24059/olj.v25i2.2233

Title and Author: Okay, Our Courses are Online, but Are They ADA Compliant? By J. Huss and S. Eastep

The technological source presented involves a needs assessment for those in online courses. The Americans with Disabilities Act (ADA) and Section 508 of the Workforce Rehabilitation Act demand that online sites be accessible to students with disabilities. However, it is just as crucial that instructors be trained in high-quality accessibility design and not left as an afterthought. The resources from the ADA compliance article would be extremely useful in supporting teachers with designing classes that meet the needs of all students. In my current position, it has allowed me to understand how vital it is to incorporate accessible content in lessons and support teachers with doing so.

Resources Concerning Software for Educational Environments:

Kuo, Y.C., Belland, B. R., & Kuo, Y.T. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Journal of Educational Technology & Society, 20(2), 37–50.

Title and Author: Learning Through Blogging: Students’ Perspectives in Collaborative Blog-Enhanced Learning Communities by Y.C. Kuo, B.R. Belland, and Y.T. Kuo

The technological source presented utilized a mixed methods approach to investigate how blogging brought self-efficacy, sense of community, perceived collaborative learning, and perceived learning in classroom environments. The topics addressed include the positive perspectives of blogging previously mentioned. Blogging allows students to have a voice with minimal advanced programming skills as they include text, images, audio, video, and hyperlinks. Blogging also helps students critical thinking skills and increases their motivation to learn. The resource would be beneficial with my current endeavor as an instructional coach. Suggested support to teachers would be to have them begin blogging as a reflective practice or incorporate blogging in their lessons for students to take responsibility for their own learning.

Ahmad Kharman Shah, N., Shabgahi, S.L., & Cox, A. M. (2016). Uses and risks of microblogging in organisational and educational settings. British Journal of Educational Technology, 47(6), 1168–1182. http://dx.doi.org/10.1111/bjet.12296

Title and Author: Uses and Risks of Microblogging in Organisational and Educational Settings by N. Ahmad Kharman Shah, S.L. Shabgahi, and A.M. Cox

The technological source presented introduces how microblogging is used and can be useful in other contexts. Twitter is the platform mostly used for microblogging as users can write information on a wide variety of activities. Topics in the article include microblogging for both personal and professional lives. Microblogging can include activities, opinions and status, and quick notifications about topics of interest. Users also can utilize Twitter and microblogging to connect to friends, family, and co-workers from virtually anywhere around the world. Microblogging is a fantastic resource for others to use to build their professional learning networks. In my current capacity as instructional coach, I utilize Twitter frequently to build my own professional learning network. I have also utilized Twitter to gain more insights on my role as an instructional coach.

Fuchsova, M., & Korenova, L. (2019). Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. European Journal of Contemporary Education, 8(1), 92–102. DOI: 10.13187/ejced.2019.1.92

Title and Author: Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in Human Biology Education Using Augmented Reality by M. Fuchsova and L. Korenova

The technological source presented introduces how augmented reality can be used in the modern world of teaching. Topics addressed acknowledge that utilizing augmented reality can help topics in the classroom be more engaging. It can additionally allow for more motivation in understanding the content. The article discusses how augmented reality in education can help enhance the content for students who will be teaching the class in the future. Augmented reality would be huge for future endeavors in my role as a technology coordinator. Currently as an instructional coach, I can help support teachers by suggesting augmented reality for classroom scenarios to prepare teachers.

Stavroulia, K.-E., & Lanitis, A. (2019). Enhancing reflection and empathy skills via using a virtual reality based learning framework. International Journal of Emerging Technologies in Learning, 14(7), 18–36. https://doi.org/10.3991/ijet.v14i07.9946

Title and Author: Enhancing Reflection and Empathy Skills Via Using a Virtual Reality Based Learning Framework by K.E. Stavroulia and A. Lanitis

The technological source presented introduces how virtual reality based approaches have emerged into the educational world. The topics addressed in the article include how incorporating virtual reality into teacher professional development programs can be maximized for teachers. Teachers can utilize virtual reality as a reflective and empathy piece as an essential part of professional development. The end of the article explains how participants using virtual reality were better able to reflect and empathize with students. For my current position as instructional coach, virtual reality could be used for training teachers on scenarios that could take place in the classroom. Virtual reality could also be beneficial for new teachers to understand different perspectives and utilize critical thinking skills to access higher level reflection.

Orsborn, G. (2017). Use of rapid e-learning authoring tools in higher education. Whitireia Nursing & Health Journal, 24, 47–51.

Title and Author: Use of Rapid e-Learning Authoring Tools in Higher Education by G. Orsborn

The technological source presented introduces how Articulate 360 can be utilized to enhance the learner experience. The topics addressed emphasize how e-Learning needs to go beyond PowerPoint presentations with audio and even more so beyond online discussion forums. Articulate 360 is discussed as one of the authoring tools available to online classroom communities that allow for new opportunities for educators to integrate interactive and engaging content. One of the advantages of Articulate 360 is it allows content to be accessible and interactive for students to better comprehend the content. As an instructional coach my own resources and materials could be created with Articulate 360 to enhance content new teachers need support with. The program could also be used for future endeavors to help create communities in higher education or allow for content to be accessed by others in an engaging way.

Battista, R. A., West, S. T., Mackenzie, S. H., & Son, J. (2016). Is this exercise? No, It’s geocaching! Exploring factors related to aspects of geocaching participation. Journal of Park & Recreation Administration, 34(2), 30–48. https://doi.org/10.18666/JPRA-2016-V34-I2-6495

Title and Author: Is This Exercise? No, It’s Geocaching! Exploring Factors Related to Aspects of Geocaching Participation by R.A. Battista, S.T. West, S.H. Mackenzie, and J. Son

The technological source presented introduces how Geocaching can be used to integrate technology with physical activity. The topic discusses how Geocaching utilizes GPS to provide coordinates to participants to use as a treasure hunt. Geocaching can be an activity for large events, drop-in, or even after-school programs. Although it is relatively new, geocaching uses psychosocial factors and physical activity in an engaging way. Although I am not quite sure how this would be used in my current capacity as an instructional coach, I could see it being used in future endeavors to create engaging content when supporting teachers in their own classroom.