Savilla Banister

Integrating the iPod Touch in K-12 Education: Visions and Vices

Advocates of ubiquitous computing have long been documenting classroom benefits of one-to-one ratios of students to handheld or laptop computers. The recent sophisticated capabilities of the iPod Touch, iPhone, and iPad have encouraged further speculation on exactly how K–12 teaching and learning might be energized by such devices. This paper summarizes the research-to-date on mobile learning for K–12 students, and then delineates specific features and applications available on the iPod Touch that might impact student learning across the curricula. Finally, caveats are offered regarding the introduction and assimilation of these handheld computers into K–12 schools.

TPCK for Impact: Classroom Teaching Practices that promote Social Justice and narrow the Digital Divide in an Urban Middle School

U.S. schools have long struggled with what has been identified as the “achievement gap.” While the debate ensues in regard to an explicit definition for this phenomenon, research overwhelmingly demonstrates that students of marginalized populations remain on the lower end of most measures of school success. Accordingly, advocates of social justice point to the disparities of resources, including quality teachers, for students in poverty. As a part of this movement, access to appropriate technological resources in schools has become an issue, commonly labeled the “digital divide.” This study reviews evidence of teaching for social justice and impacting the digital divide through the analysis of classroom observations in one year at an urban middle school participating in school reform efforts.

Testing Electronic Portfolio Systems in a Teacher Education: Finding the Right Fit.

Abstract This article presents the results of an action research study that sought to determine the most effective e-portfolio system for our teacher education programs. Three e-portfolio systems (LiveText, TaskStream, and a university-developed system called Epsilen) were implemented throughout a semester course in which students and faculty evaluated usability, functionality, and applicability within our teacher education programs. Although student and faculty experienced high levels of frustration with each system, student survey results indicate that TaskStream users reported the highest level of ease for nearly every system application. However, participants saw Epsilen as having the greatest applicability to their future use for either documenting ones college career in an assessment portfolio or showcasing ones work for a future employer. Recommendations for identifying an appropriate electronic portfolio system that authentically meets the unique teacher education program needs are presented.

A Retrospective Analysis of Technological Advancements in Special Education

Abstract This article investigates the impact that technology and computers have had over the past 20 years in the field of special education. A review of the literature on technology and computers was conducted in the flagship journals in the areas of learning disabilities, mental retardation, deaf/hard of hearing, and gifted/talented. The analysis yielded a variety of trends that were specific to each subfield. Findings were compared to the general literature in technology and revealed that the literature in each field reflected the general advances in, and availability of, technology over time.

Assessing NETS-T Performance in Teacher Candidates: Exploring the Wayfind Teacher Assessment

Abstract To effectively integrate digital technologies in K–12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS•T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS•T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS•T.

Impacting the Digital Divide on a Global Scale - Six Case Studies from Three Continents

This study represents findings from three continents (Asia, Africa and South America) regarding usage of ICT in six rural schools. Our goal was to analyze the current situation regarding digital technologies in these environments, describe similarities and differences relating to the digital divide, and provide a roadmap that could improve teaching and learning, maximizing the use of existing resources. Our case study was carried out with the help of innovative teachers who are supportive of technology integration in teaching, but have less options to utilize this knowledge in their classrooms because of various barriers. Our results show challenges, but also opportunities to embrace new ways of teaching; ways that might allow digital technologies to be employed in innovative ways to encourage student learning and community growth. Our study is based on participating teachers’ understanding of the issues and challenges within these countries and areas, relating to schooling.