Annotated Bibliography
ASCD Webinars Archives. (2015). Retrieved from http://www.ascd.org/professional-development/webinars/ascd-
webinar-archive.aspx
Live Link
ASCD is an organization whose mission states, "ASCD is a global community dedicated to excellence in learning, teaching, and leading. ASCD’s innovative solutions promote the success of each child." ASCS's organization has 125,000 members including superintendents, principals, teachers, professors, and advocates from more than 138 countries. One of the purposes of the site is to provide professional development to educators. One of the professional development resources includes webinars. For this inquiry, there were several webinars that were beneficial including
Engage Your Students with Real-World Projects and Launching Self-Directed Learners.
Bektas, M. (2013). An Examination of the elementary school teachers’ preferred teaching methods and instructional technologies in terms of various variables in life study lesson. International Online Journal of International Sciences, 5(3), 551-561.
http://proxy.ashland.edu:2091/ContentServer.aspT=P&P=AN&K=93436241&S=R&D=
ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7ZSr6y4Sq%2BWxWXS&ContentCustomer=
dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This research article looks into the preferred teaching methods and instructional technologies of elementary teachers. This study was done by interviewing 176 elementary school teachers. The research found that a majority of the teachers did not receive in service training for instructional technologies. Many of the senior teachers used the smart board less frequently and used a teacher-centered style of teaching, The lower-senior teachers tended to use the techniques of drama, problem based learning and project-based learning. This article was beneficial to the inquiry because it shows how important it is for teachers to be trained in instructional technologies because teachers are less likely to use these methods if they are not properly changed.
Blogging With Students. (2011, March 15). Retrieved from http://teacherchallenge.edublogs.org/blogging-with- students/
Live Link
Blogging with students is an edublog called EduBlogs Teacher Challenge. This blog's purpose is free professional development for educators by educators. The title of this article is called Blogging with Students which is a step-by-step process of using blogging in the classroom with students. Each step includes videos, examples, and step-by-step written directions. The end of each step includes a comments section which can be used as a question and answer section as well. This website was helpful during this inquiry because it outlined how to use blogs with students in a clear, easy to follow way.
Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (n.d.). Use of peer feedback to enhance elementary students' writing through blogging. British Journal of Educational Technology, 42(1), 1-4. doi:10.1111/j.1467-8535.2010.01139.x
Live Link
In this study, peer feedback was used to enhance elementary students’ writing through employing a brand new networking environment: the blog Web 2.0. This research was conducted by using pre and post test data from 33 fifth grade students that were designed determine the effectiveness of using peer feedback to enhance student writing through blogging.The research showed that the use of peer feedback through a blogging model is an effective way to improve the quality of elementary students’ writing. Several students were also interviewed during this study and their testimony shows that most of the students agreed that providing feedback through blogging is beneficial for editing articles and improving their writing. This study was helpful during this inquiry because it showed the value of using blogging in the classroom.
Gambrell, L., Calvert, L., Malloy, J., & Igo, B. (2011). Authentic reading writing and discussion: An exploratory study of a pen pal project. The Elementary School Journal, 112(2), 234-258. doi:0013-5984/2011/11202-0002
Live Link
In this research study- reading, writing, and discussion were examined during pen pal intervention that focused on authentic literacy tasks. During this study 3–5 students read books, exchanged letters about the books with an adult pen pal, and participated in small-group discussions about the content of the books. Results showed that authentic literacy tasks have the potential to support and sustain students’ literacy motivation and that students demonstrated accountability to community, content, and critical thinking. This study was helpful during this inquiry because it showed the effectiveness of using pen pals in schools. It also discussed how this strategy to be an authentic learning technique which was a goal for the unit within the inquiry.
Jerles, J. (2012). Blogging in elementary school: why, how, and what teachers can do to encourage writing. National Teacher Education Journal, 5(3), 85-88. http://proxy.ashland.edu:2091/ContentServer.asp? T=P&P=AN&K=84313781&S=R&D=ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7
VSsai4Sq6WxWXS&ContentCustomer=dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This article investigates why research says that blogging is a powerful tool for encouraging literacy and writing skills in elementary students, how teachers can easily create and manage blogs while protecting student privacy, and where to find a wide variety of student and teacher blogs. Data is collected through a review of literature and online resources. There are recommendations for blogging examples, recommendations for specific blogs to use and research on the effectiveness of blogging in the classroom. This article was extremely helpful during this inquiry because it provided research and information to assist with the implementation of blogging in the classroom.
Khan, S., & Ahmad, R. (2014). Evaluation of the effectiveness of cooperative learning method versus traditional learning method on the reading comprehension of the students. Journal of Research and Reflections in Education, 8(1), 55-64. http://proxy.ashland.edu:2315/ehost/pdfviewer/pdfviewer?sid=cf104e2b-6411-403c- 86b5- 3d971648d0ec%40sessionmgr115&vid=5&hid=101
Live Link
This study was done with 128 eighth grade students on the effects that cooperative learning and traditional learning had on reading. The teacher had 64 students in the cooperative learning group and 64 students in the control group. The results were determined using pre-test and post-test data. On the post-test, the students in the cooperative learning group scored an average of 37.83 and the control group scored an average of 32.70. The researchers indicated that the results of this study meant that cooperative learning is more effective as a teaching method for reading comprehension and that students in the cooperative group showed better performance in both literal level and evaluative level of reading comprehension. For the purpose of this project, this research article proves the effectiveness of cooperative learning and its usefulness in reading comprehension.
Lintner, T. (2010). Using children's literature to promote critical geographic awareness in elementary classrooms. The Social Studies, 101, 17-21. doi:10.1080/00377990903283981
Live Link
This article illustrates how elementary teachers can use select children’s literature that prompts students to think critically about their geographic surroundings and encourages student-centered reflection and action. The article explains the importance of critical geographic awareness which is premised on the tenets of critical literacy. The article explains that critical literacy encourages students to think critically about social issues, reflect on their origins and resultant impacts, create constructive and diverse dialogues, and to take personal action. The article also explains how to link geography and children's literature, the role of the teacher, and how to select language arts books. This article was helpful during this inquiry because it helped explain how to teach geography in a meaningful, critical way. Since the unit within the inquiry is about teaching culture, these techniques could be transferred.
Maloch, B., & Horsey, M. (2013). Living inquiry: learning from and about informational texts in a second-grade classroom.The Reading Teacher, 66(6), 475-485. doi:10.1002/TRTR.1152
Live Link
This research article focuses on Ms. Horsey, a second grade teacher who comes from a school with economic, cultural and linguistic diversity. Ms. Maloch spends the year in the classroom observing how informational texts are integrated into the curriculum and how learning through inquiry plays a big part in using these texts. The authors argue that learning about informational texts is most productive when embedded within inquiry-focused classrooms engaged in learning from informational texts. This article helps explain the importance of inquiry learning in reading informational texts and describes different ways that it can be used in a diverse classroom.
Martin, L., Smolen, L., Oswald, R., & Milam, J. (2012). Preparing students for global citizenship in the twenty-first century: integrating social justice through global literature. The Social Studies, 103, 158-164. doi:10.1080/00377996.2011.601358
Live Link
This article discusses global literature for elementary students and describes an example of a lesson taught in a third-grade classroom using these books. The findings are determined through observations and analysis of the students’ oral responses and written reflections. The authors found that students were engaged during the lesson and that they had a deeper understanding of global citizenship at the end of the unit. This article also gave an appendix of a summary of books that were used during this lesson. This article was helpful during this inquiry because it showed how students can learn global citizenship and awareness which was the basis for the inquiry. It was also helpful to have a list of books that are engaging and informative to elementary students.
Mccall, A. (2010). Teaching powerful social studies ideas through literature circles. The Social Studies, 101(1), 152-159. doi:10.1080/00377990903284104
Live Link
This article describes an elementary social studies methods class for preservice teachers. Using literature circles, students are able to gain a deeper understanding of social studies content using informational text. Literature circles are small, student-led discussion groups in which group members have selected the same book or article to read. Using this technique, students can compare different viewpoints of one event and compare and contrast different cultures and events. The author found that important social studies ideas are raised during the literature circle discussions; every preservice teacher contributes; and all members are involved. This technique can be used to encourage more meaningful class discussion and improve reading comprehension using social studies texts.
Peterson, D., & Taylor, B. (2012). Using higher order questioning to accelerate students’ growth in reading. The Reading Teacher, 65(5), 295-304. doi:10.1002/TRTR.01045
Live Link
This article takes a look at teachers, who have students from culturally diverse backgrounds, who have changed their reading instruction to include higher level talk and writing. The teachers accomplished this by taking several different steps. First, they had grade level teams which included specialists. These groups analyzed data and observations and coming up with higher level thinking questions. Second, teachers met is cross-grade study groups during which they read research, shared videos and discussed instruction strategies. Third, the teachers met with a literacy coach to discuss strategies to use with their students. This article found that teachers who engaged students in higher order questioning saw higher improvement than the teachers who did not use this technique. This article discusses ways to improve class discussions so that they become student-centered rather than teacher-centered.
Polly, D. (2011). Teachers' learning while constructing technology-based instructional resources. British Journal of Educational Technology, 42(6), 950-961. doi:10.1111/j.1467-8535.2010.01161.x
Live Link
This study examined elementary school teachers’ learning while creating technology-rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. The article states that educational technology researchers have developed the construct of Technological Pedagogical and Content Knowledge (TPACK) to explain the various components of knowledge associated with effectively teaching with technology. The results of the teacher interview show that teachers learned various aspects of TPACK during the process of creating a curriculum map on Google Documents and a wiki with educational resources on PB Works. The results also indicated that web 2.0 technologies provide opportunities to support teachers’ professional learning. This article is important for the inquiry because it shows the usefulness of training teachers using technology. Teachers will have a better sense of how technology is used for learning and can therefore help their students learn.
Puzio, K., & Colby, G. (2013). Cooperative learning and literacy: a meta-analytic review. Journal of Research on Educational Effectiveness, 339-360. doi:10.1080/19345747.2013.775683
Live Link
The authors of this article conducted a meta-analysis on the effectiveness of collaborative learning to support enhanced literacy outcomes. Eighteen different interventions were included in the research. The two most common interventions were analyzed in the five studies that researched the effectiveness of Cooperative Integrated Reading and Composition (CIRC) and tthe hree studies that researched Concept Oriented Reading Instruction (CORI). Both of these interventions include the uses of collaboration and direct instruction of reading strategies. The authors found that when teachers organized student learning using cooperative and collaborative grouping, their students showed evidence of enhanced achievement in vocabulary, comprehension, and total reading. Since this research analysis contained studies of students from a variety of backgrounds, it is useful in determining the effectiveness of cooperative learning.
Reznitskaya, A., & Glina, M. (2013). Comparing student experiences with story discussions in dialogic versus traditional settings. The Journal of Educational Research, 106(1), 49-63. doi:10.1080/00220671.2012.658458
Live Link
This research article interviews 60 elementary students on their experiences with class discussions on assigned readings. Half of the students received regular instruction and half the students received Philosophy for Children (P4C) instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. The results showed that P4C students enjoyed arguing their opinions more, enjoyed taking on different roles, and enjoyed thinking, explaining their views and reason through questions. However, some students felt that they had trouble getting the floor to speak or were uncomfortable arguing their points. Students that received regular instruction enjoyed the books they were assigned, but felt bored during discussions. This article is helpful for understanding the different types of class discussions and which ways work for which students.
Savage, A., & Brown, D. (2014). Examining past studies of the effects of classroom technology implementation in terms of student attitude and academic achievement. Global Education Journal, 2014(4), 20-27.
http://proxy.ashland.edu:2091/ContentServer.aspT=P&P=AN&K=101403409&S=R&D
=ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7ZSsKa4SrGWxWXS&ContentCustomer=
dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This research article is a literature Review that examines past studies that highlight the effects of classroom technology implementation in terms of academic performance and student attitude. This study involves 500 student participants. The results showed that students absorb information to a greater extent in less time when they are actively engaged by participating in computer-based instruction. The study also found that students also liked their courses more and had a better attitude in the classrooms where technology was used. This article was a good resource during this inquiry because it showed how important using technology in the classroom is to student engagement and academic success.
Schenker, T. (2013). The Effects of a Virtual Exchange on Students’ Interest in Learning About Culture. Foreign Language Annals, 46(3), 491-507. doi:DOI: 10.1111/flan.12041
Live Link
This research study observed a 12 week electronic exchange was conducted between a third year German college class in the United States and an advanced English high school class in Germany. These interactions took place in the form of emails between partners, blogs, video conferences between both classes, and class essays. The results showed that both the American and the German students were highly interested in learning about culture in the foreign language classroom and that they believed that learning about the target culture should be included in their foreign language classes. This article was helpful during the inquiry because it focused on how to help students become more culturally aware in the classroom. It gave several examples of ways to communicate with other students abroad and the effectiveness of these exchanges.
Wilson-Jones, L., & Caston, M. (2004). Cooperative learning on academic achievement in elementary African American males. Journal of Instructional Psychology, 31(4), 280-283. http://proxy.ashland.edu:2315/ehost/pdfviewer/pdfviewer?sid=cf104e2b-6411-403c-86b5-
3d971648d0ec%40sessionmgr115&vid=9&hid=101
Live Link
This article investigated how cooperative learning promoted the academic success of elementary African American males in grades 3 through 6 in a rural school. Sixteen African American males aged 8-13 were interviewed 6 times over a three month span. The results showed that all of the students chose cooperative learning as their preferred method of learning. Most of the students stated that they liked to work in groups with limited teacher interaction. Many of the students also stated their preference for class projects and other group activities in the classroom. This article is helpful to show how African American male students view education and how they feel they learn best.
http://www.epals.com/
Epals is a free online resource that teachers can use create real world, culturally- enriching learning experiences for their students. one tool of the site is classroom matching in which a class can communicate with another international class through email or Skype. The classes can also work on a special project together. Teachers are able to find classes to connect with that are the same age and/or subject. This site was used during the inquiry process because it was the main portion of the global awareness unit that was included within the inquiry.
http://theglobalreadaloud.com/
The Global Read Aloud is a free online resource that teachers can use to connect their class with other classes around the world through the use of literature. This is intended to help students have a chance to collaborate globally in order to become more well-rounded, 21st century learners. Classes choose a book to participate in and then they can choose their level of involvement. Participation includes reading books out loud for other classes to listen to, listening to other classes read books out loud, and participating in discussions about the books. Sometimes the authors of the books do a question and answer segment. This site was used during this inquiry as part of the unit on global awareness.
webinar-archive.aspx
Live Link
ASCD is an organization whose mission states, "ASCD is a global community dedicated to excellence in learning, teaching, and leading. ASCD’s innovative solutions promote the success of each child." ASCS's organization has 125,000 members including superintendents, principals, teachers, professors, and advocates from more than 138 countries. One of the purposes of the site is to provide professional development to educators. One of the professional development resources includes webinars. For this inquiry, there were several webinars that were beneficial including
Engage Your Students with Real-World Projects and Launching Self-Directed Learners.
Bektas, M. (2013). An Examination of the elementary school teachers’ preferred teaching methods and instructional technologies in terms of various variables in life study lesson. International Online Journal of International Sciences, 5(3), 551-561.
http://proxy.ashland.edu:2091/ContentServer.aspT=P&P=AN&K=93436241&S=R&D=
ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7ZSr6y4Sq%2BWxWXS&ContentCustomer=
dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This research article looks into the preferred teaching methods and instructional technologies of elementary teachers. This study was done by interviewing 176 elementary school teachers. The research found that a majority of the teachers did not receive in service training for instructional technologies. Many of the senior teachers used the smart board less frequently and used a teacher-centered style of teaching, The lower-senior teachers tended to use the techniques of drama, problem based learning and project-based learning. This article was beneficial to the inquiry because it shows how important it is for teachers to be trained in instructional technologies because teachers are less likely to use these methods if they are not properly changed.
Blogging With Students. (2011, March 15). Retrieved from http://teacherchallenge.edublogs.org/blogging-with- students/
Live Link
Blogging with students is an edublog called EduBlogs Teacher Challenge. This blog's purpose is free professional development for educators by educators. The title of this article is called Blogging with Students which is a step-by-step process of using blogging in the classroom with students. Each step includes videos, examples, and step-by-step written directions. The end of each step includes a comments section which can be used as a question and answer section as well. This website was helpful during this inquiry because it outlined how to use blogs with students in a clear, easy to follow way.
Chen, Y., Liu, E., Shih, R., Wu, C., & Yuan, S. (n.d.). Use of peer feedback to enhance elementary students' writing through blogging. British Journal of Educational Technology, 42(1), 1-4. doi:10.1111/j.1467-8535.2010.01139.x
Live Link
In this study, peer feedback was used to enhance elementary students’ writing through employing a brand new networking environment: the blog Web 2.0. This research was conducted by using pre and post test data from 33 fifth grade students that were designed determine the effectiveness of using peer feedback to enhance student writing through blogging.The research showed that the use of peer feedback through a blogging model is an effective way to improve the quality of elementary students’ writing. Several students were also interviewed during this study and their testimony shows that most of the students agreed that providing feedback through blogging is beneficial for editing articles and improving their writing. This study was helpful during this inquiry because it showed the value of using blogging in the classroom.
Gambrell, L., Calvert, L., Malloy, J., & Igo, B. (2011). Authentic reading writing and discussion: An exploratory study of a pen pal project. The Elementary School Journal, 112(2), 234-258. doi:0013-5984/2011/11202-0002
Live Link
In this research study- reading, writing, and discussion were examined during pen pal intervention that focused on authentic literacy tasks. During this study 3–5 students read books, exchanged letters about the books with an adult pen pal, and participated in small-group discussions about the content of the books. Results showed that authentic literacy tasks have the potential to support and sustain students’ literacy motivation and that students demonstrated accountability to community, content, and critical thinking. This study was helpful during this inquiry because it showed the effectiveness of using pen pals in schools. It also discussed how this strategy to be an authentic learning technique which was a goal for the unit within the inquiry.
Jerles, J. (2012). Blogging in elementary school: why, how, and what teachers can do to encourage writing. National Teacher Education Journal, 5(3), 85-88. http://proxy.ashland.edu:2091/ContentServer.asp? T=P&P=AN&K=84313781&S=R&D=ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7
VSsai4Sq6WxWXS&ContentCustomer=dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This article investigates why research says that blogging is a powerful tool for encouraging literacy and writing skills in elementary students, how teachers can easily create and manage blogs while protecting student privacy, and where to find a wide variety of student and teacher blogs. Data is collected through a review of literature and online resources. There are recommendations for blogging examples, recommendations for specific blogs to use and research on the effectiveness of blogging in the classroom. This article was extremely helpful during this inquiry because it provided research and information to assist with the implementation of blogging in the classroom.
Khan, S., & Ahmad, R. (2014). Evaluation of the effectiveness of cooperative learning method versus traditional learning method on the reading comprehension of the students. Journal of Research and Reflections in Education, 8(1), 55-64. http://proxy.ashland.edu:2315/ehost/pdfviewer/pdfviewer?sid=cf104e2b-6411-403c- 86b5- 3d971648d0ec%40sessionmgr115&vid=5&hid=101
Live Link
This study was done with 128 eighth grade students on the effects that cooperative learning and traditional learning had on reading. The teacher had 64 students in the cooperative learning group and 64 students in the control group. The results were determined using pre-test and post-test data. On the post-test, the students in the cooperative learning group scored an average of 37.83 and the control group scored an average of 32.70. The researchers indicated that the results of this study meant that cooperative learning is more effective as a teaching method for reading comprehension and that students in the cooperative group showed better performance in both literal level and evaluative level of reading comprehension. For the purpose of this project, this research article proves the effectiveness of cooperative learning and its usefulness in reading comprehension.
Lintner, T. (2010). Using children's literature to promote critical geographic awareness in elementary classrooms. The Social Studies, 101, 17-21. doi:10.1080/00377990903283981
Live Link
This article illustrates how elementary teachers can use select children’s literature that prompts students to think critically about their geographic surroundings and encourages student-centered reflection and action. The article explains the importance of critical geographic awareness which is premised on the tenets of critical literacy. The article explains that critical literacy encourages students to think critically about social issues, reflect on their origins and resultant impacts, create constructive and diverse dialogues, and to take personal action. The article also explains how to link geography and children's literature, the role of the teacher, and how to select language arts books. This article was helpful during this inquiry because it helped explain how to teach geography in a meaningful, critical way. Since the unit within the inquiry is about teaching culture, these techniques could be transferred.
Maloch, B., & Horsey, M. (2013). Living inquiry: learning from and about informational texts in a second-grade classroom.The Reading Teacher, 66(6), 475-485. doi:10.1002/TRTR.1152
Live Link
This research article focuses on Ms. Horsey, a second grade teacher who comes from a school with economic, cultural and linguistic diversity. Ms. Maloch spends the year in the classroom observing how informational texts are integrated into the curriculum and how learning through inquiry plays a big part in using these texts. The authors argue that learning about informational texts is most productive when embedded within inquiry-focused classrooms engaged in learning from informational texts. This article helps explain the importance of inquiry learning in reading informational texts and describes different ways that it can be used in a diverse classroom.
Martin, L., Smolen, L., Oswald, R., & Milam, J. (2012). Preparing students for global citizenship in the twenty-first century: integrating social justice through global literature. The Social Studies, 103, 158-164. doi:10.1080/00377996.2011.601358
Live Link
This article discusses global literature for elementary students and describes an example of a lesson taught in a third-grade classroom using these books. The findings are determined through observations and analysis of the students’ oral responses and written reflections. The authors found that students were engaged during the lesson and that they had a deeper understanding of global citizenship at the end of the unit. This article also gave an appendix of a summary of books that were used during this lesson. This article was helpful during this inquiry because it showed how students can learn global citizenship and awareness which was the basis for the inquiry. It was also helpful to have a list of books that are engaging and informative to elementary students.
Mccall, A. (2010). Teaching powerful social studies ideas through literature circles. The Social Studies, 101(1), 152-159. doi:10.1080/00377990903284104
Live Link
This article describes an elementary social studies methods class for preservice teachers. Using literature circles, students are able to gain a deeper understanding of social studies content using informational text. Literature circles are small, student-led discussion groups in which group members have selected the same book or article to read. Using this technique, students can compare different viewpoints of one event and compare and contrast different cultures and events. The author found that important social studies ideas are raised during the literature circle discussions; every preservice teacher contributes; and all members are involved. This technique can be used to encourage more meaningful class discussion and improve reading comprehension using social studies texts.
Peterson, D., & Taylor, B. (2012). Using higher order questioning to accelerate students’ growth in reading. The Reading Teacher, 65(5), 295-304. doi:10.1002/TRTR.01045
Live Link
This article takes a look at teachers, who have students from culturally diverse backgrounds, who have changed their reading instruction to include higher level talk and writing. The teachers accomplished this by taking several different steps. First, they had grade level teams which included specialists. These groups analyzed data and observations and coming up with higher level thinking questions. Second, teachers met is cross-grade study groups during which they read research, shared videos and discussed instruction strategies. Third, the teachers met with a literacy coach to discuss strategies to use with their students. This article found that teachers who engaged students in higher order questioning saw higher improvement than the teachers who did not use this technique. This article discusses ways to improve class discussions so that they become student-centered rather than teacher-centered.
Polly, D. (2011). Teachers' learning while constructing technology-based instructional resources. British Journal of Educational Technology, 42(6), 950-961. doi:10.1111/j.1467-8535.2010.01161.x
Live Link
This study examined elementary school teachers’ learning while creating technology-rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. The article states that educational technology researchers have developed the construct of Technological Pedagogical and Content Knowledge (TPACK) to explain the various components of knowledge associated with effectively teaching with technology. The results of the teacher interview show that teachers learned various aspects of TPACK during the process of creating a curriculum map on Google Documents and a wiki with educational resources on PB Works. The results also indicated that web 2.0 technologies provide opportunities to support teachers’ professional learning. This article is important for the inquiry because it shows the usefulness of training teachers using technology. Teachers will have a better sense of how technology is used for learning and can therefore help their students learn.
Puzio, K., & Colby, G. (2013). Cooperative learning and literacy: a meta-analytic review. Journal of Research on Educational Effectiveness, 339-360. doi:10.1080/19345747.2013.775683
Live Link
The authors of this article conducted a meta-analysis on the effectiveness of collaborative learning to support enhanced literacy outcomes. Eighteen different interventions were included in the research. The two most common interventions were analyzed in the five studies that researched the effectiveness of Cooperative Integrated Reading and Composition (CIRC) and tthe hree studies that researched Concept Oriented Reading Instruction (CORI). Both of these interventions include the uses of collaboration and direct instruction of reading strategies. The authors found that when teachers organized student learning using cooperative and collaborative grouping, their students showed evidence of enhanced achievement in vocabulary, comprehension, and total reading. Since this research analysis contained studies of students from a variety of backgrounds, it is useful in determining the effectiveness of cooperative learning.
Reznitskaya, A., & Glina, M. (2013). Comparing student experiences with story discussions in dialogic versus traditional settings. The Journal of Educational Research, 106(1), 49-63. doi:10.1080/00220671.2012.658458
Live Link
This research article interviews 60 elementary students on their experiences with class discussions on assigned readings. Half of the students received regular instruction and half the students received Philosophy for Children (P4C) instruction. P4C is an alternative educational environment that places dialogue at the center of its pedagogy. The results showed that P4C students enjoyed arguing their opinions more, enjoyed taking on different roles, and enjoyed thinking, explaining their views and reason through questions. However, some students felt that they had trouble getting the floor to speak or were uncomfortable arguing their points. Students that received regular instruction enjoyed the books they were assigned, but felt bored during discussions. This article is helpful for understanding the different types of class discussions and which ways work for which students.
Savage, A., & Brown, D. (2014). Examining past studies of the effects of classroom technology implementation in terms of student attitude and academic achievement. Global Education Journal, 2014(4), 20-27.
http://proxy.ashland.edu:2091/ContentServer.aspT=P&P=AN&K=101403409&S=R&D
=ehh&EbscoContent=dGJyMNLe80Sep684yOvsOLCmr02ep7ZSsKa4SrGWxWXS&ContentCustomer=
dGJyMPGpskq3rbVLuePfgeyx44Dt6fIA
Live Link
This research article is a literature Review that examines past studies that highlight the effects of classroom technology implementation in terms of academic performance and student attitude. This study involves 500 student participants. The results showed that students absorb information to a greater extent in less time when they are actively engaged by participating in computer-based instruction. The study also found that students also liked their courses more and had a better attitude in the classrooms where technology was used. This article was a good resource during this inquiry because it showed how important using technology in the classroom is to student engagement and academic success.
Schenker, T. (2013). The Effects of a Virtual Exchange on Students’ Interest in Learning About Culture. Foreign Language Annals, 46(3), 491-507. doi:DOI: 10.1111/flan.12041
Live Link
This research study observed a 12 week electronic exchange was conducted between a third year German college class in the United States and an advanced English high school class in Germany. These interactions took place in the form of emails between partners, blogs, video conferences between both classes, and class essays. The results showed that both the American and the German students were highly interested in learning about culture in the foreign language classroom and that they believed that learning about the target culture should be included in their foreign language classes. This article was helpful during the inquiry because it focused on how to help students become more culturally aware in the classroom. It gave several examples of ways to communicate with other students abroad and the effectiveness of these exchanges.
Wilson-Jones, L., & Caston, M. (2004). Cooperative learning on academic achievement in elementary African American males. Journal of Instructional Psychology, 31(4), 280-283. http://proxy.ashland.edu:2315/ehost/pdfviewer/pdfviewer?sid=cf104e2b-6411-403c-86b5-
3d971648d0ec%40sessionmgr115&vid=9&hid=101
Live Link
This article investigated how cooperative learning promoted the academic success of elementary African American males in grades 3 through 6 in a rural school. Sixteen African American males aged 8-13 were interviewed 6 times over a three month span. The results showed that all of the students chose cooperative learning as their preferred method of learning. Most of the students stated that they liked to work in groups with limited teacher interaction. Many of the students also stated their preference for class projects and other group activities in the classroom. This article is helpful to show how African American male students view education and how they feel they learn best.
http://www.epals.com/
Epals is a free online resource that teachers can use create real world, culturally- enriching learning experiences for their students. one tool of the site is classroom matching in which a class can communicate with another international class through email or Skype. The classes can also work on a special project together. Teachers are able to find classes to connect with that are the same age and/or subject. This site was used during the inquiry process because it was the main portion of the global awareness unit that was included within the inquiry.
http://theglobalreadaloud.com/
The Global Read Aloud is a free online resource that teachers can use to connect their class with other classes around the world through the use of literature. This is intended to help students have a chance to collaborate globally in order to become more well-rounded, 21st century learners. Classes choose a book to participate in and then they can choose their level of involvement. Participation includes reading books out loud for other classes to listen to, listening to other classes read books out loud, and participating in discussions about the books. Sometimes the authors of the books do a question and answer segment. This site was used during this inquiry as part of the unit on global awareness.