Personal Reflection and Annotated Bibliography

PERSONAL REFLECTION

While I have relatives who have used blogs to record their personal histories, I personally have not used a blog prior to this course. My experience of completing the weekly blog assignments has provided me valuable experience. I learned that incorporating images and/or videos into a blog post is important in helping readers engage in your content. I discovered the value of maintaining the brevity of the message as I wrote my posts. 

I see the meaningful potential for using a blog in my learning environment. In my mind, I can see teachers sharing ideas and media with each other. For example, for my weekly blog assignments, I tried to take the position of one who is sharing information and resources for teachers to use. I described a platform or technology, included a video for more information, and invited readers to share their experiences and insights in the comments. A blog could serve as a valuable resource for collaboration among teachers. 

Check out this video for more ideas about collaboration among teachers.

(How Teacher Collaboration Strengthens the Classroom, n.d.)

ANNOTATED BIBLIOGRAPHY

1. Hardware and Software for Learning: An Annotated Bibliography Ullah, M., Amin, S. U., Munsif, M., Safaev, U., Khan, H., Khan, S. & Ullah, H. (2022). Serious games in science education. A systematic literature review. Virtual Reality & Intelligent Hardware, 4(3), 189–209. https://doi.org/10.1016/j.vrih.2022.02.001 

Ullah et al. published this paper titled Serious Games in Science Education. A Systematic Literature Review. The authors conducted a systematic literature review on games for science education. The review examined the role of immersive technology in science education, such as augmented and virtual reality. Review findings include positive and negative aspects of serious games in science education and attitudes about their use. This resource could be helpful to inform decision-makers in my organization about the benefits of considering the use of immersive technology. 

2. Kharis, M., Dameria, C. N., & Ebner, M. (2020). Perception and acceptance of Padlet as a microblogging platform for writing skills. International Journal of Interactive Mobile Technologies, 14(13), 213–220. https://doi.org/10.3991/ijim.v14i13.14493 

Kharis et al. wrote this article, Perception and Acceptance of Padlet as a Microblogging Platform for Writing Skills. The objective of the study was to understand how students perceived the use of internet technology for learning. The study also explored how students accepted the technology Padlet as a viable microblogging platform to learn the German language. Findings indicated students generally accept internet technology as helpful. Students rejected Padlet as an effective microblogging platform for language learning. While my educational organization does not do much language education, findings from this resource may help inform decision-makers about the benefits and limitations of using microblogging tools for other learning outcomes. 

3. Adanali, R., & Alim, M. (2019). The students’ behaviours at the instructional geocaching applied in problem-based environmental education. Review of International Geographical Education Online, 9(1), 122–148. 

The Students’ Behaviours at the Instructional Geocaching Applied in Problem-Based Environmental Education is a paper by Adanali and Alim. The article reports on research conducted about the use of an instructional geocaching game to facilitate problem-based learning. Findings suggest students’ problem-solving skills increased through participating in geocaching. Students also benefitted from increased motivation to learn the expected content. This resource may be helpful to curriculum writers and teachers in my organization by helping them understand how geocaching may be implemented in or out of the classroom to increase learning outcomes. 

4. Erickson, D. C. (2020). Review of Articulate Storyline 360. Teaching Theology & Religion, 23(2), 135–136. https://discovery.ebsco.com/c/36ffkw/viewer/html/p6wxzaxcgf 

Erickson published an article called Review of Articulate Storyline 360. The author’s review includes a brief description of Articulate Storyline 360, how it works, and its potential benefits. A primary benefit of Storyline 360 involves its capacity to empower teachers to help students become immersed in interactive learning content instead of simply viewing a presentation. The platform provides an intuitive user interface, provides interactive features, and offers community resources. While my institution may not consider purchasing Articulate Story 360 for general use among teachers, its tools and design features may help inform how to better use the platform we currently have. 

5. Pegrum, M. (2017, April 4). Augmented reality. Mark Pegrum. https://markpegrum.com/tools-for-digital-learning/augmented-reality/ 

Mark Pegrum is an associate professor in the Graduate School of Education at the University of Western Australia. Pegrum’s work focuses on digital literacies in education. This article is a blog-style description of augmented reality and how it can be used in classroom learning. The author not only explains how to use augmented reality for effective learning but includes an extensive list of links to free augmented reality applications teachers can use in a classroom with a variety of subjects. My organization has not adequately considered the use of augmented reality and I believe this resource, though not peer-reviewed, contains resources that could help improve understanding of the technology. 

6. Tatli, Z., Akbulut, H. I., & Altinisik, D. (2019). Changing attitudes towards educational technology usage in classroom: Web 2.0 tools. Malaysian Online Journal of Educational Technology, 7(2), 1–19. http://dx.doi.org/10.17220/mojet.2019.02.001 

This article by Tatli et al. is called Changing Attitudes towards Educational Technology Usage in Classroom: Web 2.0 Tools. The authors recognized the learners of today’s generation can use the technology that ubiquitously surrounds them. This technology-centric generation necessitates teachers that develop professional competencies to prepare learning experiences where students can effectively integrate the use of digital technologies into their learning. Web 2.0 refers to a host of digital tools that allow students to access information and content, actively engage with the environment, create and edit content, and collaborate with peers. This article might be beneficial to many teachers in my organization by informing them about Web 2.0 resources and how they can help the learning experience. 

7. Pila, S., Lauricella, A. R., Piper, A. M. & Wartella, W. (2022). Preschool teachers’ perspectives on (haptic) technology in the classroom. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.981935

Preschool Teachers’ Perspectives on (haptic) Technology in the Classroom is an article written by Pila et al. The article is a report on research conducted to learn more about haptic displays in digital technology. The technology involved tablets that use tactile feedback on the display screens that integrate important sensory information. The study includes findings about how teachers reacted to the haptic feedback tablet and their perceptions of its use in early childhood education. As many employees at my organization do not have the occasion to learn about emerging technologies, this article is a resource that could help inform teachers and administrators of technological advances. 

8. Ahmed, A. (2018). Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. International Journal of Special Education, 33(1), 129–139. https://discovery.ebsco.com/c/36ffkw/viewer/pdf/3eeiu35brn 

Ahmed produced this paper called Perceptions of Using Assistive Technology for Students with Disabilities in the Classroom. The author asserts the need for professional educators and educational institutions to provide assistive technology for students and family members with special needs. Ahmed conducted a study to examine factors that contribute to the lack of assistive technology in classrooms. The study revealed themes about people’s attitudes about using assistive technology in their classes that contribute to whether they support the resources. Obstacles that might prevent the use of assistive technology were identified. This resource may be serendipitously beneficial to my organization since I recently attended a conference announcing an initiative to develop strategies for increased inclusion of students with special needs. 

9. Henderson, J. B., & Lewis, A. (2020). Integrating technology to support classroom argumentation. Science Scope, 43(8), 16–19. 

Henderson and Lewis prepared a paper titled Integrating Technology to Support Classroom Argumentation that explains the use of Braincandy, a free technology designed to facilitate classroom argumentation. The system allows teachers to access a database to create, share, and display questions that prompt debate among students. The platform offers a dashboard with a classroom computer so teachers can project input from students as they contribute with their mobile devices. An example question used in Braincandy might be, “Discuss why you think the right answers are right and why the wrong answers are wrong.” Most teachers in my organization rarely use prompt/response software to engage students. Those who do use a limited system such as Poll Everywhere. Reading this paper may help teachers become aware of broader opportunities to engage students in feedback software and its potential learning outcomes. 

10. Iluzada, C. L., Wakefield, R. L., & Alford, A. M. (2022). Personal technology in the classroom. Journal of Effective Teaching in Higher Education, 4(3). https://doi.org/10.36021/jethe.v4i3.229 

Iluzada et al. explored the perceptions of college students regarding teachers that restrict the use of personal devices in class. Entitled Personal Technology in the Classroom, the article describes a study that compared the student experience in a classroom where personal devices were prohibited with one that allowed devices. Students perceived they experienced greater cognitive learning and satisfaction when their personal devices were not prohibited. However, there was no difference in overall course satisfaction between the two groups. Personally, I find this article extremely relevant to my organization, insomuch that I sent it to my director. Many teachers in our institution decry the invention of mobile devices and attribute classroom struggles to their advent. These teachers strictly prohibit phones and require the use of all paper materials in their classrooms. It could be beneficial for them to learn more about the Stimulus-Organism-Response theory.

References

How teacher collaboration strengthens the classroom. (n.d.). Www.youtube.com. Retrieved September 9, 2022, from https://www.youtube.com/watch?v=zfZOhSiK8lc