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Rachael McGaha
Digital Learning Environments FRIT 7235
Summer 2014





























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Maguth, B., & Harshman, J. (2013). Social networking and the social studies
for citizenship education. Journal of the Research Center for Educational
Technology, 9, 192-201.
Professional Practice
The article, Social Networking and the Social Studies for Citizenship Education
by Maguth and Harshman (2013) argues that using social networking to engage students
in civic discussions will better prepare students to transfer civic lessons into real world
experiences than traditional approaches that educators use to teach social studies. Social
networking has become a relevant approach to learning in the 21
st
century. It appears that
the social studies classroom is an ideal setting to teach students how to use social media
as a platform to learn about and contribute to civic issues. However, students must
develop the necessary digital citizenship skills to participate appropriately and
effectively.
Maguth and Harshman (2013) describe how young people today are accustomed
to using technology in so many areas of their lives, and that social studies educators
should seize the opportunity to use the tools that students are most familiar with to learn
about and advocate for civic causes. In todays society social networking can be used by
civic organizations to inform citizens, used by citizens to connect to the world and to
become empowered, and used by citizens and elected officials to communicate with one
another (Maguth & Harshman, 2013). However, using digital tools in school comes with
challenges that tempt educators to rely upon traditional textbooks and lectures instead of
using social networking tools. Maguth and Harshman (2013) explain that even though
educators and students are faced with challenges, they can still use social networking




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tools for citizenship education via Edmodo, an on-line educational platform that is not
likely to be blocked by school filters and provides a safe and structured on-line learning
community.
Maguth and Harshman (2013) provide strong data that supports the need for
educators to provide students with opportunities to use social networking tools for
citizenship education, along with sharing tools and ideas on how to incorporate social
networking tools in the social studies setting. Maguth and Harshman (2013) state that it
is necessary for students to be digitally literate. However, they do not emphasize the
importance of teaching digital citizenship. Teaching citizenship in the 21
st
century using
social networking is a great idea, but without first teaching and modeling digital
citizenship educators could face many challenges. If students were responsible digital
citizens, then most challenges mentioned by Maguth and Harshman (2013) using social
networking in the classroom would disappear.
Before I began my Masters in Instructional Technology, I had never heard of the
term Digital Citizenship. I have been exposed to a whole new complex community in the
realm of technology. In this community each person enters in with a responsibility to be
a citizen who follows the norms of appropriate and responsible behavior to become
digital citizens in the 21st century. It is important that educational systems realize the
importance of using technologies to improve student learning instead of resisting or
banning technology in the educational setting. However, along with the use of
technologies comes the responsibility to educate students and make them responsible
digital citizens.





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Beeson, M. (2013). Using podcasts to express counter-narratives in elementary social
studies. Journal of the Research Center for Educational Technology, 9, 94-111.
Theory-into-Practice
Universal Design for Learning
The article, Using Podcasts to Express Counter-Narratives in Elementary Social
Studies by Beeson (2013) suggests that as technology becomes more accessible to
teachers, they need to be prepared to integrate the technology into their instruction. The
purpose of the paper is to share an example of a lesson that integrates technology into
instruction to meet the needs of diverse learners including students with disabilities as
well as gifted learners.
Beeson (2013) describes a social studies lesson that uses technology to support or
challenge diverse learners. When planning for technology integration, teachers should
consider how the supportive elements that are already built in to the technology tool
could enhance instruction and support the diverse learning needs of their students. These
built-in supports are the foundation of universally designed instruction. (Beeson)
Beeson (2013) explains how the Universal Design for Learning (UDL) is considered the
process by which we insure equal access for learning to all students, and she
demonstrates how teachers can incorporate multiple methods of representing material
using various technologies.
Before I began my Masters in Instructional Technology, I had never heard of the
term Digital Citizenship. I have been exposed to a whole new complex community in the
realm of technology. In this community each person enters in with a responsibility to be
a citizen who follows the norms of appropriate and responsible behavior to become




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digital citizens in the 21st century. It is important that educational systems realize the
importance of using technologies to improve student learning instead of resisting or
banning technology in the educational setting. However, along with the use of
technologies comes the responsibility to educate students and make them responsible
digital citizens.
Beeson (2013) provides a strong point that as technology becomes more
accessible to teachers and students, it is important for teachers to be supported as they
move towards technology integration in order for them to provide effective and
appropriate technology use. It is also important for educators to share examples of
effective technology integration. I have noticed that as technology increases at my own
school it appears to be underused in the classrooms due to a lack of knowledge, training,
and support. I have also noticed that the knowledge, training, and support that I have
received through getting my Masters in Instructional Technology has increased my use
of technology within my classroom teaching students with disabilities.













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Cheung, A. (2013). Effects of educational technology applications on student
achievement for disadvantaged students: what forty years of research tells us.
Cypriot Journal of Educational Sciences, 8, 19-33.
Research
The article, Effects of Educational Technology Applications on Student
Achievement for Disadvantaged Students: What Forty Years of Research Tells Us by
Cheung (2013) provides evidence that technology applications in instruction in the K-12
classroom are effective in improving student achievement. In this study Cheung (2013)
provides a review of a variety of technology-based programs or applications that help
deliver learning materials and support learning in the K-12 classroom. The purpose of
the study was to examine evaluations of technology applications to determine which were
most effective in producing increased student achievement in reading and math.
Cheung (2013) findings suggest that alternative uses of technology applications
are effective in improving academic achievements for disadvantaged children. Due to the
findings he believes schools and districts should identify and adopt research-proven
education technology programs to improve academic achievement and close the gaps
between advantaged and disadvantaged students. (Cheung)
Cheungs research findings are relevant and important for the educational system
of the 21
st
century. However, since technology changes so rapidly in todays world, even
Cheungs research findings are already outdated. More recent educational technologies
have become a part of the 21
st
century classroom and few studies have been done to
comprehend their effectiveness. Research in the area of new and popular applications in
todays classroom will have to be continuously evaluated. This year alone I have been




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amazed at the amount of new technologies that have been invented and can be used as
effective tools to increase student achievement. It seems that every time I present a new
technology to my students, then another exciting technology has been developed to take
its place or to use as well.























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Blankenship, M., & Margarella, E. (2014). Technology and secondary writing: a review
of the literature. Contemporary Educational Technology, 5, 146-160.
Research
The article, Technology and Secondary Writing: A Review of the Literature by
Blankenship and Margarella (2014) reports a review of literature that focused on research
involving the relationship between writing instruction and technology in the secondary
classroom over the pat two decades. A systematic review of the literature was conducted
to determine how technology has influenced writing instruction and writing assessment in
the secondary classroom since the No Child Left Behind Act in 2002. (Blankenship &
Margarella)
Through Blankenship and Margarella (2014) reviewing the research a few themes
emerged. First, writing instruction could take place in meaningful ways. Second,
technology served as a motivator to engage students. Finally, researchers found an
increase in writing when technology was used.
Blankenship and Margarella (2014) found through the examination of literature
that educators need to focus on using technology to support a variety of writing activities,
technology must be well supported by the teacher, and they need to become advocates for
appropriate use of new technologies in the classroom.
Blankenship and Margarella (2014) review shows strong evidence that educators
must continue to prepare students for their adult lives in the 21
st
century digital age.
However, continued research needs to be done to provide educators with valid and
effective instructional practices that help integrate technology into the classroom. My
question is why are we so inhibited in making the integration of technology a priority? I




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have experienced this year the power of integrating technology into my classroom of
students with mild intellectual disabilities. I have found that my students enjoy writing
more, find it more meaningful, and are more motivated to write using various
technologies.























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Lacko, S., Viers, K., & Weiss, K. (2007). Building social skills through podcasts. Journal
of the Research Center for Educational Technology, 3, 37-39.
Professional Practice
The article, Building Social Skills through Podcasts by Lacko, Viers, and Weiss
(2007) describes how a team of teachers used podcasts as a tool to create social stories in
the special education setting. The podcasts were used to establish routines, reinforce
student skills, and to improve social and academic behavior of students with learning
disabilities and autism.
The goal of the project was to provide students with video and audio of
appropriate social situations and routines. The students participated in creating the
podcasts and as a result felt ownership, motivation, and investment in the social stories.
The repetitive use of the podcasts improved student behavior and recall. (Lacko, Viers, &
Weiss)
Lacko, Viers, and Weiss (2007) conclude that using podcasts to create social
stories are an effective strategy to help students with special needs, especially students
with Autism, to develop appropriate skills needed for social interaction. The results of
this article are clear, however, more detailed examples would help educators better
understand the effective use of this practice. It does motivate me to continue to research
the use of podcasts for social stories to help an Autistic student that I teach who has
limited verbal responses and limited social skills.







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Greene, J.A., & Azevedo, A., (2010). The measurement of learners self-regulated
cognitive and metacognitive processes while using computer-based learning
environments. Educational Psychologist, 45, 203-209.
Research
The research purpose posed in the article, The Measurement of Learners Self-
Regulated Cognitive and Metacognitive Processes While Using Computer-Based
Learning Environments, by Greene and Azevedo (2010) was to explore the
measurement of cognitive and metacognitive self-regulated learning during learning with
computer based learning environments. Class sizes are ever increasing and educators are
depending more and more on computer-based learning environments. Using technology
to deliver instruction can be a very powerful tool. However, there is a concern that
students who are unable to self-regulate their learning will have difficulty acquiring
deeper understanding of content in the computer-based learning environment. The
researchers not only want to accurately measure learners self-regulated processes, but
they want to develop scaffolds that help students who lack these skills to have more
effective self-regulated learning. This research article collects data through articles
written for this research purpose and it gives an overview of the articles used to collect
data. (Greene & Azevedo)
Greene and Azevedo (2010) are exploring how to translate data collected into
models that can be used to guide instruction in computer-based learning environments
and to increase self-regulated learning skills. The researchers collected data through
qualitative and quantitative methods. Within these methods the researchers provided an
overview of how computer-based learning environments have been used to increase




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students self-regulated learning. They used the quantitative and qualitative data to
summarize how computer-based learning environments develop self-regulated learning
and what measurement tools were used in the research. Last, they used the quantitative
and qualitative data to determine how to best measure students self-regulated learning
within the computer-based learning environment. (Greene & Azevedo)
In conclusion the Greene and Azevedo (2010) determined that measurement must
be consistent if an expert model of self-regulated learning is to be developed. For
learners who are able to self-regulate their learning, computer-based learning
environments are beneficial to learning processes. However, for the learners who are not
able to self-regulate their learning, the computer-based learning environment can be
overwhelming. The abundance of information and navigational choices can affect the
working memory, motivation, and emotions in a negative way, which will hinder the
learning processes. More research needs to be done regarding measurement methods to
produce better data about how successful learners are able to self-regulate. Then data can
be used to help students who are unable to self-regulate on their own. I have created a
blended learning environment within my classroom and my experience with learners who
are unable to self-regulate support Greene and Azevedos conclusion. My students who
are unable to self-regulate become easily overwhelmed and need one on one instruction,
while those who are able to self-regulate experience benefits.








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Bates, C., Hopkins, A., & Kratcoski, A., (2007). Using smart boards to enhance
student learning. Journal of the Research Center for Educational Technology, 3,
47-49.
Professional Practice
The article, Using SMART Boards to Enhance Student Learning by Bates,
Hopkins, and Kratcoski (2007) describes the exploration of using SMART Boards in
classrooms and various ways that the technology can be integrated into the curriculum.
SMART Board technology was used to reach different learning styles in all subject areas
to enhance learning. Bates, Hopkins, and Kratcoski (2007) give examples of using
SMART Board technology in each subject area.
The results of Bates, Hopkins, and Kratcoski (2007) project showed that SMART
Board technology had multiple benefits for teaching and learning. They also provided
examples of how SMART Board technology addresses all the learning styles in the
classroom. A significant change also occurred among their colleagues who began
exploring the SMART Board technology within their own classrooms and additional
grants were written to receive more SMART Boards. (Bates, Hopkins, & Kratcoski)
The article shows the potential of SMART Board technology for use in all subject
areas to enhance teaching and learning. It gives examples of increase student motivation
and engagement. However, the examples given could have been more detailed to
increase knowledge of how SMART Boards are used within the classroom. I have a
Promethean Board in my classroom that has completely revolutionized my teaching
students with disabilities. My experience with using this technology confirms that it is an
effective tool that enhances both teaching and learning.




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Henderson, J. (2013). Linking critical pedagogy & education technology. EdTechnology
Ideas, 1,1.
Theory-into-Practice
Critical Pedagogy
The article, Linking Critical Pedagogy & Education Technology by Henderson
(2013) discusses the importance of linking critical pedagogy and educational technology.
There has been an importance placed on educators to implement the practice of critical
pedagogy into the classrooms, while at the same time, an importance to implement
technology into the classrooms. (Henderson) Hendersons (2013) concern is that little
effort has been made to assist teachers in bridging the increasing importance of Critical
Pedagogy and the necessity of adaptation using Educational Technology.
Henderson (2013) notes that the Banking System of education, where teachers
deposit knowledge through methods such as lectures and students recite the information,
needs to be challenged. Resources are needed to move educators away from the Banking
System and towards Critical Consciousness in their future classrooms. (Henderson)
Henderson (2013) believes that the focus must be on both Educational
Technology and Critical Pedagogy. Using Educational Technology in ways that align to
the philosophy of Critical Pedagogy can be challenging due to the rapid growth of
technology. (Henderson) Henderson believes that a community must be developed to
share ideas, examples, and keep the conversation and resources current as new
technologies emerge, ensuring a constant critical engagement with emerging educational
technologies. (Henderson)




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Hendersons perspective is very accurate in my opinion. It appears to me that
many use technology for the sake of using a new tool and not to implement critical
pedagogy. We must have purpose behind using the technology tool for learning and
instruction. I also have a fear that when I am finished with my Masters in Instructional
Technology I will be void of the community that Henderson mentioned. This community
is not natural in my educational realm and I will have to be diligent to stay connected to
emerging educational technologies.




















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Shafi, M. (2012). Facebook as a tool to enhance team based learning. International
Journal of Advanced Computer Science and Applications, 3,52-56.
Professional Practice
The article, Facebook as a tool to Enhance Team Based Learning by Shafi
(2012) discusses how there has not been much study done to use Facebook as an
educational tool in the classroom. He proposes the idea that Facebook can be used as a
Team Based Learning scenario where small groups are transformed into high
performance teams to accomplish complex tasks for instruction. (Shafi)
Shafi (2012) establishes that Team Based Learning can enhance education in
many ways as a tool to enable students to achieve learning targets. Facebook is the tool
that can provide a high level of inter student, intra team, student-teacher, and team-
teacher interaction within a general classroom setting. (Shafi)
This article gave examples of ways that Facebook can be used in the classroom to
build team based learning. The use of Facebook in the instructional setting is relatively
new and there is not a great deal of research on the impact of implementation in the
classroom. In our county, Facebook is blocked by they system and cannot be accessed by
students. Even though I have not had the opportunity to use Facebook as a tool in my
classroom, I agree with the Shafis practice. Instead of Facebook I use Edmodo. Edmod
is similar to Facebook, but is an educational platform only. My students are highly
motivated in terms of team based learning using the Edmodo platform.







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Boyle, T., Franks, M., McClain, K., & Komoff, B., (2007). Podcasting with kids:
differentiating instruction digitally. Journal of the Research Center for
Educational Technology, 3, 42-46.
Professional Practice
The project discussed in the article, Podcasting with Kids:
Differentiating Instruction Digitally, by Boyle, Franks, McClain, & Komoff (2007)
explored the use of podcast to differentiate instruction for children with special needs.
The students with special needs were exposed to new information via podcasts as new
curriculum units were introduced in the classroom.
The teachers used frontloading to introduce ideas, vocabulary, and content before
the unit began to activate prior knowledge, pique students interests, and to focus their
attention on essential details. (Boyle, Franks, McClain, & Komoff) The frontloading via
creating podcasts also provided individualized learning, enrichment, and extended
learning as well.
Through using the podcasts Boyle, Franks, McClain, & Komoff (2007) found that
podcasting played a powerful role in motivating students and supporting students with
disabilities. Using frontloading with podcasts provided a scaffold to support
understanding and comprehension of new vocabulary and concepts, strengthened writing
skills, and increased motivation toward learning. (Boyle, Franks, McClain, & Komoff)
This article gave evidence that podcasting can be an important technology tool to
enhance learning. Not only did it produce student motivation, but the project also
increased teacher motivation that became contagious through out the school. I recently
inherited from a retired teacher a set of six iPods and I have been uncertain of how to




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integrate them into my instruction. I am motivated by this article to have students create
podcast that will frontload content prior to teaching new units.