1. Koblitz, N. (1996). The Case Against Computers in K‐13 math EducaCon (Kindergarten through
Calculus). The Mathema)cal Intelligencer, 18(1), 56‐60.
Research ArCcle
Summary:
This arCcle was wriLen from a very different perspecCve and about a different country.
In the country of Peru, the public school system is in major crisis and the President is wanCng to
"modernize" the educaConal systems. In order to do this, he is pushing to put computers into
every school. But like most countries, the funding is just not there. The teachers' pay is low, the
schools are falling apart, and there is no money for school supplies.
The author believes that the United States has an interest in creaCng new markets for
their computers, because then more and more funds will flow back to us and countries like Peru
will become dependent on U.S. technology. For about a decade, pressure has been mounCng to
import computer learning from the wealthy countries into the poorer ones. The author believes
that resources could be beLer spent in other ways‐‐to raise teachers' salaries, purchase
classroom supplies and expand libraries. He believes that there has been too much hype about
technology in math educaCon, and it is Cme to consider the downside. He states that the
downside can be divided into four areas: drain on resources, bad pedagogy, anC‐intellectual
appeal, and corrupCon of educators. He feels that the children of today are becoming too
accustomed to large doses of passive, visual entertainment. They tend to develop a short
aLenCon span, and expect immediate graCficaCon. They are usually ill equipped to study
mathemaCcs, because they lack paCence, self‐discipline, and the ability to concentrate for long
periods.
CriCcal EvaluaCon:
This paper really made me think. Even though this paper was wriLen in 1996, it feels as
though these issues are sCll around. We, as teachers, are taking pay cuts, buying supplies with
our own money, having an allotment for copies, and not receiving new consumables. If money
is scarce, then how are we affording to purchase new so_ware for our enCre system?

2. Braznzburg, J., (2008). InteracCve Math Classroom Adds Up to Success. Teaching and Learning
Magazine Online.
Professional PracCce
Summary:
Kate Beal of St. Joe's Academy, an all girls' secondary school in Baton Rouge, was looking
for a way to generate more excitement about math. She came up with the idea of adding a
computer monitoring system and tablet PCs. Not only did her students get excited about the
new technology, but her test scores improved. She was able to monitor, control and share all
from her tablet PC. She is also able to poll students to make sure they understand the math
concepts being reviewed. Ms. Beal is also able to create interacCve lessons that she can have
one‐on‐one interacCon with through her computer. There is the capability of having all of the
students working on their personal tablet and showing up on everybody else's tablet. The
students are able to watch, interact, and learn from the rest of the class in real Cme. This in
turn promotes cooperaCve learning. One of the most appealing aspects of this type teaching is
the fact that students can view any of the teachers' lessons whenever they need too, because
the lessons are saved as a Powerpoint presentaCon. If a student needs extra help or was
absent, then all they have to do is upload the appropriate lesson.
CriCcal EvaluaCon:
I feel as though this arCcle provides us with a wonderful example of how computer
technology, if implemented correctly, can greatly impact student learning and bring them into
the 21st century. As a teacher of second grade, we are constantly fighCng the baLle of keeping
our students engaged in a lesson. With computers and handheld electronic devices becoming
more available to everyone, kids are looking for visual sCmulaCon and immediate graCficaCon.
It is becoming very hard to produce a "meaningful" or "engaging" lesson on a daily basis. Using
only paper and pencil is rapidly becoming a thing of the past.

3. Haugland, S. (2007). Computers in the Early Childhood Classroom. Earlychildhood News,
hLp://www.earlychildhoodnews.com/earlychildhood/arCcle_print.aspx?ArCcleId=239.
Theory‐into‐PracCce
Summary:
Teachers play a very important role in young children's lives concerning the use
computers. In 1994, President Clinton signed the Goals 2000 educate America Act and in 1996,
NAEYC adopted a PosiCon Statement on Technology and Young Children: Ages Three to eight.
Since computers are going to be used in early childhood classrooms, it is important that they be
used in developmentally appropriate ways. In order to do this, Ms. Haugland suggests that
there are five components that are important: computer placement, so_ware selecCon, teacher
interacCon, supporCng acCviCes, and teacher training/support.
Where we place our computers can have a dramaCc impact on when and how effecCvely
students will use the computers. Ms. Haugland's research (1989) has shown that when
computers are secConed off with dividers and placed in a quiet, isolated locaCon, children do
not experience the gains that they do when computers are integrated into the classroom. She
suggests that the computer should be placed in a central locaCon and arranged so that the
monitors can be seen by most of the classroom. This way, children can determine when a
computer is available for use and the rest of the class can interact with those who are using the
computer.
The most important decision a teacher makes regarding computers is selecCng
developmentally appropriate so_ware. When children use developmentally appropriate
so_ware, it has been shown that the learning outcomes are significantly beLer than when not
developmentally appropriate. Those children that used the developmental so_ware had
significantly higher gains in intelligence, non‐verbal skills, structural knowledge, long‐term
memory, and complex manual dexterity.
The first step with teacher interacCon and the computers is to appropriately introduce
the children to the computers in their classroom. Providing children with posiCve computer
direcCon ensures that all children will have a posiCve beginning experience. This assistance
does not have to always

4. come from adults, peers can provide valuable assistance a well. Children should be encouraged
to use the computer, not forced.
AcCviCes in the classroom should provide important support to computer experiences.
In the Haugland (1992) research, only when supplemental acCviCes were available to reinforce
the major objecCves of so_ware did children show significant gains in conceptual skills, verbal
skills, problem solving and abstracCon.
For all of this work, training the teachers is very important. A lot of teachers have tried
to self teach themselves through trial and error, but this is very Cme consuming and frustraCng.
Workshops, seminars, on‐site training and networking with other teachers are very valuable
resources.
CriCcal EvaluaCon:
Experiences with computers, like all other new materials, equipment, and resources we provide
young children, need to be developmentally appropriate. When computer experiences match
children’s developmental needs, they provide a valuable, unique learning resource.
Developmentally appropriate so_ware provides children a world they are eager to manipulate,
experiment with, and discover. As we integrate computers into our classrooms, we begin a new
journey with our students.

5. Criss, K. (2006). Disadvantages of Computers in the Classroom. http://
www.articlesbase.com/education-articles/disadvantages-of-computers-in-
the-classroom.
Research Article
Summary:
The author begins this article by saying “I found it hard to find research
that had been done on this topic because not only is the research on the
effectiveness of computers in the classroom scarce but the research that is
there is there often done by software companies and therefore may be biased
(Emmans 2001).” As stated in a previous article, Ms. Criss believes that much
of the software that is designed for children is appealing to them, because it
can hold their attention. She compares some computer software to television.
“Just because a television show holds your attention, does it necessarily educate
you? The answer, as Ms. Criss believes, is that maybe so some do, but not
certainly not all do. If there is no educational value in the program, then what
good is it doing for the teachers or the students?
According to Cindy C. Emmans (2001), a professor of Educational
Technology at Central Washington University, “Often feedback is the key to
learning, and computers are appealing because the feedback can be immediate,
which is of course a very effective learning tool. Unfortunately, this feedback is
not often effective as it might be, perhaps because it is not easy to return to the
original question to try again, so a student must begin at the beginning to
review the original content rather than backing up a step or two. In some
cases, the feedback for the wrong answers is more appealing than that for the
right answer, causing students to try and get the wrong answer simply for the
entertainment value.”

6. Another reason that computers in the classroom would prove to be a
disadvantage is the availability of the computers in the classroom to each
individual student. Scheduling time for each individual student to use the
computers then becomes a problem.
Teacher training is also a concern. Most teachers have not adequately
been trained. They would have to be trained on both the hardware and the
software of the computer. Things can happen to computers while they are
being used.
Having access to the Internet can be dangerous. The children can be
exposed to Internet content that is not appropriate for their age level. They can
also be exposed to child predators.
Critical Evaluation:
I am not sure that I agree with this article. I can tell that this article was
written several years ago. There are not very many homes that do not own a
computer, so teachers and students have become more computer literate on
their own. I do agree that there are some software programs out there that are
“all fluff” as we call it and it may be hard to decide on which software programs
to purchase. Most companies now, try to align their programs with the
standards of each state. I know that our system has recently purchased a
program for math that is wonderful. I try to use it, as a whole class, atleast
twice a week. Scheduling student usage is a problem at our school. Each
classroom has two computers in them and we are allowed to go to the
computer lab once a week for 45 minutes. As far as students visiting
inappropriate web-sites, we do not have to worry as much as before. The
computer technicitions are able to block inappropriate web-sites.

7. McCarrick, K. (2008). Computers and Young Children. Pediatrics for Parents,
21(10), 11.
Research Article
Summary:
Since nearly every student owns a computer, and many of the schools
houses computers, we need to ask ourselves how does this effect our children.
Do they accomplish the educational objectives that they set out to? Many
studies say yes, but only when used correctly. Children with access to
computers as a young age perform better on school readiness tasks and have
better cognitive development. These children also have increased verbal and
language skills. It is important to note, that a young child who sits at a
computer by himself may not reap the full benefits of the computer. It is more
beneficial when the teacher or an adult is available to assist the child. It is also
important to keep in mind that children are much more likely to learn if they
truly enjoy the computer program. The programs usually include lots of sights
and sounds and are designed to help young children with pre-literacy, pre-
math, or pre-science skills. Look for programs that make children laugh and
challenge the child.
Research has shown over and over that computers
placed in a classroom can create more social interaction than social isolation.
When playing on the computer, children will invite their friends over to play on
the computer with them. One child may be working the mouse or keyboard
while the other watches. They may also take turns or work together. This in
turn creates an atmosphere of cooperation.
While computers can provide children with numerous benefits, it is also
very important that they are used properly. Computers should not monopolize
a child’s time at home or at school.

8. Critical Evaluation:
I feel as though Ms. McCarrick really hits a homerun with her article. I
strongly agree with the many points that she made. I teach only math, science,
and social studies and I use my classroom computer daily. With proper
supervision and appropriate software, my students benefit greatly from our
computers. We have programs that I will show on my Interwrite Board and we
use together as a class. We will divide into teams and play against one another.
This enables the children to work together cooperatively in a fun controlled
atmosphere. They really enjoy it and sometimes they need to get away from
the paper and pencil assignments.

9. Brogan, P. (2008). Educating the Digital Generation. Association for
Supervision and Curriculum Development, 57-59.
Research Article
Summary:
Many children today are entering the classroom with computer skills and
expectations that challenge their teachers and peers. Children that have been
exposed to computers since birth and have mastered the digital world in ways
that their parents still struggle to comprehend. More than half of the United
States households today have a computer, and many children have mastered
the keyboard and mouse before they can recite the alphabet.
How do we prepare computer-savvy youngsters for tomorrow’s world of
knowledge workers and information-technology jobs? Many young children
today have keyboarding skills that are superior to their handwriting skills. Most
children don’t understand why they need to practice penmanship when they
have a computer. Children with language barriers can greatly benefit from
program interventions that are capable of changing the way that child’s brain
processes language. Dyslexic students can use visual and auditory support
mechanisms offered by computers. Students with remedial reading skills can
find text-to-speech programs to help them improve their word-recognition
skills.
Some may argue that classroom computers take up time that could be
spent more valuably on developing academic and social skills miss the point.
Guided use of the Internet for research develops a child’s critical thinking skills.
Children learn to collaborate, consider multiple points of view, and evaluate
various forms of information. Children who have advanced computer skills
develop social and academic skills by sharing their knowledge with their peers
and elders.

10. In June 2000, the International Society for Technology in Education
standards were released. They recommend that 2nd graders use a mouse and
digital camera in school and that 5th graders participate in online discussions
and create multimedia reports. In order to accomplish these goals, teachers
need some unique skills for the digital age. The following are some approaches
that make sense. Encourage computer-literate children in your classes to help
teach the other children. Encourage computer-literate children to share their
knowledge with you. Take advantage of educational software and training
programs that help you acquire computer skills, and pass these skills along to
your students.
Critical Evaluation:
I agree that computers can play a very important role in teaching the
children of today. Since our students are very computer-literate already, I don’t
feel as though this task will be as hard as some want to believe it will be. At my
school, we use computers very often. This year we are implementing a new
program that will test our students, recognize their weaknesses, and then give
us lessons that they can practice on the computer. I am very curious to see how
my class does. I know that I have some students who do not have computers at
home, and the only time they get to use them is at school. I am sure that they
will need more guidance than the majority of my students. This very well
could be a good time to volunteer some of the more computer-literate students
to help the less computer-literate.

11. Cradler, J, McNabb, M, Freeman, M, & Burchett, R. (2002).
How Does Technology Influence Student Learning?.
Learning and Teaching with Technology, 29 (8), 46-50.
Research Article
Summary:
Evidence is clearly mounting to support technology
advocates’ claims that 21st-century information and
communication tools as well as more traditional computer-
assisted instructional applications can positively influence
student learning processes and outcomes. The Center for
Applied Research in Educational Technology (CARET) has
gathered compelling research and evaluation findings to
answer frequently asked questions about how technology
influences student achievement and academic performance
in relation to three primary curricular goals. Achievement
in content area learning. Higher-order thinking and
problem-solving skill development. Workforce preparation.
The research findings also emphasize the importance of
using technology in conjunction with collaborative learning
methods and leadership aimed at technology planning for
school improvement purposes.
From the research we were reminded that technology
generally improves performance when the application
directly supports the curriculum standards being assessed.
A review of studies conducted by the CEO Forum (2001)
emphasizes:”technology can have the greatest impact when
integrated into the curriculum to achieve clear, measurable

12. educational objectives.” A recent study illustrates how the
alignment between content-area learning standards and
carefully selected technology uses can significantly
increase test scores. In an eight-year longitudinal study of
SAT-I performance at New Hampshires’s Brewster Academy
(Bain & /Ross, 1999), students participating in the
technology-integrated school reform efforts (School Design
Model) demonstrated average increases of 94 points in
combined SAT I performance over students who participated
in the traditional school experience.
A West Virginia study shows an increase in test scores
resulting from integrating curriculum objectives for basic
skills development in reading and math with instructional
software (Mann, Shakeshaft, Becker, & Kottkamp, 1999)
This curriculum was reinforced with teacher instruction and
student achievement tests. Gains in student test scores on
the SAT-9 (for 950 fifth graders in 18 schools) appeared
attributable to the alignment of the targeted curriculum
standards with the software, teacher instruction and tests.
Higher order thinking and problem solving skills
enable learners to apply their content knowledge in a
variety of ways leading to innovation and deeper
understanding of content domains. Though some technology
applications are designed for use in specific content areas, educators have also
found valuable thinking tools among the technology applications available for
educational purposes. Research and evaluation shows that technology tools for
constructing artifacts and electronic information and communication resources
support the development of higher-order thinking skills. The findings hold true

13. when students are taught to apply the processes of problem solving and then
are allowed opportunities to apply technology tools to develop solutions.
In a landmark study analyzing a national database of student test scores,
Wenglinsky (1998) determined that technology can have a positive effect on
students’ mathematics scores. His study used data of fourth- and eighth-grade
students who took the math section of the 1996 National Assessment of Edu-
cational Progress (NAEP). That NAEP included questions about how computers
are used in mathematics instruction. After adjusting for class size, teacher
qualifications, and socioeconomics, Wenglinsky found that technology had
more of an impact in middle schools than it did in elementary schools (Valdez
et al., 1999). In eighth grade, where computers were used for simulations and
applications to enhance higher-order thinking skills, the students performed
better on the NAEP than did students whose teachers used the technology for
drill and practice. “He found that fourth-grade students who used computers
primarily for ‘math/learning games’ scored higher than students who did
not. ... fourth graders did not show differences in test score gains for either
simulations and applications or drill and practice” (Valdez et al. 1999, p. 24).
Using technology tools to build thinking skills is not just for the best and
brightest students. The Higher Order Thinking Skills (HOTS) pull-out program,
developed in the early 1980s to build the thinking skills of students, combined
technology with drama and Socratic dialogue. Through this combination,
disadvantaged students in Grades 4 –7 achieved twice the national average
gains on reading and math test scores. Ten to 15% of the students also
achieved honor roll status in 1994, suggesting a transfer of the students’
cognitive development to learning specific content. The students who used
HOTS also increased performance on measures of reading comprehension,
metacognition, writing, components of IQ, transfer to novel tasks, and grade
point average (Coley et al., 1997; Pogrow, 1996).

14. Preparing students for the workforce is a third area where technology plays
a pivotal role in helping school communities reach their educational goals. Re-
search shows that when students learn to use and apply applications used in
the world of work, such as word processors, spreadsheets, computer-aided
drawing, Web site development pro- grams, and the Internet, they acquire
some of the prerequisite skills for workforce preparedness. When content and
problem-solving strategies meet accepted education standards, technology
increases mastery of vocational and workforce skills and helps prepare students
for work (Cradler, 1994).
Research is providing more and more clarity about how to use technology
effectively within our school communities to support and enhance the academic
performance of today’s youth. Collaborative activities and formative
Research Windows feedback are key components of instructional strategies that
accompany effective technology implementation. Leadership also is pivotal in
aligning available technology resources with systemic school improvement
goals. The research indicates the need for understanding the combined efforts
necessary for technology to positively influence students’ academic
performance.
Critical Evaluation:
I really enjoyed reading this article. I found the research findings to be
extremely enlightening. It has definitely made me stop and think of how I can
better utilize the computers that I have in my classroom. Our system is
constantly talking about our math and reading scores and how we need to get
those higher. Maybe if they would invest some money into appropriate
computer software then we would see an increase in our scores.