The Technological Revolution in Educational Reform:​ ​An Annotated Bibliography

Inquiry: How can the application of digital platforms or any device with internet access promote

active learning in higher education?

Thesis: Active learning, in which students apply their knowledge and think critically about ideas,

results from collaborative learning, in which students exchange ideas; evolution in digital

technologies promotes both types of learning, making students better prepared for their futures.

Chen, Pei-Ying and Gwo-Jen Hwang. “An IRS-facilitated Collective Issue-quest Approach to
Enhancing Students’ Learning Achievement, Self-regulation and Collective Efficacy in
Flipped Classrooms.” ​British Journal of Educational Technology​, vol. 50, no. 4, July
2019, pp. 1996–2013. ​EBSCOhost​, doi:10.1111/bjet.12690.

Flipped classrooms incorporate blended learning by delivering instruction to students

outside of the classroom. Chen and Hwang concede that, while a conventional flipped
classroom is an effective alternative to traditional, lecture-style instruction, it poses some
challenges. Although flipped classrooms foster personalized learning, students do not
always have an ability to self-regulate, making them more susceptible to passive learning.
This demonstrates that technology is not always a perfect agent for efficiency in
education, but when it is used to facilitate discussion and collaboration, active learning
takes place. The benefits of technology are illustrated by a study that proposed an
“Instant Response System (IRS)-facilitated collective issue-quest strategy.” This system
uses technology to “enhance students’ interactivity and collaboration during the learning
process,” as opposed to technology that is used to replace interpersonal interaction.
Learning through online programs alone, rather than programs that are paired with
discussion and collaboration, can worsen students’ communication skills because they
allow students to participate non-verbally. On the other hand, the issue-quest approach
attempts to improve students’ verbal engagement in a flipped classroom setting. After
watching video content at home, students will individually answer online quiz questions.
Then, students engage in player vs. player competition because “social competition is a
positive competition behavior” and can stimulate learning. Next, students “formed groups
and engaged in peer discussion and group collaboration to find the correct information
and answers.” This experiment was tested using undergraduate students from Northern
Taiwan and splitting them into two groups: experimental and control. The experimental
group was subject to the issue-quest flipped classroom, while the control group learned
using the conventional flipped classroom. The main difference between the groups was
that the control group did not have personal and collective answer proposing through
IRS, while the experimental group did. The teacher also played a more prominent role in
the issue-quest flipped classroom by raising questions and providing feedback. Results
were seen by comparing post-test scores; the mean of the experimental group was 24.74
points higher than the control group. The results demonstrate that, because the
experimental group engaged in more active learning than the control group, their scores
were higher.

Because this source conveys that technology is valuable when it facilitates interaction
between peers and peers and instructors, it is suitable for my project. It offers a counter
argument to the false idea that technology is beneficial under all circumstances. The way
that technology is implemented, such as whether or not it encourages collaboration, has
an impact on students’ learning. This is demonstrated by the experiment involving the
issue-quest classroom design.

This source is credible because it is an article from the ​British Journal of Educational
Technology,​ in which articles are peer-reviewed. This article was published in July of
2019, which also contributes to its credibility. It is a case study which shows that research
was conducted before drawing a conclusion. This article is relevant because we are living
in a society dominated by the use of technology, and education is no exception. The
 article is biased because its authors believe that their research is valuable and should be
used by those who control curriculum.

The stake of this article is finding ways that technology can improve education, taking
into account the potential for passive learning. The stakeholders in this issue are students,
teachers, parents, or any individual who is concerned about the quality of students’
education. The audience consists of subscribers to the ​British Journal of Educational
Technology​ or anyone who can access the journal.

This source appeals to both cause/effect and policy. The authors argue that, as a result of
the issue-quest flipped classroom setting, students earned higher scores. Therefore, this
technological application should be implemented in classrooms. The authors also
evaluate the value of their research. They conclude that it “may provide a valuable
reference for future studies in the field.”

Ghilay, Yaron and Ruth Ghilay. “TBAL: Technology-Based Active Learning in Higher
Education.” ​Journal of Education and Learning​, vol. 4, no. 4, Jan. 2015, pp. 10–18.
EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1076407&site=ehost-live
.
Yaron and Ruth Ghilay characterize passivity as a principal challenge to learning. They
state the importance of active learning in the classroom, which is classified as “one of
seven principles of good practice in higher education.” It is defined as “providing
opportunities for students to meaningfully talk and listen, write, read, and reflect on the
content of ideas, issues, and concerns of an academic subject.” The authors propose a
system that utilizes technology to achieve active learning. They suggest implementing
technology such as TBAL, or technology-based active learning. Clickers are one
application of TBAL, and they function to engage students, gauge understanding, and
provide feedback to students’ questions. While a few outgoing students may actively
participate in a traditional lecture, clickers aim to increase participation and facilitate
“collaboration and teamwork.” The success of this technological application in education
was measured by a study conducted at the Neri Bloomfield School of Design and
Education. It involved a course using TBAL with fourth-year business management
students in 2013-2014 and 2014-2015. At the culmination of the course, students were
asked to evaluate TBAL through a survey. Research questions evaluated various factors,
including students' ability to participate and opportunities for collaboration and
teamwork. The majority of students responded that “learning through technology is better
than passive learning and listening to a lecturer,” “the use of technology during the lesson
enables me to be active,” “the use of technology allows the creation of cooperation
among students and teamwork,” and “the use of technology allows all students to
participate and express themselves.” The authors conclude that “only a combination of
both technological and pedagogical capabilities is necessary and sufficient for effectively
conducting this kind of learning.” Technology in the classroom must be guided by an
instructor so that it is utilized properly for the purpose of active learning. Students who
do not self-regulate their use of technology may be less engaged and more easily
distracted.

This source is credible because it is from the ​Journal of Education and Learning​ and was
peer-reviewed. It was recently published (2015), which also contributes to its credibility.

It is relevant because teachers are faced with students who are passive listeners and are
not engaged in class. They must seek solutions to fight for the attention of their students.
TBAL responds to the difficulty instructors face in transitioning their students from
passive to active listening. While there may be other solutions to passivity, this source is
biased towards technology as a solution. The survey may have been conducted in a
slightly biased way to yield certain results.
 This source is suitable for my project because it suggests that technology can promote
active learning when it is coupled with pedagogical practices. It concludes that clickers
are a technological instrument used to promote engagement and discussion in class.

The stake of this article is finding ways to foster active learning environments in spite of
passive learning environments. The stakeholders are professors, students, and parents, or
anyone who is affected by education. The audience is anyone who reads the ​Journal of
Education and Learning.​
This source utilizes Stasis Theory in different ways to argue that technology can foster
active learning. It states the fact that passive learning among students is a problem that
can be observed in any lecture-style classroom. It defines this as an issue of teaching
style; it proposes that technology can bridge the gap between passive and active learning
if teachers are trained in the use of technological resources such as clickers. It qualifies
passive learning as a negative thing, and active learning as positive. It concludes that
action should be taken by teachers to ensure that students are learning effectively.

Caton-Rosser, Mary, et al. “The Need for Assessment: The Double-Edged Sword of Online
Technologies in Higher Education.” ​Journal of Technologies in Education,​ vol. 10, no. 2,
Jan. 2015, pp. 15–25. ​EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=eue&AN=108567922&site=ehost-live.

Rosser, Looney, and Schneider of Black Hills State University yield that because online
technology is a “double-edged sword”, there are both advantages and disadvantages to its
use in the classroom. For instance, when technology is not used as instructed, there could
be negative outcomes such as lower GPAs of students who “often choose to ignore
instructions by using Facebook as a social tool in the classroom rather than an
educational tool.” This emphasizes the importance of teacher intervention and regulation
of technology; if educators are not careful, technology can be exploited. Yet, because we
are living in an information-era, technology in education is not only inevitable, but it may
effectively cater to a generation of tech-savvy students: “as society has morphed...so have
the ways that students learn best.” For example, “US-based education research on
assessment of the mid to late 20th century proved that some students were trending with
more successful learning outcomes resulting from interactive discussion and experiential
or project-based education in collaboration with their teachers and community members.”
Technology may catalyze discussion-based learning. In order to systematically determine
the impact of online resources such as social media on learning, a study was conducted
by professors at Black Hills State University. The study consisted of roundtable
discussions among students. Lessons utilized different digital-social media tools such as
Youtube, Twitter, Facebook, and LinkedIn. The results showed that sometimes, these
technologies enhance learning and engagement. For instance, meaningful discussions
took place when students critiqued each other’s work on a program called ArtStack. In
another assignment, “the instructor spoke of the enhanced work produced from students
using Youtube for source material, as compared to prior classes that used strictly print
sources.” On the other hand, sometimes students were confused by the complexity of the
online programs and this inhibited them from completing assignments efficiently.
Ultimately, the authors conclude that technology will become more effective when
teachers become more knowledgeable about its applications. Its effectiveness, therefore,
is dependent on an instructor’s ability to implement what she has learned. When an
instructor stimulates discussion through the use of digital media, she has succeeded in her
role.

This source is credible because it is an article from the ​Journal of Technologies in

Education​, and it is peer-reviewed. It was published in 2015. It is relevant because social
media is a part of students’ everyday lives. It is also used to promote business; for
example, through social media marketing. Therefore, using social media in education can
prepare students for the real world. There are both drawbacks and advantages to this,
which are addressed in the article. The article may be biased because its authors were
involved in the study that is described.
 This source is suitable for my project because it assesses the effectiveness of
technology--specifically social media--in education. It concludes that technology is most
effective when instructors are taught how to implement it in the classroom. Its
effectiveness also depends on how it is incorporated in the curriculum. If used to
encourage discussion, technology can improve teacher-student interaction. But when
teachers do not know how to use technology, it is a less effective teaching mechanism.
The stake of this paper is finding ways to use social media in education to improve
learning outcomes, taking into account teachers who are unfamiliar with technology. The
stakeholders are parents, teachers, and students, or anyone interested in education. A
stakeholder may also be future employers who want young graduates to be equipped for
their careers. The audience is the stakeholders and anyone who has access to this Journal.

The paper defines the problem of rapidly advancing online technologies of which
teachers might struggle to embrace. It states the fact that technology in education is
inevitable. A question of policy is posed through this article, as it suggests that further
action should be taken to evaluate social media in education. Throughout the paper, the
quality of social media is debated, as well as how it may affect students.

Aldhafeeri, Fayiz and Trevor Male. “Investigating the Learning Challenges Presented by Digital
Technologies to the College of Education in Kuwait University.” ​Education and
Information Technologies​, vol. 21, no. 6, Nov. 2016, pp. 1509–1519. ​EBSCOhost​,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1111510&site=ehost-live
.

Authors Aldhafeeri and Male state that digital technology, including any device with
internet capabilities such as smartphones and tablets, can induce a shift “from passive
acquisition of someone else’s ideas to active learning experiences that empower people to
inquire, critique, create, collaborate, problem solve, and create understanding.”
Technology achieves this by making learning two sided; it gives students greater
opportunities to participate, whereas conventional lecture-style teaching makes students
“passive recipients of information.” Technology sparks active learning by achieving the
goals of “connectivism”. Connectivism defines learning as “a continual process which
occurs in different settings and allows teachers to shift focus from their textbooks and
presentation to the actual student.” For instance, powerpoint and prezi encourage
collaborative learning by encouraging students to work as a team. Because technology
fuels collaboration, it can prepare students for the workforce, “where problem solving
and creativity are the products of collaboration rather than independent contributions.”

This source is credible because it was taken from the S​cholarly Journal of Education and
Informational Technologies​. It was published in 2015. It was written in response to the
reality that students need digital knowledge to be prepared to work in our digital era. It
may be biased since, while the study includes only students at Kuwait University, it
generalizes its findings to all universities.

It is suitable for my project because it describes how technology can further collaboration
and lead to active learning.

The stake of this article is finding ways to use technology to benefit students. The
stakeholders are parents, instructors, and students. The audience is any subscriber to this
Journal or anyone who has access to the article.

Due to the advantages of online learning and technology’s prevalence in the workforce,
the authors advise that universities should utilize mobile devices in the classroom:
“universities in the 21st century will need to adapt their strategy and policy in regard to
student learning to accommodate greater use of personal mobile digital technologies...in
recognition of the opportunities to provide deeper, collaborative learning among students
 in the quest to further knowledge.” This call to action appeals to Stasis Theory’s Policy
claim.

“Reimagining the Role of Technology in Higher Education.” ​Tech.ed.gov,​ Office of

Educational Technology, 2017, tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf.

The US government’s Office of Educational Technology proposes several ways that

technology can improve learning. For instance, “technology enables enhanced learning
experiences through blended learning models.” In other words, a combination of online
and teacher instruction can improve performance. Moreover, students should be
encouraged to discuss online assignments after they are completed. The authors argue
that technology accomplishes more than collaboration. For instance, it personalizes a
student’s education. Since assignments are completed on individual devices, students can
work at their own pace and receive additional instruction where it is needed. I believe
that, while personalization can be beneficial to students, teachers should make sure that
students do not learn in isolation from each other. Rather, technology should encourage
thoughtful discourse among students.

The article appeals to policy by suggesting that policymakers should continue research on
how technology can be used in education.

This source is credible because it was published by the Department of Education of the
United States of America in 2017. It responds to the growing importance of technology
and its transformative role in education. Because it was published by the government, it is
a “popular source” and may include some bias by reflecting current educational trends.

It is useful for my project because it evaluates how technology can be used to better
education and suggests methods to improve the role it plays in students’ success. The
stake of this article is finding ways to use technology in order to improve education.
 Stakeholders are students, parents, instructors, and government policymakers. The
audience is anyone who has internet access and cares about education.

Gallou, Eirini and Peter Abrahams. “Creating Space for Active Learning: (Opportunities from)
Using Technology in Research-Based Education.” ​Shaping Higher Education with
Students: Ways to Connect Research and Teaching,​ edited by Vincent C. H. Tong et al.,
UCL Press, London, 2018, pp. 165–175. ​JSTOR​, ​www.jstor.org/stable/j.ctt21c4tcm.27​.

This article explores the impact of technology on active learning in higher education
through the lens of Irini Gallou’s undergraduate research. At the time the essay was
written, Gallou was earning her PhD at the UCL Institute for Sustainable Heritage. She
begins her paper by defining the relationship between teachers and students, as well as
the role technology plays within this relationship. According to Peter Abrahams, a
professor of clinical anatomy at Warwick University, students are “digital natives,” so
using technology allows students to play more active roles in their education, whereas
teachers’ digital knowledge may be limited. Therefore, technology is the foundation for
developing a partnership between teachers and students. Gallou notes that “both the
power and weakness of technology lies in the way it is used.” She suggests that online
teaching should be coupled with face-to-face instruction, as technology should
supplement, rather than replace, traditional pedagogy; “the role of the tutor remains
crucial in providing cohesion between the information imparted and the experiences
students engage with.” Therefore, the way a teacher presents information is more
impactful than consuming facts on the internet: “the element that needs to be emphasised
is the passion of the tutor when encouraging his students to experiment with
technological means and be creative in the classroom.” While the teacher’s role is
important regardless of the field being studied, the role of technology may vary
depending on the subject. Abraham’s presentation at the R=T Tech Event emphasized
that “hands-on learning in an experimental manner, even using the student as a peer
teacher, is the aim of using all the tools of technology to make a stimulating, exciting
interaction.” In his opinion, “learning by doing” allows students to better interact with
subject matter. While I want to prove that active learning is achieved through
collaboration, it should be noted that hands-on learning can attain active learning in a
research based environment such as engineering. The authors describe TEAL, or
technology-enabled active learning, which is MIT’s system to provoke hands-on learning
in engineering. This system includes 3D printing, in which students learn by creating
models. In other subject areas such as museum studies, however, technology encourages
active learning through collaboration. According to Gallou, “technology-based learning
activities could act as a unifying platform for dealing with differences between professors
and students, enhancing not only learning, but also communication and collaboration.”
Collaboration is not limited to teacher-student interactions. Technology can also foster
collaboration between students. In the student exhibition “We Need to Talk: Connecting
Through Technology,” “the project’s twitter page shows how state-of-the-art
technological applications in documenting archaeology were presented and proves how
the subject gave a lot of people the opportunity for creative teamwork...and class
discussion.”

This source is suitable for my project because it demonstrates how technology can be
used to achieve active learning. It also emphasizes the importance of the instructor in
engaging students. Overall, it provides evidence that supports my thesis, but at the same
time, argues that collaboration is not the only form of active learning.

This source is credible because it is undergraduate research that was published in the
book ​Shaping Higher Education with Students: Ways to Connect Research with
Teaching.​ This book was published in 2018. Because it is recent, it is credible. It is
relevant because the role of technology in education is increasing. This book can advise
administrators to improve the role of technology in education. Hence, its stakeholders are
administrators, teachers, and students. The stake of the essay is ensuring that students
benefit from technology. The audience is anyone who reads this book, specifically
 including stakeholders. It is biased because the author is only an expert in engineering
and does not have experience in other fields. Therefore, she is more partial to
investigating the effect of technology in engineering.

Gallou appeals to Stasis Theory in different ways. For instance, the author states the fact
that there are “challenges of using technology to enhance the education process and the
student learning experience.” She defines that technology encourages active learning and
“enhances research-based learning.” Lastly, she appeals to policy by stating that “we
need dialogue if we are to reach the desired balance for both students and teachers.”

Niemeyer, Dodie J. and Hannah R. Gerber. “Maker Culture and Minecraft : Implications for the
Future of Learning.” ​Educational Media International,​ vol. 52, no. 3, Sept. 2015, pp.
216–226. ​EBSCOhost​, doi:10.1080/09523987.2015.1075103.

Dodie Niemeyer describes the importance of social connection in learning. She states
that, “social connection is essential because learning is more meaningful when it is part
of a person’s valued social relationships and shared practices, culture, and identity.”
According to Niemeyer, Minecraft plays an important role in social connection by
encouraging collaboration between gamers. For instance, a study showed that “within
each YouTube video discussion board, viewers and the creator of the video engaged in
lengthy dialogue and debate about the content and creation of the video...As evidenced
through the comments on discussion boards, viewers were seeking to learn more about
the game or to learn new ways of doing things.” Therefore, Minecraft exemplifies a
“collaborative learning community” in which gamers are intrinsically motivated to
discuss, think critically, and engage. Moreover, it embodies a “maker culture” which
“focuses on using and learning practical skills and then applying them creatively to
different situations.” Hence, it provides a model for learning that can be adopted by
teachers who want to use technology to teach students. Implementing connected learning
in education would depart from traditional pedagogical practices. But this could better
equip students for the future: “connected learning seeks to bridge the gap between the
skills needed to be competitive in the workforce and the way schools are teaching that is
leading to disengaged and alienated students who see little purpose in their education. It
is a new vision of learning that is social, hands-on, active, networked, and personal.”
Unlike Minecraft, where users communicate online, connected learning in education
would involve face-to-face interaction. This increases the extent by which active learning
takes place. Furthermore, while users of Minecraft learn by viewing instructional video
content and listening to audio, connected learning in the classroom could involve the
presence of a teacher, which is usually important in order to facilitate active learning. Yet
other Minecraft gamers are self-taught; in the classroom, this parallels to students who
self-regulate. While studies show that self-regulation is not always an effective form of
learning since students are easily distracted, students who are internally motivated to
overcome challenges might benefit from learning on their own. Nonetheless, students
will always benefit from engaging in discussion with their peers.

This source is suitable for my project because it discusses a specific form of

technology--Minecraft--to illustrate the impact of technology on collaboration and active
learning. In proving my thesis, it is valuable to use many examples of technology. This
includes gaming, social media, flipped classrooms, and a variety of educational websites.

This source is credible because it is from the Journal ​Educational Media International
and was published in 2015, when Minecraft was first popularized. It is relevant because
Minecraft or learning models derived from Minecraft have been used in education, so it is
necessary to evaluate their effectiveness. This source is biased because it was written by
those who are partial to Minecraft rather than a neutral source.

The stake of this source is discovering ways to use digital tools like Minecraft to achieve
collaboration in the classroom. The stakeholders include students, educators, and gamers.
The audience is anyone who has access to this Journal.
 This source appeals to Stasis Theory. For instance, it defines terms like connected
learning. It appeals to Policy by suggesting that further research should occur
surrounding the application of technologies like Minecraft in education.

“Technology and Student Distraction.” ​Derek Bok Center, Harvard University,​

bokcenter.harvard.edu/technology-and-student-distraction.

In an article published by Harvard University entitled “Technology and Student

Distraction,” the value of technology is evaluated in terms of its advantages and
disadvantages to students. The article concedes that the effectiveness of technology in the
classroom is dependent on how it is implemented by teachers. Mobile devices including
laptops and tablets can be distracting to students and their peers when used to access
personal content. Students often do not multitask well, and when digital media is
misused, students’ grades may suffer. Despite one survey showing that 80% of students
“agreed that using a mobile phone in class decreases their ability to pay attention,” 92%
of college students text on their cellphones in class. It is clear that students struggle to
resist the temptation of using technology in class, despite knowing that their actions have
consequences. Therefore, the instructor plays an essential role in delegating the use of
technology. When teachers embrace technology in the classroom, this can have a positive
effect on learning outcomes, because students are encouraged to use it for educational
purposes. Applications such as clickers, “Poll Everywhere” and “Learning Catalytics”
enable active learning by encouraging participation. Moreover, Harvard University
suggests “providing materials for lecture in advance of class for review and using files
that can be read aloud via text to voice software.” These features increase engagement
among students, especially those who are impaired by disabilities. Instructors should
ensure their lessons include opportunities for collaboration among students. This
collaboration can be facilitated by technology. Harvard suggests that lessons should
encourage “students [to] turn and talk to each other regarding a prompt.” In addition,
professors could have students e-mail or text a written response to another student in the
room and have them respond. This [demonstrates] how a technology-based solution can
help students who might...be fearful of social interaction with a stranger.” Technology
should be used to spawn meaningful discussion. While the latter option allows shy
students to feel more comfortable in class, in my opinion, perhaps communicating only
online is an inferior form of interaction. Instead, using technology to promote
face-to-face communication improves students’ communication skills.

This source is credible because it was published by Harvard University, and Harvard is a
reputable educational institution. Harvard is accountable for the information it distributes.
While the source is not peer reviewed, since Harvard is an academic institution, it is
credible in writing about technology and student distraction. The University bases its
evidence on studies and experiments, which are adequate forms of research. The article
does not state the year it was published; this could be a cause of concern. However, it
contains hyperlinks to sources that were published in the last decade. The article responds
to popular concern regarding technology’s role in education. It is biased because the
article uses qualitative words such as “best” to describe teaching practices.

This source is suitable for my project because it acknowledges that technology is not
always beneficial to students. Instead, its impact on learning depends on the way it is
used. The article concludes that technology is most effective when used by teachers to
promote collaboration. It is the least effective when teachers play an inactive role in the
use of technology or fail to incorporate it in their lessons.

The stake of this article is finding ways to effectively teach using technology, despite the
challenges it could potentially pose. The stakeholders include teachers, students,
administrators, or anyone who is affected by education. The audience is anyone who has
access to the internet.

This source appeals to the claims made by Stasis Theory. For instance, it defines that
technology has both drawbacks and benefits. It also defines that, while some instructors
are more willing to embrace technology in their own teaching, others are reluctant to do
 so. It appeals to the stasis claim of policy by suggesting ways that teachers can use
technology; for instance, they can vary their lessons through the use of clickers and
online applications.

MOODLE:

Cabero-Almenara, Julio1, cabero@us. e., et al. “Technical and Didactic Knowledge of the
Moodle LMS in Higher Education. Beyond Functional Use.” ​Journal of New Approaches
in Educational Research​, vol. 8, no. 1, Jan. 2019, pp. 25–33. ​EBSCOhost,​
doi:10.7821/naer.2019.1.327.

http://eds.a.ebscohost.com.pallas2.tcl.sc.edu/ehost/pdfviewer/pdfviewer?vid=11&sid=61cc2bda-dcb2-4e6
1-a3b7-404541db8fbc%40sessionmgr4006