j.+Annotated+Bibliography

= = **Annotated Bibliography: Professional Articles and Blog Posts **

**Banister, S. (2010). Integrating the iPod touch in k-12 education: Visions and vices. //Computers in the Schools//, 27, 121-131. DOI: 10.1080/07380561003801590 **

This article examines the possibilities (visions) and challenges (vices) of integrating mobile devices in the classroom. Educators are encouraged to evaluate their programs and integrate technology in ways that it enhances and helps effectively meet the learning needs of the students. This article would be a valuable resource for educators to review in a professional development situation inspiring them to reflect on their technology biases.

**Churches, A. (2011). Bloom's Digital Taxonomy. Educational Orgami [Wikispaces]. Retrieved from ** **http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy**

This wiki page outlines how applying technology to Bloom's Revised Taxonomy can help educators choose tasks and projects that enable students to utilize higher-order thinking skills. A variety of useful rubics and printable resources are available. This page would be a valuable contribution to professional development opportunites and for educators to refer to when planning and organizing technology embeded content lessons.

**Hu, W. (2011, January 4). Math that moves: Schools embrace the iPad. //The New York Times.// Retrieved from ** **[]**

This article shares the experiences of schools across the United States piloting the use of iPad’s in the classrooms. Thread throughout the article is that purchasing and placing technology in classrooms is a viable option for reducing textbook and photocopying costs. This relatively short, to the point, article would be a valuable document to reference when talking to stake-holders investing in technology.

**Murray, C. (2010). Mobile learning in the classroom. ****//Agora //**, **45(1), 48-54. Retrieved from [] **

This peer reviewed journal article reviews three research projects exploring student’s use of mobile devices and changes in teacher pedagogy with the integration of technology. All three studies indicate that mobile devices in the classroom support personalized learning, increase student motivation and engagement, and create shifts in teacher pedagogy to a learner-centered approach. This article would be helpful to educators interested in furthering their understanding and knowledge of current research being conducted in the area of mobile devices in education.

**Reilly, E. (2010). Professional Resource: Story Kit (2009). Journal of Media Literacy Education, 2(2), 177-180. Retrieved from ****[] **

This journal article sets out to demystify concerns that today’s ubiquitous media and video games are responsible for a demise in today’s children’s creative skills and thinking. The author endorses that when parents and educators seize opportunities to interact with and engage our children with digital media, like the StoryKit app, a platform for authorship, motivation, engagement and creativity is created. This article would be useful for parents wanting a ‘parent perspective’ of how to help their children interact with digital media in an educationally, creative way.

**[]**
 * Swanson, G. (2011, June 14). 12 iPad apps for storytelling in the classroom [Web log post]. Retrieved from **

This blog is consistenty updated with relevant, educationally applicable advice for integrating iPads into the classroom. Blog posts include video clips, relevant links, advice and suggestions. This particular blog post provides excellent app suggestions for educators wanting to involve their students in digital storytelling. This blog would be a integral and essential part of any educator's online technology PLC.

= **Annotated Bibliography: ****Research Studies ** =

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Quinn, A. J., Bederson, B. B., Bonsignore, E. M., Druin, A., (2009). StoryKit: Designing a mobile application for story creation by children and older adults. //Human-Computer Interaction Lab Online Tech Reports.// Retrieved from [] **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">This qualitative methods based research paper outlines the steps involved in creating and field- testing an interactive, multi-modal app named "StoryKit". Participants were organized into multi-generational partnerships (a senior and a child) and were asked to create interactive farm related stories. Throughout the study, both generations were given opportunities to share their reactions and experiences that guided the creator’s modifications and adaptations. This study would be useful for educators interested in using the app in their classrooms, technician support staff or individuals interested in creating their own app.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">Stav, J., Nielsen, K., Hansen-Nygard, G., Thorseth, T. (2010). Experiences obtained with integration of student response systems for iPod touch and iPhone into e-Learning environments. //Electronic Journal of e-Learning//, 8(2), pp. 179-190. Retrieved from [] **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">This paper, using both qualitative and quantitative methods, discusses the value of utilizing hand held mobile devices to incorporate student response systems in the classroom. The authors discover that this approach helps maintain engagement and focus for students, whilst providing immediate feedback of student’s understanding for instructors. Although the participants in this study are post-secondary students, the results are applicable for K-12 teachers interested in actively involving their students by incorporating mobile devices as part of student response system in their classrooms.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">Valstad, H. (2010). iPad as a pedagogical device. //Norwegian University of Science and Technology.// Retrieved from [] **

<span style="font-family: 'Arial','sans-serif'; font-size: 16px; line-height: 115%;">This paper uses qualitative methods to examine the iPads as pedagogical device and seeks to determine if they enhance or decrease learning experiences for students. Although the author acknowledges that iPads offer an array of benefits, using the devices for the sake of using of using them is not pedagogically sound. Incorporating these devices must fit within the school’s mission, vision and goals with teachers and administration that are willing to change and adapt their pedagogy to best meet the needs of their students. This study would be valuable for administration, school trustees and educators hoping to integrate iPads into their classrooms.