EDUC 2100 TECHNOLOGY IN THE CLASSROOM

Technology Integration
Paper
Carlyn Hanzel
Dr. Jeremy Ervin
Fall 2014

Contents
Introduction .................................................................................................................................................. 1
Teaching Paradigm Overview ...................................................................................................................... 1
Example 1 Smart Board................................................................................................................................. 2
Teacher and Student Roles ........................................................................................................................ 2
Benefits ..................................................................................................................................................... 4
Environment and Curriculum .................................................................................................................... 4
Goals and Standards ................................................................................................................................. 5
Example 2 Mobile Technologies (iPod Touch) .............................................................................................. 6
Teacher and Student Roles ....................................................................................................................... 6
Benefits ..................................................................................................................................................... 8
Environment and Curriculum .................................................................................................................... 9
Goals and Standards ............................................................................................................................... 10
Example 3 Innovative Classroom Furniture (Steelcases Node Seating)..................................................... 11
Teacher and Student Roles ..................................................................................................................... 11
Benefits ................................................................................................................................................... 12
Environment and Curriculum .................................................................................................................. 13
Goals and Standards ............................................................................................................................... 13
Conclusion............................................................................................................................................... 15

Technology Integration Paper

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Introduction
With the advance of the 21st century, technology has continued to progress with an ever
increasing trajectory. Smart phones, computers, tablets and social media influence numerous aspects of
daily life and affect how individuals interact, entertain, shop, work and learn. This pervasive integration
into society has especially influenced how developing children interact and engage with the world.
Technology is no longer simply an unnecessary addition to life; technology has become a part of life, the
way people live. As a result, it is important for educators to embrace such technological advances
within the classroom. Through incorporating various aspects of technology, teachers can support and
extend learning in a way that connects and engages students toward powerful innovative thinking.
Additionally, technology helps to prepare students with the 21st century skills needed to ultimately
acquire jobs in the information age. Properly integrating technology into the classroom helps to retain
students focus and excitement for learning while simultaneously allowing students the opportunity to
take ownership for their learning.

Teaching Paradigm Overview

Teachers typically have two choices regarding personal instructional method within the
classroom: teacher-centered or student-centered. The effect of the preferred teaching strategy utilized
in the classroom extends beyond the method of instruction and also encompasses classroom
management, assessment, environment and role of the student. The teacher-centered approach deals
mainly with direct instruction, with students passively receiving information. Students attention is
devoted to the teacher who is seen as the formal authority and ultimate source of knowledge. While a
teacher-centered classroom is often controlled, quiet and orderly, students fail to take ownership for
their learning and fail to extend the value of knowledge outside the classroom. On the other hand, a
more student-centered classroom allows students to become actively involved learners, participating,
communicating and thinking alongside their peers. Teachers act as facilitators, emphasizing
communicative knowledge and expressing the importance of problem solving issues in real-life contexts.

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By placing value and accentuating hands on learning, teachers work together with their students to help
create lifelong learners. Instead of focusing on dispensing information, student-centered teachers work
to help students discover the process of learning. Students gain from experience the effective learning
techniques and proper skills needed for their future. In contrast to the teacher-centered paradigm
regarding class assessment, the student-centered paradigm includes a variety of performance
assessments, such as projects, presentation and demonstrations, in addition to formal assessments.
Such diversity allows teachers the chance to evaluate the process as well as the product of their
students, while providing options to better meet the needs of the students. Teachers who choose to
implement the student-centered paradigm in their classroom will help create critical thinkers who not
only take control of their own knowledge but also love to learn.

Example 1 Smart Board

Teacher and Student Roles
In our Nintendo DS world, teaching an iPad generation can be challenging in most elementary
school classrooms. Students expect to be entertained, amused, and stimulated (Mueller, 2012, p. 264).
Since the introduction of the Smart Board, or interactive whiteboard in the elementary classroom,
engaging an already stimulated generation has now become a possibility. The boards large touch
sensitive surface works to create a new learning environment in which both the students and teacher
can share ideas, information, images, animations audio or video (Preston, 2008, p. 51). This seventy
inch interactive flat screen brings even further additional change into the classroom, expanding the role
of both the student and teacher. The use of Smart Boards in the classroom works to produce an
environment that cultivates a co-learning style of teaching. The interactive nature of the Smart Board
allows the teacher to act more as a facilitator, leading the class in open discussions about course
material. Additionally, this effective tool removes the emphasis from disconnected written lessons,
utilizing unlimited storage space and specialized features to create an interactive, dynamic lesson.

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Teachers who promote the use of Smart Boards in their classroom realize the significance of experiential
and hands on learning. Students who become tangibly involved with learning better understand and
retain information. As a result, manipulatives are often highly prevalent in the classroom. However, not
all concepts enable such high interaction. In other lessons involving energy, for example, this kind of
hands on task would not be possible (Preston, 2008, p. 50). Teachers can use Smart Boards to bridge
the gap between abstract and reality. Lastly, it is important for teachers to encourage critical thinking
while students interact with the Smart Board. Students should be pushed to vocalize insight, draw their
own conclusions and pose inquisitive questions. Teachers should work to provide the appropriate
atmosphere for critical thinking.
Teachers who effectively employ Smart Boards into lesson planning help transform students
from passive listeners to active learners. Like the teacher, the role of the student in the classroom also
shifts toward a more student-centered environment with the introduction of the Smart Board. Students
are more apt to offer input and actively participate in discussions. As teachers facilitate learning
through challenging questions, students are to think critically and acquire their own solutions. Students
should feel safe within their classroom so they can ask, think and create openly, experiencing failure and
learning from their mistakes. For example, a kindergarten teacher using a Smart Board to assess their
students knowledge regarding specific shapes should encourage critical thinking by posing alternative
questions regarding the different characteristics of shapes. If a student was asked to locate a square
shape but identified a rectangle shape instead, the student should then critically analyze their mistake
and justify their reasoning for their initial and adjusted answer. Smart Boards can work to elicit higher
level thinking and to help draw out numerous solutions to selected problems. Lastly, students involved
in a classroom that utilizes Smart Board technology, tend to collaborate more with their peers. The
collaborative nature of using the SMART Board in the learning environment, where the teacher and

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students are grouped in front of the board engaging in an activity is highly effective for whole group
instruction, active discussion and questioning (Preston, 2008, p. 51).

Benefits
Beyond pedagogical influences and advances, students benefit in a variety of ways from using a
Smart Board in the classroom. Students find the novelty of this technology captivating, they are more
apt to listen, focus and participate (Mueller, 2012, p. 265). Young students have never experienced a
world without technology; to most students, using technology comes as second nature. As a result, the
very presence of a Smart Board in a classroom captivates students and brings stimulation that helps
foster creativity and learning. First grade teacher Kimberly Mueller, author of The new kid
magnetarticle, noted in her classroom that students take higher risks in regard to their learning when
working with a Smart Board. She believes students exhibit bold behaviors dues to their high comfort
with technology. Furthermore, Smart Boards allow children to physically use their large and smallmotor skills to move objects which helps promote physical development (Mueller, 2012, p. 264).
Whats more, Smart Boards also support several different learning styles, namely visual, auditory and
kinesthetic. Such diversity promotes enhanced connections and greater class participation. Learning is
much more powerful if it is multimodal (Preston, 2008, p. 51). Younger children, kindergarten
especially, tend to have short attention spans, losing interest in slow and non-stimulating conversations
and lessons. One great benefit from using this particular piece of technology is its ability to grab and
hold the students attention span. This function is crucial, as students need to be kept actively involved
to promote learning (Preston, 2008, p. 51).

Environment and Curriculum

A teacher employing a student-centered philosophy in their classroom in conjunction with a
Smart Board, will create a dynamic, interactive and collaborative environment. As stated previously, it is
crucial for teachers to work hard to create a well-balanced, safe environment for their students,

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especially when students approach the board individually. Students need to be able to feel a sense of
security within the classroom to be able to think critically and learn from their mistakes. If implemented
properly, Smart Boards can be an effective tool to reinforce a collaborative, interactive student-centered
classroom.
One of the most appealing characteristics of Smart Boards is its versatility regarding curriculum.
Smart Boards can work for virtually any subject, enhancing almost all lessons. Mrs. Mueller described
the introduction of the Smart Board with a math lesson as a visual experience, with students finally
seeing math. Specifically with regards to mathematics, interacting with the Smart Board enables
many abstract concepts to become more real and concrete to students. Correspondingly, science also
fits hand in hand with Smart Board technology. For example, Instead of reading about volcanic
eruptions or seeing one-time demonstrations, the SMART Board and software or websites allows
students to repeat the process multiple timesefficiently moving and connecting items or solving
problems with immediate feedback and no clean up or safety concerns (Giles and Shaw, 2011, p. 37).
Whether students are learning shapes, comparing and contrasting a section of text or recreating a fossil
out of sedimentary rocks, Smart Boards are adaptable tools that are only hindered by a lack of
imagination.

Goals and Standards

There are certain goals that teachers should keep in the front of their mind when relying upon a
Smart Board in their classroom to accompany their instruction. Technology should be used to enhance
learning and should never be the focal point of any lesson or activity. While students are learning how
to properly interact with the Smart Board device, their main focus should be directed by the teacher
towards the specific learning outcomes designed for that specific lesson. Students who have been given
the opportunity to work with Smart Boards have an additional chance to meet the specialized goals of a
student-oriented teacher. When planning a lesson using the features of a Smart Board, Teachers should

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make a priority to establish a strong correlation between the technology employed and the desired
outcomes for students. Specifically, teachers should ensure that when using a Smart Board, students
are actively engaged, critically thinking, problem-solving and working appropriately with their peers.
These precise goals should be the learning outcome for students each time the Smart Board functions as
an addition to a lesson.
In addition to identifying the exact goals and outcomes for students, teachers should also be
attentive to the multiple technological standards a Smart Board can meet when properly integrated with
academic content. Smart Boards allow students to practice responsible use of technology. Obtaining a
personal understanding of the different waysresponsibility of technology is achieved, is important for all
twenty-first century learners. Students should be able to properly listen and follow directions, handling
the Smart Board with care during sessions of instruction as well as down time in the classroom. Use of a
Smart Board also entails understanding basic concepts and knowledge of functional operations. As
students interact with a Smart Board during a lesson, they are working towards gaining basic computer
and multimedia skills, as well as learning the technologies varying terminology. The interactive nature
of the Smart Board helps generate a primitive understanding of the problem solving abilities technology
can offer students. The SMART Boards engages the child with what they are learning about and makes
it both a personal and shared learning experience for them while simultaneously introducing students
to the power of an opportunity of technology(Preston, 2008, p. 53).

Example 2 Mobile Technologies (iPod Touch)

Teacher and Student Roles
Personal mobile devices have recently become a commonplace in the hands of millions of
Americans, with 21% of upper elementary school students having a personal smartphone (Kiger, Herro
and Prunty, 2012, p. 61). According to a 2011 Common Sense Media report, over half of students, age
zero to eight have access to a brand new smart phone device (Ciampa and Gallagher, 2011, p. 310).

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With the widespread influence of smart phones and other touch sensitive devices, schools have begun
to incorporate the technology into teaching and learning. The most commonly used portable touch
screen device found in an elementary classroom is the iPod touch. An iPod touch is a pocket sized
handheld electronic device that is touch sensitive and can be used as a video player, digital camera and
game device. The iPod touch has access to thousands of applications that teachers and students may
use to learn, practice, and explore concepts and skills from such curricular areas, such as literacy, math,
French, music, geography and history (Ciampa and Gallagher, 2011, p. 312). In a kindergarten
classroom, for example, a teacher may introduce to her students the app called ABC PocketPhonics to
reinforce both phonics and writing skills. When iPod touches are held in the hands of students, the role
of the teacher changes. The article Supporting Universally Designed Instruction Through the Use of
iPod Touch Technology, introduced Mrs. MacIntosh, a fourth grade teacher who implemented iPod
touch technology into her mathematics classroom. Upon the start of class, Mrs. MacIntosh greeted the
students and briefly introduced the topic of discussion for the day: fractions. Afterwards, she let the
students loose to watch a podcast and finish with an app to help reinforce their newly learned skill,
answering questions and working with others who needed extra help (Schweder and Cherl, 2011, p. 57).
Like Mrs. MacIntosh, teachers who introduce iPod devices act as facilitators of learning by letting
students personally engage with the material, offering further direction when necessary. Additionally,
teachers fall into the role of co-learner, as both teachers and students work to understand various apps
and the device itself. Teacher participants were pleasantly relieved to find that they were participating
in reciprocal teaching methods as their young students were teaching them about the capabilities of the
iPod Touch and some apps (Ciampa and Gallagher, 2011, p. 316). Lastly, as teachers guide their
students through the learning process, they also support group collaboration, encouraging students to
interact with one another to help understanding and creativity.

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Todays twenty-first century students are proficient with mobile tools and the iPod touch is no
exception. Reflecting the role shift of the teacher, students learn to take responsibility for their own
learning when an iPod touch is implemented into the classroom. As teachers guide their students
through the material for the day, students are to personally and actively engage with the content.
Learning and retention of knowledge is best acquired through personal ownership. Students must
accept this role in order for the classroom to function efficiently. As students engage with the iPod
touch, they are allowed the flexibility to be able to proceed at their own pace. As a result, students who
are struggling with a specific concept have the ability to be able to review or replay material when
desired. When students progress at their own pace they are able to make the deep connections that
will last. While students are encouraged to work alongside their peers, independent thinking and
autonomous learning are also endorsed, as students work individually with their iPod touch. Students
are to be active critical thinkers, continuously working to learn, explain and solve problems.

Benefits
Students benefit in numerous ways by using the iPod touch in the classroom. Utilizing this
technology lifts the focus off of the teacher, onto the students and allows the students to become
actively enthralled with learning. Students motivation to learn and engagement in learning activities
were improved by their use of mobile technology, which resulted in increased student productivity
(Ciampa and Gallagher, 2011, p. 317). Being actively engaged in the learning process is ultimately
essential for student understanding and retention. Additionally, interacting with the iPod touch allows
students to experience and become familiar with current technology. Such exposure is essential for
student preparation for the future. The iPod Touch can be instrumental in creating inclusive learning
environments that engage all students regardless of ability, disability, or background (Ciampa and
Gallagher, 2011, p. 319). Students learn at varying rates, with certain students falling behind entirely.
The iPod touch works hand in hand with differentiated instruction, as apps allow students the

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opportunity slow down and extend learning. One of the greatest benefits about mobile technology is its
portability. Students can learn anytime and anywhere on the go. Students can easily load apps
implemented in the classroom onto a personal mobile device and continue learning at home. The iPod
touch provides multiple mechanisms to enhance learning and to help students be successful in the
classroom.

Environment and Curriculum

When teachers present an iPod touch to their students, the environment of the classroom
changes dramatically. The iPod touch reinforces the student-centered paradigm applied by the teacher
through its interactive and engaging nature. The focus of the classroom falls directly onto the students,
with the teacher providing structure while guiding from the background. The classroom does not
resemble the traditional classroom environment; instead of a noiseless room, the environment is active,
with students collaborating with other learners while using their handheld devices. For example, as
previously stated, the kindergarten students using the ABC PocketPhonics app formed small groups
gathered on the floor to explore their program. The iPod touch is a great tool to help teachers create an
environment that helps foster learning and critical thinking.
With a nearly unlimited selection of apps to choose from, the iPod touch is not restricted to one
particular subject area. Teachers can quite easily implement the iPod touch into virtually any lesson due
to its wide versatility. From kindergarten teachers to third grade instructors, apps have been designed
to meet the needs of students from all ages and stages. Splash Math is an app geared toward
kindergarten students and helps learners become comfortable with numbers, counting by tens,
addition, subtraction and measurements. Sight Words is another great app that can be integrated into
an English daily lesson or at home around the kitchen table. Sight Words is a fun, customizable
application that helps students recognize high frequency words by using big flash cards and clear font to

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increase automaticity. With a little creativity, teachers can implement the iPod touch into just about
any content area through app, podcasts, videos and audio. The options are endless.

Goals and Standards

When using an iPod touch in the classroom, teachers should hold to specific learning outcomes
for their students to ensure important academic goals are being met. For example, to refer back to
students practicing their phonemic awareness skills with the ABC PocketPhonics application, teachers
would need to monitor student progress to make sure students are properly selecting letters that make
the appropriate sounds. In addition to the specific academic outcomes, teachers should also be leery of
their desired learning outcomes with regards to the iPod touch. Teachers should strive to help students
realize the value of developing their own strategies for learning along with the importance of working
with their peers. In addition, it is important that students begin to think critically and learn to problem
solve when interacting with the iPod touch. Certain applications may prove to be more challenging for
students than others. It is essential that students are encouraged by their teachers to explore different
options and to discover various solutions to their problems. Overall, the iPod touch paints studentcentered learning in a new light, providing students and teachers hundreds of ways to enhance learning.
An iPod touch may be used as a vehicle to support a student-centered classroom but it may also
be used as a technological tool that teachers may employ to help introduce their students to the latest
technological innovations. When an iPod touch is properly integrated into a lesson, teachers can
potentially meet specific technological standards that greatly benefit the students. Working with an
iPod touch allows students the chance to see a few of the numerous ways technology can change the
way individuals learn, work and live. Students have grown up in a world that has been revolutionized by
technology. It is important that students can understand and demonstrate the varying ways technology
has had an influence on the world around them. Lastly, students must be able to demonstrate proper

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care of the iPod touch when in use. Students can then learn to extend responsibility not only to the iPod
touch, but to other technological devices as well.

Example 3 Innovative Classroom Furniture (Steelcases Node Seating)

Teacher and Student Roles
Students are benefiting from innovative programs powered by new technological devices, but
it's likely that the furniture and overall classroom environments have not been updated to keep up with
these advances (Michael 2013, p. 26). Contrary to initial opinion, the types of desks, chairs and tables
found within a classroom have a major impact upon the teacher and student, working to determine
successful and effective productivity. In addition to the advance in technological innovation, recent
shifts within teaching paradigm to a more student-centered classroom have also brought about the
necessity to find a creative solution to meet the demands of an innovative classroom. Steelcases Node
Seating is flexible furniture that helps to create a true interactive classroom possible. With the latest
technological and innovative design, Steelcases Node Seating can transition from lecture mode to
team mode and back again, without interruption ("Node: seating for the active learning classroom ").
The Node chair is a mobile chair on wheels, featuring a caster, swivel seat, large work surface, tripod
base and open seat design to offer easy access. Arranging the classroom to provide every student with
the best seat in the class can be made possible with Steelcases Node Seating.
Incorporating the latest flexible seating in the classroom has a great influence over the roles of
both the student and teacher. The layout of the traditional classroom hinders movement and is fully
geared towards lecture based instruction. With innovative classroom furniture, the teacher will be more
prone to lead less and facilitate more. Moving into small groups no longer poses challenges, and allows
teachers the opportunity to easily implement group discussion, problem solving and innovative thinking.
By simply altering the furniture of the classroom, the teacher hands over the traditional role of
instructor and becomes a co-learner with students. This transition is important for a student-centered

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classroom and provides students with the opportunity of exploration and personal discovery. In
addition to the changing role of the teacher, the role of the students also fluctuates with the
introduction of advanced seating. By properly arranging the chairs, students become the focus of the
classroom. They are no longer hindered by an outdated chair that prohibits mobility. By providing
students with the option to move, students are encouraged to collaborate with their peers. Their role is
no longer passive absorber, but rather active engager. Ultimately, Steelcase Node Seating helps
students fall into their designed roles, encouraging students to personally construct their own
understanding.

Benefits
Students benefit in numerous ways by simply pulling alternative, inventive furniture into the
classroom. The specialized mobile chair can be utilized to create spaces for large groups to be able to
work together. Being able to work in close proximity to peers allows the opportunity for the teacher to
focus on topics of interest and deeply connect with students. Additionally, students tend to take on a
positive perspective of struggling peers when interacting and engaging in large and small groups.
Steelcases Node Seating and other innovative furniture helps students become further engaged with
material by creating a classroom where physical obstacles no longer hinder learning. When students
actively engage with material learning has the opportunity to make the important deep, lasting
connections. As opposed to the traditional rows of desks, Steelcase Node Seating helps students feel a
sense of belonging in an otherwise large class environment. Students can feel connected to their
teachers and intern the material. Lastly, Steelcases Node Seating works great for differentiated
instruction. Students have different styles of learning and may benefit when they dont have to sit in
the same configuration for long periods

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Environment and Curriculum

Node seating introduces numerous possibilities into the classroom environment. Perfect for the
twenty-first classroom, node seating provides quick, easy transitions between lectures, group discussion
and small group activities. As a result of the mobile features and innovative seat design, the classroom
environment feels open and alive. The chairs promote hands on experiences, allowing students the
chance to personally become involved with their own learning. The environment of a classroom extends
into every aspect of the classroom, effecting student relationships, curriculum, grouping and instruction.
It is important for teachers to understand the tremendous effects the environment can transmit to
students. As a student centered teacher, the Steelcase Node Seating is an excellent tool to employ in
the classroom to create an environment to stimulate and encourage student creativity and critical
thinking.
With mobile furniture, arranged to support open, intuitive traffic patterns, schools can make
the most of interactive whiteboard investments to ensure accessibility and create an environment more
conducive to collaboration (Michael 2013, p. 27). The technological advances of node seating help
support various other educational innovations. Their use strongly supports and integrates appropriately
with all subjects and curriculum. The node seating help turns lessons into engaging discussions where
all students can participate freely. Lessons in need of wide spaces can be effectively executed due to
the mobile nature of the chairs. As student-centered teachers guide their lifelong learners, the
Steelcase Node Seating is the best supportive resources to help aspiring teachers assist their students
aspire for greatness.

Goals and Standards

Upon implementing Steelcase Node Seating in the classroom, teachers should hold a definitive
concept of the learning outcomes expected of their students, as a result of the brand new innovative
chairs. The node chairs extensive versatility provides students with the means to openly communicate,
both with the teacher and with other students in the classroom. It is crucial for students to realize the

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value and significance of peer collaboration. Additionally, the chairs permit students to individually set
goals for themselves as the innovative design promotes individuality and critical thinking. Classrooms
with twenty-first century furniture empower students to comprehend the significant importance of
motivation to take greater control of their personal learning. Creating such a new environment
ultimately enables students to obtain greater confidence in their personal academic ability. Acquiring
confidence is essential for student achievement, as self-assurance supports students continue to explore
and follow their natural curiosity.
It is also crucial for teachers to be attentive to the numerous technological standards the
innovative Steelcase Node Seating can meet when appropriately integrated into academic content.
Node chairs allow students to participate in group projects and learning activities in close proximity,
with painless trouble-free effort. Obtaining a personal understanding of the different ways
responsibility of technology is achieved, is also important for all twenty-first century learners. Students
should be able to properly listen and follow directions when handling and maneuvering the node chairs
to meet their specific needs throughout the typical school day. Teachers could even implement the
node chairs into an original lesson, emphasizing the importance of understanding the notion that
specific design changes can be used to strengthen or improve a specific object. By comparing and
contrasting a traditional desk with Steelcase Node Seating, students can begin to grasp important
innovational concepts. Technology is comprised of specific materials that can be strengthened to
improve functionality. It is important for teachers to convey the innovational aspects of technology,
encouraging students to never limit their creativity. Overall, It is with innovative furniture and forward
thinking that we can begin to make greater strides in the better education of todays students, and can
evolve to benefit the students of the future (Node: seating for the active learning classroom ).

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Conclusion
Technology is everywhere, with advanced progresses that daily affects the ways in which
individuals conduct their lives, connect with others and imagine the future. As a result, it is imperative
for schools to appropriately integrate technology into the classroom. Teachers are by no means limited
with regards to the different innovative tools and accessible resources available for students. From
Smart boards and scanners, to iPods and e-readers, technology is a highly effective tool that if used
correctly can prepare students for their future. Student-centered teachers will find numerous benefits
upon integrating technology into their lessons and material, due to its captivating and engaging nature.
Technology has the power to drastically enhance student achievement and allow students the precious
and significant opportunity to become responsible for their own learning. Teachers should strive to
introduce students daily to the latest innovative technology. Technology enables learners to learn
anytime, anywhereaugmenting the propensity for students to engage in self-directed, informal
learning beyond the classroom (Ciampa and Gallagher, 2011, p. 320).

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Bibliography

Ciampa, K., & Gallagher, T. (2013). Getting in Touch: Use of Mobile Devices in the Elementary Classroom.
Computers in the Schools, 309-328.
Giles, R., & Shaw, E. (2011). Smart Boards Rock. Science and Children, 36-37. Retrieved November 26,
2014.
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the Influence of a Mobile Learning Intervention on
Third Grade Math Achievement. Journal of Research on Technology in Education, 45(1), 61-82.
Michael, J. (2013). The Changing Classroom Environment. American School & University, 26-29.
Muller, K. (2012). The New Kid Magnet. Teaching Children Mathematics, 19(4), 264-267. Retrieved
November 24, 2014.
Node: Seating for the active learning classroom. (n.d.). Retrieved November 27, 2014, from
http://www.steelcase.com/en/products/category/educational/seating/node/pages/node.aspx
Preston, C., & Mowbry, L. (2008). Use of SMART Boards for teaching, learning and assessment in
kindergarten science. Teaching Science: The Journal of the Australian Science Teachers Association,
54(2), 50-54.
Schweder, W., & Cherl, A. (2011). Supporting Universally Designed Instruction Through the Use of iPod
Touch Technology. Journal of Special Education Technology, 26(1), 57-60.

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