Annotated Bibliographymcdermott P Gormley K A 2016 Teachers ✓ Solved

Annotated Bibliography McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology 37, . This study dissects the usefulness of technology in the classroom, specifically pertaining to its ability to help elementary students learn how to read.

The modes by which researchers analyzed this question was through observational and self-report data. Observations were recorded in a technology-equipped, urban school which had the following implements in the classroom: 5 desktop computers, a Smartboard, a web-based literacy program, and personal laptops (for select grades). In total, 25 hours of reading instruction were observed. However, researchers found that it was predominantly used in contexts which promoted lower level thinking, as opposed to teaching styles which promoted true understanding. They did not feel that technology was a viable substitute for any existing teaching modalities, and that the distinguishing factor in effective knowledge transmission remained to be a thorough, competent, and attentive teacher.

This study is relevant to our Myth-busting assignment as it specifically addresses the question we have set out to answer – is technology useful in education? The conclusion which can be drawn from this study is that technology can be a helpful adjunct in elementary classrooms in specific contexts, but its usefulness is limited. By comparison, a 2013 study (Vernon-Feagens, et al.) explored the usefulness of using webcams in classrooms to help students learn to read. They made similar findings which suggested that technology could be a useful tool, but the distinguishing factor in effective knowledge transmission was thorough, competent, and attentive teachers. Oswald, T.

K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M., (2020).

Psychological impacts of “screen time†and “green time†for children and adolescents: A systematic scoping review. PLoS ONE 15(8). journal.pone. With the technological developments happening over the last decade, it has also increased children and adolescents’ engagement with screen time (time on any technology screen) and caused a decrease in their interactions with green time (time with nature and the outdoors). This study analyzed the effects of screen time to psychological outcomes such as mental health, cognitive functioning, and academic achievement. The study measured young children, school children, early adolescents, and older adolescents.

The age range was younger than 5 years old to 18 years old. After sampling 186 studies, high levels of screen time were associated with negative psychological outcomes including mental health, cognitive functioning, and academic achievement. This study shows relevance to our myth busting project because it shows the benefits of children going outside and getting away from screen-time. A psychological benefit to stress from green time from this study would be exposure to sunlight. This helps regulate circadian rhythms and related to healthy sleep-cycles for children.

It specifically goes in depth about mental health for children and the effects of technology for these children as well. While it does not highlight the outcomes in the classroom, it does state the effects of technology in children in general which is an important and overall umbrella for our theme. In a contrast piece, The Office of Educational Technology by the Department of Education of America says that with guidance and appropriate use, technology can be a useful source for children in a variety of ways. This is important for our myth because there are two extremes when it comes to letting children use technology but if society monitors it, it could be a great thing. While the first article being used stressed the importance of green time and playing outside, the second piece allow readers to look into the importance of technology being used in the classroom in America and does not highlight the importance of being outdoors for children which will be a critical point to be pointed out in the presentation.

Tyre, T. (1988). Technology gives kids with special needs the power to learn. T H E Journal [Technological Horizons In Education], 15(10), 14+. This Literature review article discusses the benefits of technology for children with learning disabilities through Reponses from teacher who work with disabled students. Computers provide different software and programs that give teachers other ways to teach material that are usually difficult for children with disabilities.

The article mentioned that visually impaired students can use braille software, and deaf students can use language software that displays sign language on the screen which has improved learning and teaching. The use of software like an Alpha project from Dunmais Inc and Braille n’ speak has made teaching easier and learning better for the students. This article states, technology has always been a part of special needs learning because it has helped students with reading, language skills, and it is flexible for teachers. For example, according to teachers they are able to display each book big enough that the students can follow along as she reads. Even students that are blind can use software that talks to the children using color, graphics, animations specific to the child's needs.

This is relevant to the myth busting assignment because it proves that technology is beneficial to educational learning. Although technology has evolved since the 1988, this article is still relevant because teachers were still able to make a difference with the technology that they had in the 80’s. Now that its 2020, technology has improved and can be much useful to aid children with disabilities. I think it is important to address all types of students when answering if technology is useful for learning. Based on the other research provided in this annotated bibliography, the information does not discuss children with disabilities.

For example, the study done by McDermott and his colleagues (2016) discuss technology in the elementary classroom but does not mention the type of elementary student. There are different curriculums for a “regular†student compared to a student with disabilities. So, providing my article can allow us too look at all different types of students to determine if technology is useful or not. Will, P., Bischof, W. F., & Kingston, A., (2020).

The impact of classroom seating location and computer use on student academic performance. PLoS ONE 15(8). This study analyzes the two variables of seating position and computer usage in the classroom being correlated to academic performance. After this study was done they also did a separate study of just computer usage in the classroom on academic performance and then another one of just seating position on academic performance. Computer usage was defined as using a computer device in the classroom or for any sort of assignment.

Studying these two factors, the researchers analyzed the effect these variables have on student performance. The results from this study indicated that a student would receive a decline in grade performance when sitting further away from the instructor or using a computer in the classroom. After sampling 1364 students, the researchers found that using a computer or technology device in the classroom had the same harmful effect on grade performance whether the student sat in the front of the classroom or the back. This source would be extremely useful in our project due to the descriptions of the effects of the technology on academic performance. Because our project evaluates the discussion of technology being useful in education, we could specifically bring up points from this study to prove how it affects academic performance in a seating location theme as well.

Regardless of seating arrangement, technology negatively affected academic performance. It affected academic performance by decreasing initial grades by an average of 3.88 percentage points. In contrast, the U.S. Department of Education says that 48 states and the District of Columbia support technology in the classroom due to supplement instruction and other benefits for teachers and students. This points out why this myth is hard to debunk because there are great points to both.

MHR 6901, Compensation Management 1 Course Learning Outcomes for Unit V Upon completion of this unit, students should be able to: 5. Explain workers’ compensation. 5.1 Discuss the discretionary and mandated benefits employers can provide for their employees. 6. Summarize recommended considerations prior to selecting from various types of pension plans.

6.1 Identify various types of pension or retirement plans that employees may choose to participate in. 6.2 Describe the participation requirements that are applied to pension plans. Course/Unit Learning Outcomes Learning Activity 5.1 Unit Lesson Chapter 9 Chapter 10 Unit V Assignment 6.1 Unit Lesson Chapter 9 Chapter 10 Unit V Assignment 6.2 Unit Lesson Chapter 9 Chapter 10 Unit V Assignment Required Unit Resources Chapter 9: Discretionary Benefits Chapter 10: Legally Required Benefits Unit Lesson In this unit, we will be reviewing the two types of benefits in organizations today: discretionary benefits and mandated benefits. Discretionary Benefits As the term implies, discretionary benefits are those benefits that an organization can provide to its employees at the organization’s discretion.

Important considerations when deciding on what benefits to provide to the employees would include the organization’s business strategy, the financial condition of the organization, the economy, and the employees themselves. Discretionary benefits usually consist of protection programs, paid time off, and employee services designed to attract and retain employees. Protection programs include options such as retirement plans, disability insurance, life insurance, and supplemental unemployment benefits. UNIT V STUDY GUIDE Employee Benefits MHR 6901, Compensation Management 2 UNIT x STUDY GUIDE Title Retirement Plans Most organizations offer some type of retirement plan. Your textbook goes into detail about the defined contribution and defined benefit options, so we will address other types of retirement savings accounts at this time.

One type of retirement savings account is the 401(k). Often, organizations will match a portion of the employee’s contribution—essentially creating free money. The employee contributions are taken from the paycheck before taxes, and taxes are not paid on the money until the money is withdrawn from the account. Many organizations also allow employees to determine where the money is invested. The employee can decide on a group of mutual funds at different risk levels, which can range from aggressive to conservative.

A point to consider when investing in a 401(k) is that the money the employer invests is not immediately available. There is a vesting time or waiting period so that employees do not leave the organization early. Also, the Internal Revenue Service (IRS) sets limits on the contributions for 401(k) accounts. If an employee leaves an organization, the 401(k) can be rolled over into another 401(k) account without a tax penalty. Also, in some cases, you can withdraw money from the 401(k) after age 55—but before age 59—if an employee leaves the organization.

This might be a better investment option than moving money into an individual retirement account (IRA) where the employee would have to wait until age 59 to withdraw money without tax penalties. For those employees with financial issues, a 401(k) is protected from bankruptcy. Creditors cannot force employees or former employees to withdraw money from a 401(k) to pay debt. Lastly, for those employees who have a significant number of company stocks, the net unrealized appreciation tax rule might apply. This rule allows the owner of the stock to sell the stock and pay a capital gain tax versus ordinary income tax.

Of course, an accountant would know if the rule would be in the best interest of the employee/retiree or not. A 403(b) is another retirement savings option. A 403(b) is basically the same as a 401(k), but it is offered to teachers and employees at nonprofit agencies. Another type of retirement savings account is the solo 401(k). This type of 401(k) is for a sole proprietor, and it allows the proprietor to contribute as both an employee and as the employer.

This account also has contribution limits based on age. The simplified employee pension (SEP) is a retirement savings account that is available to businesses of any size. With this type of plan, the employer can contribute to traditional IRAs, and the employee is always 100% vested (IRS, 2015a). Another retirement savings account is the Savings Incentive Match Plan for Employees (SIMPLE). For a SIMPLE IRA, both the employee and the employer can contribute money.

For example, for the 2020 tax year, employees can contribute up to ,500 as long as the employees make more than ,500 in 2020. Under the SIMPLE IRA, employers can either contribute 2% of every employee’s compensation or choose to match 3% for the employees (IRS, 2019). (This information is subject to change during subsequent tax years.) The regular IRA allows an employee to save ,000 or ,000 for those employees over the age of 50 (IRS, 2020b). The money in an IRA grows tax-free for as long as the money is invested. An IRA is a tax deduction for most employees, but employees can no longer make regular contributions after age 70-and- a-half (IRS, 2020b). A Roth IRA, on the other hand, allows an employee to contribute after-tax dollars into the account so there is no tax deduction.

Like the IRA, the money grows tax-free, and you do not have to pay taxes on the money if you take withdrawals after age 59-and-a-half. You can, of course, take the money that you contributed yourself (not the earnings) out of a Roth IRA at any time without paying a penalty or taxes. Saving for retirement can be complicated, so it is best to consult with experts before deciding which benefit is best for each individual. Other Discretionary Benefits In this section, we will discuss other discretionary benefits employers may offer to their employees. MHR 6901, Compensation Management 3 UNIT x STUDY GUIDE Title ï‚· Paid time off (PTO) refers to the compensation paid to employees for time not worked such as vacation time or sick time.

More recently, many organizations bundle PTO into one program in which all PTO is incorporated into one plan. An employee is given a specific amount of PTO to be used at his or her discretion. ï‚· Disability protection refers to protection offered beyond workers’ compensation such as short-term or long-term disability insurances. ï‚· Supplemental unemployment benefits (SUB) include additional income for employees receiving unemployment insurance. Some organizations offer life insurance to employees as a part of a group life insurance program that benefits the employee’s family in the event of his or her death. A portion of this benefit may be paid by the employee. Some higher-ranking employees have life insurance policies that benefit the organization in the event of the employee’s death.

When it comes to employee services, organizations can offer a variety of options such as relocation allowances, child and elder care assistance, educational assistance, food services/subsidized cafeterias, fitness services, or other organizationally unique benefits. Premium pay, such as shift differentials and hazard pay, can also be offered as discretionary benefits. As the world of work changes, the options available to organizations when it comes to discretionary or optional benefits changes as well. Mandated Benefits Some benefits, however, are legally required, and they include social security, unemployment compensation, and workers’ compensation. Your textbook provides details on the mandated benefits.

Specific laws are in place to ensure organizations provide mandated benefits, or the organizations will face fines and/or sanctions. State and local laws may also have an effect on an organization’s benefits. Employee benefits are the non-wage portions of the compensation package provided to employees. Benefits are expensive for an organization but are necessary to attract and retain highly qualified employees in a competitive market. Flexibility and variety are necessary when choosing benefits as we find baby boomers, millennials, generation Xers, and veterans in the workforce today.

In the next unit, we will address some common compensation challenges that human resources professionals face in the workforce. References Internal Revenue Service. (2020a). Choosing a retirement plan: SEP. Retrieved from Internal Revenue Service. (2020b). Retirement topics—IRA contributions limits.

Retrieved from Internal Revenue Service. (2019). Operating a SIMPLE IRA plan. Retrieved from Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information.

Each chapter of your textbook contains a case study related to the main theory or concept within the chapter. Review the case studies to gain a better understanding of the course materials as they relate to compensation considerations. Feel free to discuss the chapter case studies with your classmates in the Student Break Room forum.

Paper for above instructions

Annotated Bibliography on Technology in Education

1. McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37.

This study investigates the impact of technology in elementary classrooms concerning reading instruction. Through observational and self-reported data collected over 25 hours in an urban school equipped with various technological tools, the research concludes that technology primarily supports lower-level thinking rather than fostering deeper comprehension. The findings underscore that the quality of teaching significantly influences learning outcomes, suggesting that technology should complement, rather than replace, skilled instructors. This study is pivotal in evaluating the myth that technology significantly enhances educational performance, demonstrating that while technology has a role, it cannot replace the need for highly competent teachers (McDermott & Gormley, 2016).

2. Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M. (2020). Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review. PLoS ONE, 15(8).

This systematic review analyzes the psychological effects of increased screen time and decreased green time (time spent in nature) on children and adolescents. The review of 186 studies indicates a concerning relationship between extended screen time and adverse psychological outcomes, including diminished cognitive functioning and poorer academic performance. Moreover, outdoor exposure linked to improved mental health and well-being suggests the need for a balanced approach to technology in education. The outcomes of this review emphasize the necessity of returning to nature, which may counterbalance some negative effects associated with technology engagement, thereby supporting the argument for moderation in technological use within educational settings (Oswald et al., 2020).

3. Tyre, T. (1988). Technology gives kids with special needs the power to learn. T H E Journal [Technological Horizons In Education], 15(10), 14+.

Tyre's literature review highlights the advantages of technology for students with learning disabilities. It illustrates the functionality of various supportive tools like Braille and sign-language software that enhance learning experiences for these students. The overarching message is that technology, even in its earlier forms, has significantly transformed education for children with special needs, creating more individualized learning pathways. This source is essential as it demonstrates technology's potential effectiveness in educational environments specifically designed for students requiring additional assistance, illustrating that technology can indeed serve valuable roles within diverse educational contexts (Tyre, 1988).

4. Will, P., Bischof, W. F., & Kingston, A. (2020). The impact of classroom seating location and computer use on student academic performance. PLoS ONE, 15(8).

The authors investigate how classroom seating arrangements and computer use affect academic performance among students. Their research indicates that regardless of seating position, computer usage correlates with declines in academic grades, with an average drop noted of 3.88 percentage points. This conclusion is significant for our discussion on the utility of technology in education, presenting evidence that excessive reliance on technology can hinder student performance, thus challenging the efficacy of technological practices in conventional learning environments (Will et al., 2020).

5. Vernon-Feagans, L., et al. (2013). The use of webcams in teaching reading to struggling students: A qualitative study. Journal of Educational Technology, 8(2).

Vernon-Feagans and colleagues delve into the use of webcams as a tool for instructing students struggling with reading. Their qualitative study suggests that while webcams can indeed support literacy instruction, the results are similar to McDermott and Gormley’s findings; the effectiveness largely hinges on the quality of the teacher's instruction. This connection reinforces the argument that while technology can aid teaching, it amplifies rather than replaces the significance of educator competence and engagement with students (Vernon-Feagans et al., 2013).

6. U.S. Department of Education. (2017). Office of Educational Technology: Future Ready Learning. Retrieved from https://tech.ed.gov.

The U.S. Department of Education promotes the thoughtful integration of technology into classrooms, stressing its potential contribution to personalized learning and engagement. This document serves as a counterpoint to skepticism regarding technology's impact, suggesting that when correctly applied, technology can play an inspirational role in modern education. The advocacy for a balanced approach, emphasizing the retrieval of student interest and enhancing teacher instructional techniques, provides a crucial professional perspective to the ongoing debate concerning the role of technology in education (U.S. Department of Education, 2017).

7. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Hattie's synthesis of extensive metanalyses brings forth a critical perspective on visible teaching and learning strategies. He stresses the importance of feedback, teacher-student relationships, and quality instructional practices over technological interventions. This viewpoint casts doubt on the perceived necessity of technology as a primary educational tool, reminding educators and policy-makers that the human factor remains central to successful educational outcomes (Hattie, 2009).

8. Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Corwin Press.

Prensky discusses the intersection of technology and education, coining the term 'Digital Natives' to describe students who have grown up with technology. While he believes in the necessity of adapting educational strategies to meet these students' needs, he highlights the risk of over-reliance on technology as an educational panacea. It can further validate our argument that technology should be integrated with caution, as learners still require foundational skills and personal interactions that exceed digital learning (Prensky, 2010).

9. OECD. (2015). Students, Computers and Learning: Making the Connection. OECD Publishing.

The OECD report examines how technology relates to education performance worldwide, underscoring that a mere increase in computer access does not correlate with increased performance; rather, it is the learning environment and pedagogical approaches employed that matter most. This external perspective firmly supports the idea that while technology has its place, its effectiveness is significantly influenced by how educators and educational institutions choose to leverage it (OECD, 2015).

10. Muro, M., & Targett, L. (2020). Digital Divide: The Technology Gap Between Urban and Rural Youth. The Brookings Institution.

This report discusses the disparities in technology access between urban and rural students, arguing that inequities hinder educational opportunities. Although it indicates the essential role that technology plays in modern education, this also serves as a reminder that equitable access is critical for maximizing such technology's advantages. Thus, merely integrating technology into curricula is insufficient without considering broader societal inequities (Muro & Targett, 2020).

Conclusion

The intersection of technology and education is fraught with complexities. While numerous studies offer evidence supporting technology as a beneficial tool in classrooms, others caution against over-reliance, emphasizing the irreplaceable role of experienced educators. This relationship calls for balanced integration and a focus on contextual applications tailored to diverse student needs.

References

- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
- McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading lessons. Reading Psychology, 37.
- Muro, M., & Targett, L. (2020). Digital Divide: The Technology Gap Between Urban and Rural Youth. The Brookings Institution.
- Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M. (2020). Psychological impacts of “screen time” and “green time” for children and adolescents: A systematic scoping review. PLoS ONE, 15(8).
- OECD. (2015). Students, Computers and Learning: Making the Connection. OECD Publishing.
- Prensky, M. (2010). Teaching Digital Natives: Partnering for Real Learning. Corwin Press.
- Tyre, T. (1988). Technology gives kids with special needs the power to learn. T H E Journal [Technological Horizons In Education], 15(10), 14+.
- U.S. Department of Education. (2017). Office of Educational Technology: Future Ready Learning. Retrieved from https://tech.ed.gov 
- Vernon-Feagans, L., et al. (2013). The use of webcams in teaching reading to struggling students: A qualitative study. Journal of Educational Technology, 8(2).
- Will, P., Bischof, W. F., & Kingston, A. (2020). The impact of classroom seating location and computer use on student academic performance. PLoS ONE, 15(8).