AbleData. (2013). AbleData: Assistive Technology Products, News, Resources. Retrived from http://www.abledata.com/

Provides “objective information about assistive technology products and rehabilitation equipment” available from domestic and international sources. The site also list the companies that sell AAC equipment as well as a page on Research in AAC.

Alleghany Intermediate Unit 3. (2013). IDEA and Training Consultation. Retrieved from http://www.aiu3.net/Level2.aspx?ID=1214

This site contains information about IDEA and assistive technology, including AT information as well as specific information on the laws. It also offers IDEA trainings and professional development about the implementation of the law at all of its levels with the goal of improving education for all children.

ASCD (2014). ASCD Webinars. Retrieved from http://www.ascd.org/professional-development/webinars.aspx

The ASCD offers numerous webinars throughout the year. Selected topics include professional development on Common Core State Standards, 21st Century Learning, and Blended Learning. The webinars are often offered at multiple times and reoffered making it convenient for those with busy schedules.

Brown, E., Karp, K., Petrosko, J. M., Jones, J., Beswick, G., Howe, C., & Zwanzig, K. (2007). Crutch or Catalyst: Teachers’ Beliefs and Practices Regarding Calculator Use in Mathematics Instruction. School Science & Mathematics107(3), 102-116.

The researchers in this study looked into the use of calculators in classrooms by K-12 teachers. They found that students can learn mathematics through calculator use, and in fact led to a greater comprehension of the mathematics being taught.

Caswell, R. (2007). Fractions from concrete to abstract using Playdough Mathematics. Australian Primary Mathematics Classroom12(2), 14-17.
In this article, Caswell describes how she used play dough in her classroom to engage students in fraction activities and concepts, including simple fractions, mixed fractions and equivalent fractions.

Cohen, S. (2012). Apps Meet the Common Core State Standards in Writing. Teacher Librarian. 40(2), 32-39.

Cohen describes the role teacher librarians have in sharing and outlining how the use of apps can meet the Common Core Standards. She outlines apps appropriate to Text Types and Purpose, Production and Distribution of Writing, and Research to Build and Present


Common Craft, LLC. (2013). What We Do. Retrieved from http://www.commoncraft.com/.

This site offers videos divided by categories including technology, social media, and net safety. Under technology for example, there are videos on blogs, cloud computing, and RSS. This site can be used for an educator who is interested in learning more about the technology sides of new technologies that can be used in the classroom.

Diziol, D., Walker, E., Rummel, N., & Koedinger, K. R. (2010). Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration. Educational Psychology Review22(1), 89-102.

This research analyzes the use of intelligent tutors in collaborative activities to reap the greatest benefit from such activities. The use adaptive rather than scripted support resulted in “leveraging existing problem-solving models can facilitate the comparison of different types of adaptive collaboration support, and thus provide us with information on the conditions of optimal assistance”

Donkor, F. (2010). The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance. International Review Of Research In Open And Distance Learning, 11(1), 96-116.

This article also researches the use of distance learning and seeks to measure its effectiveness. The skills being taught were practical skills such as brick and mortar construction. The researchers found in the results that video-based instruction was superior to print-based instruction.

EdTech Specialists, LLC (2014). Home. Retrieved from http://edtechspecialists.com/

This site offers services such as “consulting services and professional development in online and blended learning.” It has a panel of five highly qualified experts in the field of educational technology who work to provide various professional development to teachers and others interested in online learning.

EdWeek. (2013). Technology. Retrieved from http://www.edweek.org/topics/technology/index.html?intc=thed

EdWeek has links to technology, a Digital Directions page, as well as an Industry and Innovation page, all which include up to date links, articles, and information on educational technology news. They also include many opportunities for webinars for teacher development.

eSchoolMedia & eClassroom News. (2012). eClassroom News. Retrieved from http://www.eclassroomnews.com/.

This site provides “Technology News for Today’s Educator”, this site has a plethora of educational articles of interest and applicable to classroom teachers, including “Ed Tech Leaders Brace for Online Testing” and “Four Keys to Success with Digital Textbooks.”

IDOE eLearning Team. (2013). Pinnovation. Retrieved from http://indianapinnovation.blogspot.com/.

This site goes hand in hand with Pinterest, as it recommends 30 educational pinners to follow. Many of them are educational technology based, as the blog started as Indiana’s way of highlighting Digital Learning Day. An example of a pinner they highlight is Shawna Slaton, who works as a Media and Technology Integration Specialist for Scott County School District #2 in Indiana and pins about topics including digital citizenship.

Leonard, L. (2013). Bloom’s Pyramid. Retrieved from: http://www.res.rcs.k12.tn.us/teachers/leonardl/blooms_pyramid.html

This site provides educational technology resources for students to use divided into Bloom’s Taxonomy’s categories from remembering to creating.

Marcoux, E. (2014). When Winning Doesn’t Mean Getting Everything.Teacher Librarian41(4), 61-62

In this article Marcoux, discusses her experiences at a computer education conference. She explains the various issues facing technology educators and school librarians in terms of what is most pressing, what issues can be solved easily, and what should be placed on the backburner.

McDaniel, S., & Caverly, D. C. (2010). Techtalk: The Community of Inquiry Model for an Inverted Developmental Math Classroom. Journal Of Developmental Education34(2), 40-41.

McDaniel and Caverly discuss the use of online learning for building developmental literacy. The article discussed the use of flipped classrooms in a collegiate setting but many of the aspects and research in the article are applicable to implementing technology in a elementary classroom.

Mehlenbacher, B. (2002). Assessing the Usability of On-Line Instructional Materials. New Directions For Teaching & Learning,2002(91), 91.

In this article, Mehlenbacher begins by outlining the five critical dimensions for all instructional situations: learner knowledge and background, learner tasks, social dynamics, instructional objectives, and learner environment and tools. He then continues on to discuss user interface and instructional design of online instructional materials.

Moos, D. C., & Azevedo, R. (2009). Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy. Review Of Educational Research, 79(2), 576-600.

This shares research that was completed in regards to Computer –Based Learning Environment (CBLE). The results of analyzing the research was “that behavioral and psychological factors are positively related to computer self- efficacy. Students who receive behavioral modeling report significantly higher computer self-efficacy than do students who receive the more traditional instruction-based method when learning with CBLEs”.

NCIP Library (2013). Technology for Students Who are Visually Impaired Collection. Retrieved from http://www2.edc.org/ncip/library/vi/toc.htm

This library provides hardware and software resources, reviews of products, and manufacturers where these products can be acquired. It also includes articles and vignettes about the implementation of these resources.

Northern Essex Community College. (2013). Assistive Listening Devices. Retrieved from http://www.necc.mass.edu/academics/support-services/learning-accommodations/deaf-and-hard-of-hearing-services/student-resources/accommodations-tipsheets/assistive-listening-devices/

This site details how assistive listening devices can be used in the classroom, including what AT listening devices are, the different types of AT listening devices, and benefits and strategies for using AT Listening devices.

Orange County Public Schools. (2013). Assistive Technology. Retrieved from https://www.ocps.net/CS/ESE/SUPPORT/AT/Pages/default.aspx

Orange County Public Schools describes it assistive technology intervention strategies, tools,

and training with the goal to “maximize learning outcomes of students with disabilities”. The site describes the services that are available, provides resources such as AT forms and descriptions of the AT process, key for any district forming or updating their team.

Poncy, B.C., McCallum, E. & Schmitt, A.J. (2010). A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom. Psychology in the Schools. 47 (9), 917-930.

This article compares the use of behavioral and constructivist interventions as a means to obtain fact fluency in the second grade. It was found that the behavioral interventions led to an increase in fact fluency while the constructivists interventions had no discernible differences when compared to the control group and beginning levels.

Reimer, K., & Moyer, P. S. (2005). Third-Graders Learn about Fractions Using Virtual Manipulatives: A Classroom Study. Journal Of Computers In Mathematics And Science Teaching, 24(1), 5-25.

This classroom study looks at the effect using a variety of computer based virtual manipulatives in the math classes. Results were that they provided “immediate and specific feedback, (2) were easier and faster to use than paper-and-pencil methods, and (3) enhanced students’ enjoyment while learning mathematics.”

Sugar, W. & Salgter von Tryon, P.J. (2014). Development of a Virtual Technology Coach to Support Technology Integration for K-12 Educators. TechTrends, 58(3), 54-62.

This article discusses a result of a survey that inquired about using a virtual technology coach who would be “a possible solution to provide continual professional development for teachers to support their technology integration efforts”.

Suh, J., Moyer, P. S., & Heo, H. (2005). Examining Technology Uses in the Classroom: Students Developing Fraction Sense by Using Virtual Manipulative Concept Tutorials [computer file]. Journal Of Interactive Online Learning3(4), 1-21.

Suh, Moyer and Heo found that the use of fraction virtual manipulatives in the classroom “supported students during their learning of equivalence and fraction addition”, “allowed discovery learning through experimentation and hypothesis testing” and “encouraged students to see mathematical relationships”

Suth, J. N., Johnston, C. J., & Douds, J. (2008). Enhancing Mathematical Learning in a Technology-Rich Environment. Teaching Children Mathematics, 15(4), 235-241.

Johnston and Douds discuss the effects a technology-rich environment in has on the mathematics learning of students. It outlines how to use technology to improve teaching and learning in mathematics as well as an overview of technology settings to optimize instruction.

TED. (2013). TED Talks. Retrieved from http://www.ted.com/.

Like Pinterest, TED Talks is not a website created solely for educational technology in mind. However, by searching “Educational Technology” in the top corner one can see videos that relate to educational technology. These videos are updated regularly and are featuring preeminent people in the field. For example, giving students self-supervised access to the web in places where they would otherwise not have access to education, so that students can learn from each other (http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html) .

Thoman, E., & Jolls, T. (2004). Media Literacy A National Priority for a Changing World. American Behavioral Scientist48(1), 18-29.

Thoman and Jolls article discusses how “children, youth, and adults need the ability to critically interpret the powerful images of a multimedia culture.” They argue in their article that library media science provides the venue for teaching students to be successful learners and 21st century citizens.

Walsh, K. (2013). Emerging Ed Tech. Retrieved from http://www.emergingedtech.com/

EmergingEdTech is a blog written by Kelly Walsh who posts information about implementing information technology and tools to benefit both teachers and students. It includes eBooks, consulting, and flipped classroom and other professional development.

Zhang, J. (2009). “Comments on Greenhow, Robelia, and Hughes”: Toward a Creative Social Web for Learners and Teachers.Educational Researcher, 38(4), 274-279.

This review on the works of Greenhow, Robelia, and Hughes seeks to comment on the “strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of sociocultural conditions of knowledge creation. “


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