Resources for Creating Classroom Blogs by Gary Feltman

Here are some excellent resources for creating classroom blogs.

Cybraryman's webpage compiled with numerous resources, guides to getting started, and examples of classroom blogs:
http://cybraryman.com/classblogs.html

A great resource with how-to's, reasons why, important things to consider, and expert advice:
http://theedublogger.com/2010/01/05/week-1-create-a-class-blog/

A good example of a first grade classroom blog (includes posts by teachers and students):
http://mscassidysclass.edublogs.org

A site to get started:
http://kidblog.org/home/

Hope you find this useful. Comments and suggestions are welcome.

Ways to Use iPads and Apps in the Classroom

Ways to Use iPads and Apps in the Classroom
by Gary Feltman@garyfeltman

Recently educators have been using tablets, laptops, and iPads to enhance instruction in the classroom. I have performed extensive research regarding iPads in the classroom, educational apps, and specifically how iPads are used in the classroom. In addition to this research I have attended a two-day conference with multiple breakout sessions from teachers presenting and describing the ways they use iPads in the classroom. All the presentations I have seen and the articles I have read explained iPad usage in the classroom from various perspectives.
Through my research and learning, I have been provided with many links, each containing both seemingly endless collections of apps to use in the classroom and resources regarding education related apps. (Click here to see the collection). It is no secret that these articles, presentations, and links all contain buzzwords about using the iPads in the classroom, for example: transforming classrooms with iPads, flipping classrooms, transforming teaching and learning with iPads, enhancing instruction and learning, the shift in teaching and learning, iPads incorporate the 21st century skills... the list goes on and on.
The question is, so what? What do we do with this information? Where do we begin? What apps are good for my individual curriculum? Where can I find them? Which links and sites are useful? With so many questions ranging from who, what, when, where, why, and how; how does one deal with this information overload? This is an attempt to break down the themes I have gathered from reading articles, doing research, and testing apps suggested from technology and content experts in all areas.

Administrative concerns
There are many things that need to be handled from an administrative perspective including budgeting, safety, security, management, troubleshooting, updates, implementation within the curriculum, and professional development training. One standpoint of the administrative perspective which requires budgeting, specifically weighing the costs of the iPads versus the educational benefits. Another viewpoint is from a tech directors standpoint includes concerns such as security, Internet safety, and wireless networks. Teachers have many concerns including how to use the iPads in a one-to-one setting, how to effectively use one iPad in the classroom, directly linking the tablet technology to the curriculum. These are concerns that can only be addressed once a teachers familiar with and iPad. There is an issue of how the apps are purchased: who purchases the apps, who was put in charge of what apps are purchased, who budgets the amount for the apps, and who oversee the entire process so it's run effectively and smoothly. Finally, there's the apps themselves. The apps range in use from grade levels of early childhood to adulthood, various subjects including reading, writing, and mathematics. Some apps assists in organization and research which could both be used for a wide variety of subjects in and out of the classroom.

IPads are expensive although many teachers and administrators are creative in finding and utilizing grant money for the purpose of purchasing tablets and iPads for the classroom. Purchasing the iPads with grant money takes responsibility off the taxpayers. Although in many cases taxpayers are supportive of districts using iPads and technology and are likely to approve this technology in the classroom. Is important that administrators work together to ensure the proper foundation is in place before implementing iPads in the classroom. This includes looking at the budget in the present and in the future. For example, the lifecycle of iPads, securing the iPads, inventory and accessories all need to be taken into account. Wireless networks need to be in place in order for the iPads to be used effectively. Some districts choose to use two wireless networks: one for teachers and one for students. Networks need to have filters. Administrators need to be sure that teachers are comfortable using this technology. Administrator support is necessary in order for effective use of iPads in the classroom. The support includes training, follow-up with training, strong links to curriculum, and ensuring teachers implement appropriate safety procedures and proper classroom management strategies while allowing the kids to use iPads in the classroom. Also it should be determined who is to be put in charge and with what aspects, of using iPads in the classroom.

One iPad per classroom
Usually when districts begin following through purchasing iPads to the classroom, teachers will get them first. This allows the district to pilot the iPads, let teachers get comfortable with the iPads, and slowly incorporate them into the classroom and curriculum. So the question is, what can a teacher do with one iPad in the classroom. First of all the teacher can use the iPad to assist with organizational skills. For example when teachers use them they can check their e-mail, check the calendar, make to-do lists, use the notepad camera and slowly explore all the basic features of it iPad. Students can do these things as well. This also allows time for teachers to get comfortable with the settings. There are many essential things that teachers should know within the settings including how to set up wireless access to the iPad, setting a passcode, locking the iPad, accessibility, and being able to navigate the App Store. After the essentials teachers will be comfortable with the iPad and start to explore various ways the iPad can be used in the classroom. Some simple examples include playing games, creating to-do lists or shopping lists, browsing the Internet to the iPad, viewing YouTube videos, and testing all the free apps that are available. In addition to using the iPad just for organizational purposes and learning the basics, iPads can use for motivating students. For example in a special-needs classroom, it could be used as a motivator. Positive student behaviors may be rewarded by letting the student use the iPad. Another way is if the teacher is delivering instruction and a student has a question, the iPad can be passed around to research the question while the instruction continues. The research can be done through an Internet browser or Wikipedia. Specific apps can also help with research like discovery education, dictionary, or calculator. If a student finishes their work early, they can read a book to the iPad. There are many literacy apps that can be used to provide students with books including iBooks and Free Books. Finally, there are many presentation and collaboration tools

Several iPads per district or classroom
Another scenario a district might have is if the district or classroom only has between 3 to 5 iPads. The question is which teachers and/or students get the iPads and how often. One way the districts have been successful is to allow students and staff to check the iPads out from the library. Another possible way to organize iPad usage through districts is to set up separate accounts; elementary, junior high, and high school. With this specific scenario it would make sense of the library director was in charge of purchasing the apps, similar to the fashion in which books and other media are purchased for the library.

If some teachers had between 3-5 iPads per classroom, students could be assigned to work in groups to collaborate and complete projects. One app, iVideo, would allow students to create interviews or short clips of scenes, and compile them to create a presentation to share information with the class. Another example for the iPads to be used in the class with small groups, is each group can research a given topic which supports the main topic through video or other resources.

One-to-one computing with iPads in the classroom
With time if the pilots are successful with one or several iPads in the classroom then some districts choose to purchase iPads for all the students in the classroom. This is known as one-to-one computing. There are many different ways to effectively manage a one-to-one classroom with iPads. Again one way for the kids to be successful with iPads is to use them to enhance their executive business functioning skills. Some of these skills include planning, prioritizing, time management, organization, attention, flexibility, attention, self-regulation and emotional control. In order for students to minimize distractions as they perform the classroom tasks, it may help for them to have a variety of resources in front of them. An iPad can accomplish this goal. The iPad allows the students to have literally have multiple resources at their fingertips. Students can have calculators, dictionaries, Wikipedia, Google, YouTube, to-do lists, calendars, and even social networking. Social networking  is brain exercise; necessary for the brain to make connections. When the brain makes connections the students will enhance their executive function skills and therefore learn better. I'm not saying that social networking is the answer or that social networking should take the place of school or learning however incorporating class-based social networking into the classroom in order to teach specific concepts are skills may be beneficial. 
The app Evernote seems to be a popular app in which anybody, teachers and students, can create notes, save them and use them later. To-do list apps like TODO will assist students in creating and achieving goals and prioritizing those goals to make sure they are followed through in a timely manner.

Apps
One final concept is the apps. Apps are available for literally all ages, all demographics, all types of personalities, and at all prices. There are apps available for all subject and entertainment areas. Through each subject, there are many concepts that an app could focus on. For example, in mathematics, apps may focus on counting change, telling time and practicing basic math skills. Other more involved apps may practice concepts like factoring and calculating area of figures. Others have attempted to group together many apps for one subject area, but again that group only pertains to what enhances that individual's curriculum. One has to test the apps to see the effectiveness in their individual curriculum.

iPads can be useful in the classroom. The teachers using the iPads should be comfortable with their curriculum and incorporating technologies into their classroom. All individuals participating in iPads in the classroom should have an overall idea of the administrative responsibilities put into implementing the iPads into school settings. Once pilot testing is complete, the school should have a plan in place for the present and future of incorporating iPads in the lessons, and managing the hardware. The teachers should have the ability to express opinions in what apps to purchase, based on the overall make of the classroom, the number of ipads, and the benefits of the apps according to the link to the curriculum.

The toughest part might be supplying the teachers with a database of apps, based on subject, focus, price, ability level, app effectiveness, and ease-of-use. If a person is designated to learn how the apps work, or test an app before the district makes a purchase, it makes sense; however only the individual teacher may know the full effectiveness of the app in the classroom. The best way to prepare for this is for teachers to have a plan in place to deal with information overload, then apply that plan of action.
Thank you. I welcome thoughts or suggestions.-Gary

The Impact of Technology Clubs on Technology Use in the Classroom

My Educational Technology Program Final Project:

 The Impact of Technology Clubs on Technology Use in the Classroom

 by Gary Feltman
@garyfeltman


https://docs.google.com/document/d/12nj-O_mIF-KTY_TfQPS-vdUZ5nAxzedUh3KC8VZgVTA/edit

The Impact Technology Clubs on Technology Use in the Classroom

Gary Feltman

National Louis University

June 2012

Table of Contents
Abstract............................................................................................................................... 3
Chapter 1: Introduction...................................................................................................... 4
Chapter 2: Literature Review.............................................................................................. 6
Chapter 3: Methodology.................................................................................................. 13
Chapter 4: Results............................................................................................................ 17
Chapter 5: Conclusions and Recommendations............................................................... 47
References........................................................................................................................ 52
Appendix A...................................................................................................................... 54
Appendix B...................................................................................................................... 55

Abstract

Through the last ten years, educational technology use has increased dramatically. Despite barriers like policy which prevent students from using personal technology in the classroom, educational technology still seems to be an effective tool in helping teachers and students enhance the teaching and learning process.
There is much literature explaining the types of technology and how they’re used for personal and educational reasons. Some research concluded that a connection should be made with the gap between technology for personal use and technology used to enhance learning in the classroom. The purpose of this study was to examine the possible impact of an after school technology club on student technology use in the classroom.
This study consisted of administrator interviews, student observations and a student survey. Participants were asked about topics regarding technology use in and out of the classroom, the purposes of technology, and the relation between technology and education.
A content analysis was performed with the responses. Many ideas and responses that arose from the data matched the review of literature, for example the specific technologies and reasons they are used in and out of the classroom. The results of this study suggest that students should be educated about how to use technology; specifically how to use their personal and mobile devices as learning tools to enhance what they learned in the classroom. This education, which could take place in the form of a voluntary after school club, could prove effective in enhancing classroom content material and educating others on how to use technology to enhance education. The results also suggest that there is a need for further research in the area of educational technology policy in the classroom.

Chapter 1: Introduction

Throughout the last ten years technology use in and out of classrooms has grown. As of now, many district policies state that students are not allowed to use any mobile technology throughout the building during school hours. The district has made progress formally incorporating technology into the school curriculum. This process includes the development of a technology plan, which lays out the framework to improve technology use throughout the building.  The technology plan suggests many ideas in order of suggested importance along with budget details including rearranging technology infrastructure and incorporating educational hardware and software into curriculum.
There has been much progress recently regarding technology use in and out of the classrooms such as teachers researching and using interactive lessons and students using technology on increase understanding of topics. This is a continuous process as supported by the data found in this study as well as the literature review. The research evidence shows that there is technology being used by teachers and students in the classroom to enhance teaching and learning throughout all subject areas (Allen & Seaman, 2009; Cheung & Slavin, 2011; Henderson, 2011; Mierzejewski, 2009; O’Dwyer, Russel, & Bebell, 2005; Project Tomorrow, 2010).
In many cases, there is also evidence of students expressing wanting to use technology in the classroom to enhance their education (Project Tomorrow, 2010). Students are already using personal technologies outside of the classroom to enhance what they learned inside the classroom. A large number of students would do this if they had the resources and knew exactly how to do this. Student beliefs and research show that in order to enhance the teaching and learning process, a connection should be made between technology used for personal purposes and the educational environment (Elliot, 2010; Henderson, 2011; Kolikant, 2009; Perry & Cunningham, 2012; Mierzejewski, 2009; Project Tomorrow, 2010; SEDTA, 2011).
Currently, most of the district’s teachers use a wide variety of technology to present lessons. Students in the district use a wide technology for many personal reasons outside of the classroom. There seems to be a need to connect personal technology use and educational technology use. The purpose of this study is to examine if students attending an after school technology club would impact technology use in the classroom.

Chapter 2: Literature Review

        There seems to be much evidence of technology being used by teachers in classrooms to enhance teaching and learning. Mierzejewski (2009) states that majority of teachers integrate technology at a routine level. This may mean that most students experience technology throughout their education regularly; on the other hand a small amount of students may not be exposed to technology on a regular basis. According to O’Dwyer, Russel, & Bebell (2005), the federal government spends a lot of money on educational technologies; some examples include personal computers, LCD projectors, palm pilots, and education related software. Teachers have access to some technologies. Project Tomorrow (2010) finds that most forms of technology used by teachers in the classroom include projection devices, video clips, Smartboard and Power Point presentations. Expanding on the list, in 2009, Mierzejewski found other technologies in used in the classroom including the internet, data collection tools, multi-media devices, iPods, and mp3 players. Technology can be specialized resulting in targeted growth. Teachers are using content specific technologies to support their curriculum, including graphing calculators in math classes (Mierzejewski, 2009). Science classes have many technologies used including: digital images and video, computer simulations, probe-ware, geo-technologies (GPS), online data for analysis, web-based science inquiry projects, virtual science classrooms, and online assessments (Mierzejewski, 2009). Other instructional technologies used in classrooms include computers, CD’s, DVD’s, LCD projectors, the internet, and interactive media (Miranda & Russel, 2011). All of these technologies seem to be used by most teachers. There is even technology that a small percentage of teachers use to communicate and collaborate for schoolwork purposes including posting to Wiki’s, Tweeting, Microblogging, participating in online communities, and video conferencing (Project Tomorrow, 2010).  Some teachers use computer games in classes, but only during designated times and as a reward or motivator (Henderson, 2011). It seems as there are many educational tools available, however all are not being used. Cheung & Slavin (2011) state that educational technology use will continue to grow in public schools, especially as technology becomes more cost effective and sophisticated.
        There is also evidence of technology use by students in classrooms to enhance their learning experience. Some technologies students use at school are MSWord, Excel, and PowerPoint (Allen & Seaman, 2009; Henderson, 2011). Project Tomorrow (2010) states that students currently use digital media tools, content, and resources for schoolwork purposes including: online tests, paper plagiarism checks, getting assistance from tutors, conducting virtual experiments, completing writing assignments, playing educational games, participating in 3-D virtual reality, slideshows, videos, web-pages, online textbooks, uploading assignments, and listening to podcasts. It is important to understand the technology students use to enhance their learning as the specific technology can serve as a baseline for understanding the technology that is popular among students. Most of these tools used by students to enhance learning seem to be accessible outside of the classroom.
        Students use a wide array of technologies outside of the class for personal purposes. According to Project Tomorrow (2010), student access to electronic devices for personal use includes iPods, desktops, laptops, net-books, tablets, cell phone without internet, flip cameras, phones with internet, and digital readers. Students use web2.0 tools, Facebook, and YouTube to communicate and socialize with others (Project Tomorrow, 2010). Most of the technologies that students use for personal reasons seem to be appropriate for also enhancing their learning experience. For students, electronic games seem to be the most popular form of entertainment, for example game consoles, computers or mobile phone applications on mobile phones (Henderson, 2011). The most common technologies used by students both at home and at school are cell phones, social networks, and web tools to communicate (Project Tomorrow, 2010) with social networks being the most popular among students (Lenhart, Percell, Smith, & Zuckhur, 2010). According to Lenhart, Percell, Smith, & Zickuhr (2010) 63% of teens are online everyday with the use of social networks rising significantly. In addition to cell phones and social networks, teens use the internet, virtual worlds, remix, blog, and share self-created content like photos, videos, artwork, or stories (Lenhart, Percell, Smith, & Zickuhr, 2010). Teens also use the internet outside of the classroom to research topics that are difficult to discuss, for example drug use, sex health, and depression (Lenhart, Percell, Smith, & Zickuhr, 2010). In other words, technology is a tool that students may use to research and explore topics they may be hesitant to ask about or discuss in school. Project Tomorrow (2010) states that students use technologies out of school for communication and collaboration purposes including instant messaging, updating profiles, communication, blogging, and Wikis. Other technology tools and resources used outside of the school include uploading and downloading videos or podcasts or photos to the internet, participating in online games, creating or modifying digital media, mash-up, blogs, participating in 3-D virtual reality, sharing resources, and contributing to Wikispaces (Project Tomorrow, 2010). The idea that all the above listed technologies are popular among students may be a clue as to how technology outside of the classroom may be connected to the learning that takes place inside the classroom.
        There is evidence that students have expressed opinions of wanting to use other technology in class to enhance their learning experience. According to Project Tomorrow (2010), students already use technology tools outside of the classroom to enhance their learning including: online games and simulations, tutoring, seeking assistance via social networks, blogging, seeking expert assistance, Tweeting, Wikis and blogs, creating audio and/or video podcasts, and finding online tutors. Project Tomorrow (2010) states that students report an obstacle: not being able to use devices in school, for example phones, smart phones, or mp3 players. Survey findings show that if allowed, students would use technology in school including: internet research, taking notes & recording lectures, working on projects with class notes, accessing online textbooks, watching videos of class presentations or experiments, and playing educational games  (Project Tomorrow, 2010). Other technologies students want to use in class are laptops, netbooks, internet access in school, access to social networking sites, and communication tools (Project Tomorrow, 2010).
        Students hold beliefs about using technology in the classroom. The way students see it, computers are only one option amongst many available technologies (Henderson, 2011). Perry & Cunningham (2012) found that 86% of students surveyed wished their teachers used computer technology more often. When students choose technology to use, they choose according to the goals they want to achieve (Henderson, 2011). Students believe that by allowing technology devices in the classroom, personal productivity can be enhanced including: communicating with classmates, receiving reminders and alerts, organizing schoolwork, communicating with teachers, learning about school activities, accessing social networks, creating and sharing documents, uploading and downloading, coordinating calendars, and sharing or editing bookmarks (Project Tomorrow, 2010). According to SEDTA (2011), students prefer hand held devices for communication, laptops for project work, and social networking like Facebook combined with texting and instant-messaging for communication tasks, meetings, updates, and discussions. Students also recommend using Blackboard and email for file sharing (SEDTA, 2011). Some advantages students recognize are convenience, increased productivity, easy communication, easily gathering information, and the ability to learn and get peer feedback from fellow students (SEDTA, 2011).
        Research suggests there should be a link between the technology used at home for personal reasons and the technology allowed in the classroom. Henderson (2011) examined both how teachers use technology in a classroom and their approaches to multi-literacy. By observing two schools over a period of two months, they found that there is a divide between home and school technologies that should be bridged (Henderson, 2011). Schools are unable to keep up with ever changing technology, more attention should be paid to link school and home technologies, and students don’t really use technologies in class that they’re really capable of using (Henderson, 2011). Mierzejewski (2009) concludes that teachers need to be more proficient in using technology tools in class and integrating technology into the curriculum. Elliot (2010) also suggests that teachers use multiple devices to extend learning beyond school hours. Project Tomorrow (2010) states “While students are developing these skills outside of school, many schools are not taking advantage of the tools or the students’ knowledge about how to use these tools within the classroom (p.6).” As Henderson (2011) states “Increased attention to what students already know and can do in their out of school lives is a way of beginning to link home and school (p.160).”
One of the reasons students can’t use technology in class is a policy barrier. Direct quotes from Project Tomorrow (2010) from students regarding their beliefs about using technology in the classroom include, “Let me use my cell phone, smart phone, or mp3, let me use my laptop or net-book, provide me with unlimited internet access, provide me with social networking sites, and provide me with tools to help me communicate with my classmates (p.11).” SEDTA (2011) states “Education reform and improvement strategies that employ technology can provide all students, especially those who lack access to technology at home, with opportunities to gain the critical technology skills and real-world knowledge that are fundamental for obtaining jobs in this global, information-technology-rich marketplace. Utilizing technology in the classroom and in everyday life helps students develop higher order thinking skills. Students can engage in real-time discussions, utilizing online resources, furthering class discussions, and developing a deeper understanding of the topic area (p.19-20).” This means that if students should be empowered with knowledge of using technology in order to learn necessary skills to be successful in this ever-changing technologically advanced world.
        Through evidence found in this review of literature, it seems as if multiple various technologies were identified and explained as to how they’re used both by teachers and students inside and outside of the classroom. In addition to listing and explaining how technologies are used, teachers and students also had beliefs on technology, and its role in both inside and outside of the classroom. According to the literature, students already seem to have specific technologies in mind and how they would use them in school if there were not barriers disallowing the process. Finally, the research suggests that in today’s world, it is necessary to have a link between the technology used to enhance the learning that takes place in school and the technologies used for personal reasons.

Chapter 3: Methodology

The purpose of this study is to examine if students attending an after school technology club would impact technology use in the classroom. Triangulation of data gathering was used including administrator interviews, student observations, and student surveys. First administrators were interviewed. Then students and the technology they were using were observed in the hallways before and after school. Finally, 59 students voluntarily completed an online survey. Responses were analyzed to see if common themes exist. The method used in this study is described in the following headings: (a) participants, (b) instrumentation, (c) procedures, and (d) data analysis.

Participants

Data was gathered from three types of participants: three administrators, students observed in the hallway before and after school, and students who voluntarily completed online surveys during their study halls. The three administrators were the Director of Activities, Director of Educational Support Services, and the Director of Technology. Ten students were observed and briefly interviewed before and after school in the hallways. Of the 59 students who took the survey during their study hall, there was about an equal number of freshman, sophomores and juniors. Since all responses were anonymous, consent to participate was not necessary. All participants were asked questions regarding technology use.

Instrumentation

        The three types of participant groups answered different questions, although all the questions were similar in nature regarding technology use. The questions the participants answered pertained to: student technology knowledge and use in and out of the classroom, teacher technology use in and out of the classroom, students using technology to enhance learning, teacher knowledge and use of technology in the classroom, and any other thoughts about technology use in the classroom.
        Students using technology in the halls before and after school were asked the question, “What type of technology are you using, and for what purpose?”    Administrators were each asked nine questions regarding technology use by students and teachers (see Appendix A). Students responded to the survey by answering eight questions and statements regarding technology use by teachers and students both in and out of the classroom (see Appendix B). Some questions asked students to list or phrases that describe their knowledge of technology use.

Procedure

        Students who were seen using technology in the halls before and after school were observed using cell phones and iPhones.  As students were using technology in the hallways, the author approached each of the ten students. It was briefly explained to each student that their anonymous response was for a graduate school project pertaining to technology use. The author asked students the question, “What type of technology are you using, and for what purpose?” Their responses were recorded on pen and paper, and later typed and transferred to a word processing document.
        The three administrators were each interviewed during May of 2012. Appointments were made over the time span of two weeks. The author sat down with each administrator during a scheduled time, and asked each administrator six questions. Each administrator was asked the same six questions regarding their knowledge and perceptions of student and teacher technology use. During each scheduled interview, the author recorded each administrator’s responses with pen and paper, and later typed and transferred the responses to a word processing document.
        The fifty-nine student surveys were administered during the time students were in study halls. The author visited three study halls, and asked students if they would voluntarily participate in a technology survey for a graduate school research survey. If students were willing to participate, they were asked to go to the computer lab. A computer lab was prepared with computers logged on with the Google Docs survey ready on the screen. A teacher assistant was monitoring the computer lab, standing by to guide students with questions or concerns about the process of completing the online survey while the author was recruiting volunteers from the study halls. About an equal number of freshmen, sophomores, and juniors were surveyed. Students voluntarily completed the surveys in a computer lab.

Data Analysis

        The data was analyzed using content analysis. During the analysis, the investigator compared the responses to themes found in the review of literature. It was found that similar themes arose from the study were found in the review of literature. The examples and reasons of technology used by teachers and students in and out of the classroom were similar. The idea that students should be using personal technology devices to enhance and extend their learning was also supported by student responses. The results of the data also suggest ideas for further research and examination. This information can be found in the Discussion chapter.

Chapter 4: Results

The study examined teacher and student technology use in the classroom, and student technology use for personal and educational purposes by using triangulation; students observed in the hallways, administrator interviews, and student responses to a survey.  Tables are provided in order to view all the participant responses.

Student Observations

            Of the ten students observed using mobile devices in the hallways before and after school, their actions consisted of texting, talking, browsing the internet, talking to people playing games. Half of the students were texting. Another student was on Facebook. Two students were talking to their friends. One of the students was playing games while they were talking.

There were several reasons students gave for using their phones. Mostly, their phones were used for socialization and communication purposes. The students wanted to talk to their friends, and see what their friends were doing either at the current moment or in the future. The socialization was mostly accomplished through texting. Another form of socialization was by communicating through Facebook.  A couple students mentioned that sometimes they use their phones for entertainment purposes, for example playing Angry Birds or other apps (see Table 1).

Table 1

Student Responses Gathered From Hallway Observations

Purpose	Responses
Communication & Socialization
Texting	5
Talking	2
Subtotal	7
Social Networks
Facebook	1
Subtotal	1
Apps & Games
Angry Birds	1
Game	1
Subtotal	2
Total	10

Administrator responses

            Administrators seemed to be very knowledgeable about student and teacher technology use by giving with brief yet detailed responses. Their responses described their knowledge of teachers using technology in classrooms, teacher's knowledge of enhancing instruction with technology, and students using technology in and out of the classrooms (see Table 2).

            Administrators described the technology used by teachers in the classroom, including: Windows, Power Point, Graphing programs, Smartboards, Excel, graphic design programs, yearbook, school newspaper, Powerschool, computer, printers, online content, email, laptops, LCD projectors, Ebeam Edge devices, tablets, iPads, Kindles, and various editing software (online and computer) to augment learning. Another type of technology used in the classroom is interactive technology including technology dealing with responding to questions, thought organization, and making instructional material more interactive.

            The administrators described teacher knowledge of technology as a wide range, most likely with the younger teachers being slightly knowledgeable with technology. An example provided was that some teachers have yet to learn the basics of file folders while other teachers are writing programs. They also explain that the teachers' knowledge of technology is directly related to the amount and type of professional development provided for the teachers.

            Regarding administrator responses about the technologies used by students out of the classroom, technology seems to be mostly used for social media purposes including: emails, Google searches, video games, music, audio, video programs, computers, laptops, internet, email, iPads, multimedia content, and mobile devices like iPhones and Androids. As far as technology used to enhance what was taught in the classroom, students use Computers, laptops, internet, email, iPads, multimedia content, other mobile devices like iPhones, Androids, ipods, mp3's, audio/video presentations, and audio books.       

            When asked about technology the students may use inside the class if given the opportunity, audio, video, iPhones or portable devices. Students would use social media, may use their smart phone devices for note taking if they were allowed and use their phones to assist with instruction. Administrators would like to see more laptops, net-books, or tablets.

            When asked for any other final comments regarding technology in any setting, administrators had the following thoughts. "Technology is great for learning, it increases and enhances learning, the world is moving rapidly in this direction, our job as educators is to prepare students for an ever changing world." The downside was also explained that technology does not require students to think and problem solve, because the answer is always available. Over the years, technology has transformed from curriculum aid to a necessary form of curriculum delivery. Students need to understand technology in order to be successful in society. One administrator mentioned that all students should be exposed to technology at early ages.

Table 2

Administrator Responses

Question & Administrator	Responses
What type of technologies do students use INSIDE the classroom?
Director of Activities	Windows, Powerpoint, Graphing programs, Smartboard, Excel, graphic design programs, yearbook, school newspaper, Powerschool, computer
Director of Technology	Use computers, printers, read online content, email, laptopcs, LCD projectors, Smartboards, Ebeam Edge devices, tablets, iPads, Kindles, various editing software (online and computer) to augment learning
Director of Educational Support Services	Technology dealing with responding to questions, technology used to organize thoughts or ideas, and technology to make instructional material more interactive.
What type of technologies do students use OUTSIDE of the classroom?
Director of Activities	Emails, Google searches, video games, music/audio/video programs
Director of Technology	Computers, laptops, internet, email, iPads, multimedia content, other mobile devices like iPhones, Androids.
Director of Educational Support Services	Mainly social media.
What technologies do you think students use out of the classroom to enhance what they learned inside of the classroom?
Director of Activities	Audio/video, Powerpoints, “I don’t think teachers need to teach how to search anymore, kids know how to do that; they’ve figured it out.”
Director of Technology	Computers, laptops, internet, email, iPads, multimedia content, other mobile devices like iPhones, Androids).
Director of Educational Support Services	Social media helps students are able to communicate with other students about what just happened throughout the school day. mP3 players and iPods help also to navigate through various sites to get a book on tape if necessary.
Describe teachers' knowledge of using technology to enhance instruction?
Director of Activities	Probably younger staff members know more technology than older staff members. For example some people don’t use email, and sometimes kids are more advanced, some kids are more tech saavy; for example ask a kid how to send a text, and he’ll show you and do it much quicker than adults.
Director of Technology	Very greatly; can’t describe the range; there is a huge discrepancy between tech saavy teachers and teachers not so familiar with technology; there are teachers that have difficult performing basic file functions and there are teachers that can write programs in Excel and Infopath.
Director of Educational Support Services	Knowledge is directly related to the ongoing professional development teachers receive. Every teacher can be motivated to use technology; this depends on the amount of professional development and support they need to feel comfortable with implementation.
If students could use personal technologies in the class to enhance learning, which ones do you think they would choose and how?
Director of Activities	More music and video, (maybe they’d prefer to do things from the music/video aspect with more information).
Director of Technology	They might use iPhone or portable devices in class but not for learning; I would like to see more laptops, netbooks, or tablets; we’re inching towards this
Director of Educational Support Services	Students would use social media, and use their smart phone devices for note taking if they were allowed and trained to use their phones to assist with instruction
Please share any thoughts about any technology in a home or education setting?
Director of Activities	Technology is great for learning, increases and enhances learning, the world is moving rapidly in this direction, our job as educators is to prepare students for an ever changing world; sometimes kids don’t know how to figure things out, they take the easy way out (searching for answers) without figuring out the problem and this takes away from the learning process
Director of Technology	Over the last ten years, technology has become from a curriculum aid to a main form of curriculum delivery, and it is not simply a tool that one can use today and not use tomorrow. To maximize the benefits, it’s a life-long commitment.
Director of Educational Support Services	Technology is great as long as professional development is provided for home and the workplace. There are long term implications of not having technology or not being exposed to technology. For example, students without exposure to computers at a young age are affected for the rest of their lives. They are afraid, uncomfortable, and develop habits to complete similar tasks as peers in other inefficient methods.

Student responses

            Of the 59 students surveyed, two students’ responses were removed due to responses that did not appropriately address the questions asked. Another small number of responses were not used due to many grammatical and misspelling errors, or was just written unclearly. The students gave a lot of feedback regarding student knowledge of technology in and out of the classroom and teacher knowledge and use of technology.

            When students were asked to describe their knowledge of technology use in the classroom, three categories arose, Excellent or Very Confident, Good or Average, and Below Average or Not good. Eighteen considered themselves Excellent and Very Confident, twenty considered themselves good or average, and 5 below average (See Table 3). Some of the specific technologies used in the classroom by students included laptops, computers, internet, overhead projectors, and Microsoft software programs (Word, Power Point, Excel, Publisher).

 

Table 3

Student responses to question #1: List words or short phrases to describe your knowledge of technology use inside the classroom?

Student	Response
1	my knowledge of technology differs between generations of technologgy other then that i have great expierence.
2	easy simple helpfull skillfull great dont use too often though
3	Good
4	I know how to use all the programs on the computer
5	Exanlent , Creative
6	power point and mircosoft word.
7	Idk
8	i have electronics n i have been  taking it since my freshman yeaqr
9	basic skills, able to solve technological problems most times, type well
10	Know how usevery well. Most problems encountered can be fixed.
11	I have basic knowledge of the internet and other things on the computer. I know how to type (well I guess you can see that), and how to use the internet to help me on my homework. I know how to use the miscrosoft package to do projects and othe necessary things.
12	Medium use to small.
13	Good
14	computer monitor screen cords
15	The knowledge that i use inside the classroom is that i know how to use microsoft word, powerpoint, and excel. There is many more technology that i use like computer ( internet )
16	short wires
17	i know how to use microsoft word, powerpoint, excel, publisher. i have the knowledge of using the internet. i basecally dont need help with computer or smartphones
18	not much
19	we dont use technology that much
20	quick, inteligant, geek
21	its really easy to control the computers inside the classroom. i always use it and its very useful.yo.
22	not to bad i dont realy get to use it tho
23	i know how to use it, its pretty easy
24	In some of the class room the technology is getting better. good
25	know it all
26	I know how to basically do anything on the computer.
27	just using them for research
28	it is very easy to use computers inside the classroom.
29	not alot
30	easy,fast, sometimes slow,
31	just using them for some projects and stuff mostly microsoft word learning to make powerpoints better and nicer
32	I know how to login in things, follow directions, and know how to turn on a computer.
33	None
34	Good
35	technology is like a book.
36	technology can be very complicatecd, should be used respectfully.
	high tec , smart
	we use the projecter to learn things we use laptops to type essays we use pencil sharpeners to sharpen our pencils
	We use the overhead projector in class I use my computer to check my grades I use the pencil sharpener We use laptops to do research and essays
37	Technology is like a book
38	easy,fun,
39	high tech smart fun
40	easy, fast
41	technology helps you with your homework it helps you in all your class and givies you information that sometimes arent in books
42	easy, fun, fast to learn, good to know
43	high tech smart
44	familiar well-known comfortable
45	cool,awesome,high tech,comfortable than using paper
46	very interseting and fun to learn about
47	Technology is like a electric library
48	microsft, powerpoint,internet, computer, overhead,
49	power point, phone, microsoft offce, laptop inernet,ibod
50	Microsoft, powerpoint,computer,internet
51	power point,microsoft office,ipod,phone,laptop,internet expoler,
52	i know very literaturetle about any technology inside the classroom except calculators and the general round abouts of a computer.
53	. the knowledge that whe can use inside of the classroom is just based in the programs powerpoin, internet explore and microsoft. we used this 3 programs to do projects or look for information based in our assigments.
54	Limited during study halls
55	my knowledge of technology differs between generations of technologgy other then that i have great expierence.
56	easy simple helpfull skillfull great dont use too often though
57	Good

 

 

When students were asked to describe their knowledge of technology outside of the classroom, they listed many technologies. In order from most to least, eight students responded with cell phones, computers (6), Internet (5), Social networks and school research (4), Microsoft products and iPods (3), iPads and music (2) , and texting, laptops, x-box, and television (1) (See Table 4).

Table 4

Student responses to question #2: List words or short phrases to describe your knowledge of technology use outside of the classroom?

Student	Response
1	i enjoy using technology greatly laptops xbox cell phones
2	great easy nice simple i use it all the time for school or music or social networks
3	always 24/7 texting
4	I know how to use and fix computers outside the classroom
5	Very Creative
6	Smartphone
7	i know alot about tec out of classroom
8	i have a smart phone and i think i know alot about technology i also use my computer n laptop alot so im also a tech freak
9	able to teach siblings, downloading apps, downloading softwares, use microsoft word a lot, connecting printers and other devices to my computer
10	Know how usevery well. Most problems encountered can be fixed.
11	Outside of the classroom I also have basic knowledge of the computer, including mostly the internet and the microsoft package. I also have a phone which I know how to opperate.
12	Large use. More than most.
13	Really well. Most
14	keys keyboards
15	The technology that i use outside the school is my phone and computer and tv. I know how to set up the tv and i know how to use my phone of course. The computer i know how to search for things.
16	Shorts
17	i know how to use smartphones, computers, internet, ipod
18	a lot
19	use my computer everyday
20	very well i have a iphone
21	I have my own computer at home. its really easy as well. i know everything on a computer, history, data files, private browsing.
22	geeksqad !!!!!!!!!!!!!!!! i use it a lot all the time
23	still pretty easy
24	amazing easy fun
25	know it all
26	I know how to do like everything on a computer.
27	for listening to music,social network, and reaserch
28	Easy
29	a literaturetle bit
30	fun,not blocked,
31	outside the class room i mostly use it for social networks and at times research for school projects
32	I'm on the computer most the time at home. I know how to import and export things out of computer devices and download music.
33	Basic
34	Good
35	fun
36	fun , cool
	high tec , easy useful
	i use my ipad for social networking I use a electris toothbrush i watch t.v I cook stuff
	I use my laptop to do social networking I use my cell phone for text messaging and calling I watch TV I cook in my kitchen
37	Sports
38	hood to know, easy
39	good easy to use
40	hard, difficult
41	imy knowledge of technology is very good ive bben studing technoglogy for the past 5 years its something that i like to do and plan on being a computer technition
42	good to know, easy.
43	texting easy
44	Knowledgable
45	not as comfortable,boring,not as fun as in class
46	important,fun,my life, all i do when im not at school
47	Knowledge, books, and a homework resource.
48	general knowledge
49	phone, ibod, power point,
50	tv,computer,microsoft,internet,smart phone
51	ipod,phones,ipads,computers,laptops,internet,microsoft office
52	i know nothing about technology outside of the classroom.
53	my knowledge about technology and the things that i know how to do is different from the ones that we can used during the class.
54	Very broad
55	i enjoy using technology greatly laptops xbox cell phones
56	great easy nice simple i use it all the time for school or music or social networks
57	always 24/7 texting

 

 

When students were asked how likely they would be to use technology to enhance what they learned in the classroom, eight students already do, 31 said yes they’d be likely, and seven responded not likely (See Table 5).

 

Table 5

Student responses to question #3: List words or short phrases to describe how likely are you to use your technology out of the classroom to enhance what you learned inside of the classroom? 

Student	Response
1	i love to learn about history and use my technology to great increase
2	i would use it to try out new programs and apps
3	most likely sometimes
4	i am very likely
5	i use techonoly out side calss room
6	I use it almost everyday.
7	not so likely
8	on a scale of 1-10 i say a 10
9	i use explorelearning.com for science, google for a lot of other subjects, i am very likely to use technology out of the classroom to enhance my learning
10	Not likely
11	Occasionaly
12	Medium chance to small.
13	Good
14	A lot
15	The things that i learn in class that i use later on is powerschool things example microsoft and other things.
16	all the time
17	i use the techonology everyday all the time after school. like google or school stuff search
18	a lot
19	yeah i would use tech. more to study at home then learn in the classroom
20	unlikely
21	If i dont understand anything in the classroom , i usually go on the internet and find my ways to understand the material. however it doesnt usually always work.
22	Never
23	not every likely. illn finish it in school or in after hours
24	most likely
25	know it all
26	I've learned more about technology out of school than in school...
27	i don't use much technology to learn about things from school
28	If i need some help on my hw
29	i am likely to use most of my technology
30	to do projects, homework,grades
31	yeah to research for projects and check your grades and stuff that can be helpful for school
32	Doing work with power points and microsoft word at home for finishing homework at home.
33	Very likely
34	Veryoften
35	Sports
36	Websites, Online courses
	alot , everyday after school
	i dont think i use anything that i use in the class room at home
	The likelieness of my using technology outside of the classroom to enhance what i learned to school is very high. i use technology to do research, type essays, and check my grades and assignments.
37	Ipod
38	24 hours
39	all the time
40	ill know hoe to do thing better and easyer.
41	a lot i use it for social network and a resource when i have a question
42	all the time
43	all the time
44	very likey i love technology !
45	not very likely because i do better when i use the technology inside the classrooms
46	for biology and reading and writing  i need to write essays and powerpoints so technology is very important
47	Smart, find out where places are.
48	practice, better use of computer
49	i use it if someone needs help.
50	you always find info on technology
51	i use it if i had to help someone with it or if someone asks me how to do it.
52	probably whileon mycomputer at home.
53	sometimes teacher teach us different things based in powerpoint or microsoft office and i used this knowledge that i learned inside the classroom for continue doing my proyects, homework or even to use it in something personal.
54	Google subject after class or once I return home
55	i love to learn about history and use my technology to great increase
56	i would use it to try out new programs and apps
57	most likely sometimes

 

 

When students were asked to describe their teachers’ knowledge of using technology to enhance instruction, they noted that 26 teachers were very knowledgeable and very good, ten teachers were average, and eight  teachers were not knowledgeable (See Table 6).

Table 6

Student responses to question #4: List words or short phrases to describe your teachers' knowledge of using technology to enhance instruction?

Student	Response
1	not greatly
2	teachers should use computers more   often for teaching and lectures
3	somtimes use it to write on the board
4	my teachers' are very knowledgeable with technology
5	good, Exalent
6	they use it everyday
7	they know aliteraturetle
8	on a scale of 1-10 10
9	powerpoints, projector, showing movies off of the computer
10	Well.
11	Not so great. Teachers are from the old age and they don't understand that technology is helpfull with everything, and it would be helpfull to use in the classroom.
12	Very large.
13	good
14	intelligent
15	They use mostly computers, phones, & projectors.
16	computer viral internet
17	most of my teachers can't use techonology like internet in the classroom or even hot to put a movie on
18	not much
19	they know a few things about it
20	good
21	very well. theyre good at it.
22	preaty good they can use it sometimes if they know how
23	they somewhat know how to use it
24	better technology
25	ok not good good
26	Not very good...
27	they know the simple steps to use a computer
28	-
29	they use the projecter alot
30	good,fast,can go on youtube
31	alot of the teacher use powerpoint that really helps understand the topics better and videos that help show you how things are
32	Well, they have in mind what they want us to do on the computers so I'm pretty sure they know what they want us to do.
33	Using the ipad to present lessons
34	good
35	cheeting
36	they use overheads
	easy high tec ,
	well my teachers are pretty updated my math teacher uses a touchscreen laptop
	My teacher uses a touch screen laptop to show us work on the overhead
37	cheeting
38	good at explaining
39	better
40	confusing. weird
41	there technology is pretty good and been using them to show use things we havent seeen before
42	good at explaining, good with one on one helping
43	directions
44	knowledgable geniuses !
45	their okay sometimes its confusing what they say to do on the computers during class periods
46	with new technology i could learn more like in algebra my teacher started using this new device to write on the board and it helps her out and it helps us out
47	As a on task student.
48	uses over head to project problems on board, pracitce
49	power point
50	computer,smart phone
51	my teachers teach me alot about powerpoint that i dont know or microsoft office like new things that came out in the new virsion or so
52	most know very literaturetle and have great difficulty with it but manage to get through the problems.
53	well i really dont have any special class about technology so the only knowledge that i learned from teachers is how to used the programs that we need to be doing our proyects, but they dont really teach us nothing else, the things that i know is because i look for them by my self, even if i do something wrong i fixed it.
54	Some teachers are more limited than others.
55	not greatly
56	teachers should use computers more   often for teaching and lectures
57	somtimes use it to write on the board

 

           

            There were many responses when it came time for students to list technologies teachers use in the classroom. Forty-eight computers (laptops, desktops, tablets, macs), 20 projectors, ten Smartboards, seven Microsoft Products, six iPads, three movies on Youtube, two for iPhones and iPods, and one Mac. The computers broken down are 27 computers, 15 laptops, three tablets, and a Mac (See Table 7).

Table 7

Student responses to question #5: What type of technologies do your teachers use in your classroom? (please list all)      

Student	Response
1	websites projectors laptops
2	over head projector computer
3	computer tablet ipad
4	computers
5	think pad
6	projecters, laptops, ipads, tablet.
7	nun really
8	computers n ipads n phones
9	projector, computer (laptop)
10	Computers, Projecter
11	Projectors Computers Cellphones
12	Phone. Computer. Overhead. IPad. Printer. Van Graff (sometimes).
13	Laptops, Over heads. Computers
14	smart boards computers
15	Computers Projectors Cell phones Smart boards
16	computers lights much more
17	smartphone computers internet  laptops projectors
18	lap tops
19	computer
20	computers
21	they go on facebook, check their email, grades,
22	projector, smart board, cumputer, printer
23	ipads smart boards. laptops/computers
24	computer ditial draw
25	smart boards computers
26	Microsoft programs such as Word Internet
27	projector
28	fb grades email powerpoints
29	whiteboard ,computer projecter
30	smart board, kindles,
31	power point youtube google movies
32	Calculator, cell phones, computer, laptops, radios, and timers.
33	Ipad Desktop
34	cumputer tablets bluetoothprojectors
35	books
36	overheads, smartboards, etc.
	computers , laptops
	mobile laptop projector
	Overhead projector Laptop
37	computers, laptops books
38	smart board
39	computers laptops
40	labtop, pc, phones, progecters
41	powerpoints notes
42	a mac
43	computers phone
44	computer projector laptop
45	illustrator,publisher,powerpoint
46	computers,overhead, laptops
47	touch screen laptop, Their phone, and their ipods.
48	computer, overhead,
49	computers, ibod
50	overhead,computer
51	computers,laptops,phones
52	computers, touchboards, and overheads.
53	powerpoint internet explore microsoft and also windows media player to watch movies or documentals
54	explorer learning brainpop
55	websites projectors laptops
56	over head projector computer
57	computer tablet ipad

 

When students were asked to list technologies used outside of the classroom their responses included (in order from most to least): cell phones (40), computers (31) iPods (27), laptops (19), video games (16), television (12), the internet (5), iPads (4), radio and Microsoft products (3), and tablets (2) (See Table 8).

Table 8

Student responses to question #6: What type of technologies do you use outside of the classroom? (please list all)

Student	Response
1	phone xbox tv laptop
2	phone laptop ipod
3	computer phone ipod
4	phones and computers
5	phone, ipod, computer,
6	laptops, ipads, tablet. Smartphone
7	phone laptop
8	Phones
9	computer,ipod, t.v., printer
10	Computer, Phone, TV,Game Consoles
11	cellphone computer radio
12	Phone. Computer. Laptop. IPod. IPod touch. Ps3.
13	Nice
14	computer cellphones
15	Computer, Ipod, TV, Cellphone
16	Cellphone computer lights etc
17	smartphones, ipod, laptop, internet, computer
18	Computer
19	Computer
20	iphone computers
21	i use computers, laptops , ipods,
22	computer labtop, projector, cell phone
23	ipad. computer. ipod.
24	phone ipod cars radio tv  games
25	video games computers phone
26	Internet 3ds max Games Word
27	phone, computer, ipod, watch, and television
28	computer ipod
29	phone computer tv
30	ipod,phone,game systems
31	internet google
32	iPods Phones Computers Laptops Calculators projecting things
33	Ipod touch Laptop Desktop Camera
34	phone tablets tv cumputeripods
35	phone, ipod
36	phone laptop
	cell phones ,computers , ipods
	phone ipad laptop t.v car
	Cell phone Laptop TV
37	Science
38	toshiba , game system, ipod and phone
39	phone laptop computer xbox 360
40	labtop. soundboards, progectors,
41	google facebook
42	a pc computer
43	computer radio ipod cell phone video game
44	cell phone computer game devices !
45	None
46	i use a laptop,phone,ipod,xbox,tv
47	my phone ,laptop,and my Ipod.
48	computer, tv, cellphone, ipod,
49	phone, ibod
50	phone, computer,tv
51	micrsoft office,internet expoler,power point,phones,ipod,iphones,ipads,laptops,computers
52	my cellphone, ipod nano, computer, playstation, and television.
53	ipod touch, laptop, psp3,psp2, video games , windows Dvd marker, Windows Mediaplayer to listening music or burn CD's, Dj player,photoshop etc.
54	skype/ video chat
55	phone xbox tv laptop
56	phone laptop ipod
57	computer phone ipod

 

 

            Students listed several technologies when asked to list what technologies they would use if they were allowed to use technology in the classroom. Some responses included: phones for internet access (22 students), laptops for internet research (15), iPods for music and research (7), iPads (6), and Smartboards for interactive learning (2) (See Table 9).

 

Table 9

Student responses to question #7: If you could use your personal technologies in the class to enhance learning, which ones would you choose and how would you use them?

Student	Response
1	phones ipads
2	my android because there are some good apps and easy to get internet accesss
3	phone i would go on the internet
4	computers to find out more information using the internet
5	phone or lap top
6	Dfghsdfzd
7	laptop smart phone
8	ipods to look n reasearsh hard to answer things
9	None
10	Laptop
11	Computers, because they have internet through which you can enhance your learning experience. Teachers,no matter what they say, are not always right and with the use of internet you can check if they truly are.
12	I would use my phone. I would only use it to search up videos of what the teacher was teaching to provide myself multiple ways of learning the same thing. Increases the possibiliteraturey of learning new loopholes and tricks.
13	Laptops to help research
14	cell phone ipods
15	To use ipods because some people can concentrate with music on.
16	Phone- Internet Labtop- Internet
17	smartphone to search yahoo or google always helpfull to find questions also book online for classes
18	lap tops
19	phone, laptop
20	Phone
21	a laptop to school everyday. its very useful and advacned.
22	labtop take notes,
23	ipad, ill put all my books on them
24	Ipads
25	I would use my phone to take notes
26	Nothing really...
27	my phone to look up reaserch
28	-
29	ipad
30	cell phones because it has caculators and when you need it you can use your phone
31	my cell phone
32	My cell phone or laptop I think it would be easier to understand things in the classroom and a fater way of learning it.
33	If I could, I would probably use my laptop if we had to do any major lessons or group projects to do research while remaining in class. But also, I would use my Ipod touch in class to use a graphing calculator app in algebra.
34	tablets toreadt thebookonline
35	lap top
36	comoputer to go to websites that help
	computer , and use high tec ,
	phone laptop ipad car
	I would use my cell phone to search things we were working on
37	Technology
38	ipod
39	ipad phone laptop
40	i would us a labtop because if you ned to under stand some thing more you can look it up.
41	some microsoft propudct or apple
42	i would use illustrater on a mac because everyone should know how to use it
43	computer,it would help me find answers more quickly
44	smart board !
45	idont got any problems with these
46	i would love to use my phone and a laptop in class to helpmelook stuff up that i dont understand
47	An Ipad touch.
48	cell phone to texr answers in to check them
49	phone
50	Laptop
51	ipods or ipones for faster search
52	i would use my ipod because music helps me focus.
53	i would share my knowledge based in the things that i know how to used and in the things that i send most of my time to teach my classmates or teachers other different kind of ideas of how to used the another programs to edit and came out with dissigns for the proyects or werever we doing in the class..
54	Smartboards
55	phones ipads
56	my android because there are some good apps and easy to get internet accesss
57	phone i would go on the internet

 

 

When students were asked for final comments about technology, they had some insightful thoughts about technology and how it relates to our society. Some responses included personal uses and perceptions of how technology relates to daily functions in and out of the classroom (See Table 10).

Table 10

Student responses to question #8: Please share any thoughts about any technology in a home or education setting?

Student	Response
1	phones ipads
2	my android because there are some good apps and easy to get internet accesss
3	phone i would go on the internet
4	computers to find out more information using the internet
5	phone or lap top
6	Dfghsdfzd
7	laptop smart phone
8	ipods to look n reasearsh hard to answer things
9	None
10	Laptop
11	Computers, because they have internet through which you can enhance your learning experience. Teachers,no matter what they say, are not always right and with the use of internet you can check if they truly are.
12	I would use my phone. I would only use it to search up videos of what the teacher was teaching to provide myself multiple ways of learning the same thing. Increases the possibiliteraturey of learning new loopholes and tricks.
13	Laptops to help research
14	cell phone ipods
15	To use ipods because some people can concentrate with music on.
16	Phone- Internet Labtop- Internet
17	smartphone to search yahoo or google always helpfull to find questions also book online for classes
18	lap tops
19	phone, laptop
20	Phone
21	a laptop to school everyday. its very useful and advacned.
22	labtop take notes,
23	ipad, ill put all my books on them
24	Ipads
25	I would use my phone to take notes
26	Nothing really...
27	my phone to look up reaserch
28	-
29	ipad
30	cell phones because it has caculators and when you need it you can use your phone
31	my cell phone
32	My cell phone or laptop I think it would be easier to understand things in the classroom and a fater way of learning it.
33	If I could, I would probably use my laptop if we had to do any major lessons or group projects to do research while remaining in class. But also, I would use my Ipod touch in class to use a graphing calculator app in algebra.
34	tablets toreadt thebookonline
35	lap top
36	comoputer to go to websites that help
	computer , and use high tec ,
	phone laptop ipad car
	I would use my cell phone to search things we were working on
37	Technology
38	ipod
39	ipad phone laptop
40	i would us a labtop because if you ned to under stand some thing more you can look it up.
41	some microsoft propudct or apple
42	i would use illustrater on a mac because everyone should know how to use it
43	computer,it would help me find answers more quickly
44	smart board !
45	idont got any problems with these
46	i would love to use my phone and a laptop in class to helpmelook stuff up that i dont understand
47	An Ipad touch.
48	cell phone to texr answers in to check them
49	phone
50	Laptop
51	ipods or ipones for faster search
52	i would use my ipod because music helps me focus.
53	i would share my knowledge based in the things that i know how to used and in the things that i send most of my time to teach my classmates or teachers other different kind of ideas of how to used the another programs to edit and came out with dissigns for the proyects or werever we doing in the class..
54	Smartboards
55	phones ipads
56	my android because there are some good apps and easy to get internet accesss
57	phone i would go on the internet

 

Chapter 5: Conclusions and Recommendations

            The study proposed to investigate the possible impact of technology clubs on technology use in the classroom. Data was collected regarding class-based technology use, and personal and educational technology use by students. Many responses found in this study match the themes found in the literature review including technology used by teachers in the classroom, technology used by students outside of the classroom, and evidence of students wanting to use technology in the classroom to enhance their learning experience. The study found that in addition to students wanting to use their personal technology devices to enhance their education, a number of students area already doing so. This study finds that having students attend a technology club may positively impact the way students use technology to enhance and extend their learning in the classroom. This chapter is divided into the following discussion sections: (a) technology implications, (b) important findings, (c) need for further research and (d) conclusion.

Implications of Student Technology Use in the Classroom

            Regarding the types of technology use by teachers in the classroom, many responses matched the findings from the literature review (Mierzejewski, 2009; Miranda & Russel, 2011; Project Tomorrow, 2010). Some of the technology included computers, all Microsoft software, projection devices, online textbooks, video clips, internet searches, calculators, interactive learning environments, and interactive hardware and software. This shows that teachers are using technology in the classroom to deliver instruction.

            When it comes to technology used by students outside of the classroom, many examples found in the literature were similar to what students are actually using, as noted by the responses in this study (Henderson, 2011; Lenhart, Percell, Smith, & Zickhur, 2010; Project Tomorrow, 2010). The most common based on both the literature review and participant responses are technology for communication, socialization and entertainment purposes including: cell phones with and without internet, social networks, computers and laptops, internet, iPods, and games. The data from the student responses supported the idea of students using cell phones and mobile devices for communication, socialization, and entertainment purposes. According to the student survey data, most students considered themselves either excellent or very good at using technology for various reasons. The idea of students using mobile devices for the above stated reasons may suggest the most popular specific technologies to begin making the connection to the classroom with are mobile devices, web-based apps, communication tools including social networks, and game-based learning.

            There is evidence of students wanting to use technologies in the classroom to enhance their learning as matched by literature review and participant responses (Project Tomorrow, 2010). The literature review stated that there should be a connection between technology used at home for personal reasons and technology allowed in the classroom (Elliot, 2010; Henderson, 2011; Mierzejewski, 2009; Project Tomorrow, 2010). Participant responses showed a small number of students have already made the connection between technology used for personal reasons and technology used to enhance learning, and many other students would be willing to use technology to enhance their learning. It seems as many students have access to both the technology tools and resources necessary to extend their learning, but simply may not know how to access and use the tools. Students in this survey use technologies like computers and laptops, Microsoft Office products, internet searches, educational apps, and online interactive learning environments to continue the learning process out of the classroom. An even greater number of students are willing to use technology to enhance their learning in the classroom. If students are willing to use technology to enhance their learning, as the participant responses in this study show, this literature review provides an excellent list of technology to begin incorporating outside of the classroom to enhance the learning process. If one of the barriers of students using technology to enhance their learning is ignorance, then the evidence is clear that teaching students how to use personal technology as an extension of learning would be beneficial to the education process.

Need for Further Research

            This study shows there may be a need for further research in examining the types of barriers preventing students from using technology in the classroom to enhance their learning. As the data in this study suggests, students consider more than half the teachers very knowledgeable in the area of technology, however students still consider a large number of teachers not very knowledgeable about technology. This may suggest that teachers are a barrier when it comes to allowing students to use technology in the classroom. Another area of further research is to examine other ways to improve student use of personal technology to enhance and extend their learning outside of the classroom. 

Important Findings

            It seems as the participant responses show evidence of the benefits of connecting personal technologies to classroom studies to enhance the learning process. If students were taught how to use technology to enhance the classroom content in specific ways, they would be able to research and find more information and other interactive ways of readdressing key issues learned in the classroom. More importantly, a high number of students are ready and willing to move forward with the idea of using technology to enhance what they learned in the classroom.

Based on the results of this research study, it seems as if an after school technology club would assist students in connecting personal technologies to enhance their classroom learning. Teaching students how to use personal technology devices to enhance their learning would be a great start, as students could use their technology outside of the classroom to improve understanding of classroom content. Simply showing and instructing various methods to do this gets the information out there. Some of these technologies might include internet research with mobile devices, audio and video supplements to lessons, communication, collaboration, and organization applications, apps like Dictionaries and calculators, and communicating to increase productivity and gain feedback for individual and shared assignments.

            The question to be answered is whether an after school technology club would affect technology use in the classroom. If students were to have an extra-curricular activity which incorporated teaching and demonstrating how to use technology to enhance the classroom learning, a handful of students would make the connection to their learning content to their personal devices. Students would be knowledgeable of various ways to enhance their learning once they leave the classroom, and the connection to personal technologies to the content learned in the classroom would be much closer than it was before. Those students can therefore demonstrate to their peers and teachers how they use their devices to extend their learning. This concept would be similar to the Train the Trainers model, where people train each other how to perform tasks, where students would teach others how to effectively use technology to enhance education.

However, a major obstacle that would slow this goal down and would now allow technology to be used in the classroom is district or classroom policy. With this in mind, students using technology outside of the classroom to enhance what they learned in the classroom would still be a step in the right direction. A district also needs to continuously and effectively provide their teachers with professional development opportunities to build confidence and assurance in letting students use technology and personal devices to enhance their learning. Another benefit to teaching students how to use technology is if and when students continue to higher education, they would be practiced and prepared to use technology devices to enhance what they learned in the classroom.

Conclusion

            This study is important because it raises awareness of a concept which may have many positive implications towards education; letting students use personal technologies in the class to enhance the teaching and learning process. If students were trained and taught how to use safely and effectively use technology to enhance their education through an after school club or extra-curricular activity, they could transfer and apply that knowledge to the classroom. Those students could also teach their peers and teachers in the multiple ways to use technology to enhance learning.

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Appendix A

Administrator Questionnaire

Question #1: What type of technologies do students use inside the classroom?      

Question #2: What type of technologies do students use outside of the classroom?

Question #3: What technologies do you think students use out of the classroom to enhance what they learned inside of the classroom? 

Question #4: Describe teachers' knowledge of using technology to enhance instruction?    

Question #5: If students could use personal technologies in the class to enhance learning, which ones do you think they would choose and how?

Question #6: Please share any thoughts about any technology in a home or education setting?

Appendix B

Student Questionnaire

Question #1: List words or short phrases to describe your knowledge of technology use inside the classroom?    

Question #2: List words or short phrases to describe your knowledge of technology use outside of the classroom?

Question #3: List words or short phrases to describe how likely are you to use your technology out of the classroom to enhance what you learned inside of the classroom?         

Question #4: List words or short phrases to describe your teachers' knowledge of using technology to enhance instruction?       

Question #5: What type of technologies do your teachers use in your classroom? (please list all) 

Question #6: What type of technologies do you use outside of the classroom? (please list all)

Question #7: If you could use your personal technologies in the class to enhance learning, which ones would you choose and how would you use them?

Question #8: Please share any thoughts about any technology in a home or education setting?