Final Reflection

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Mr. Danny Tulk

ETEC 565A

Final Reflection

November 25, 2016

ETEC 565A has been a great experience for me, as has most of the MET program. After rereading and reflecting on my initial flight plan and how its elements where achieved or altered during my progress though the course, I can say that it was a purposeful and successful experience. However, as with most endeavors in my career, education, and life in general, plans change and evolve and my not work out exactly how I originally planed. This is in no way a negative phenomenon, merely the understanding that as teachers and students we need to be adaptive and that is the process of learning.

In my initially flight plan I had planed to, among other elements, try a build my understanding in the following areas;

  • Create or find a simple framework that can be applied to tech and social media to evaluate their effectiveness in the class.
  • Develop, or find, best practices for using tech in the classroom and what steps need to be taken by a teacher or school to use it effectively.
  • Gain new tech tools (apps, software, hardware, etc…) that will enhance my own pedagogy and that of teachers in my school.

Each of the above mentioned goals were addressed during my term, maybe not exactly how I had thought, but that is how we learn. Rather then a protracted write up for this reflection, I have decided to take each of the above mentioned goals from my flight plan and explore how each has been addressed during the course.

Create or find a simple framework that can be applied to tech and social media to evaluate their effectiveness in the class.

This was the first goal that was addressed, and addressed in a few ways. In these first weeks’ readings, we were introduced the Bates SECTIONS model of applying technology to the classroom. I have come back to this reading on multiple times throughout this course, primarily in our groups rubric assignment and on the reflection of my own learning space and why I chose Google Classroom and GoAnimate.com. I have been exposed to a few other assessment tools throughout this class. But, I have found that the SECTIONS model to be the most concise and efficient at reflecting on and evaluating the use of a digital source or tool in the classroom. I have actually applied this tool to the class as well as my actual practice in how we use social media, using a new app developer, and contrasting Google vs. Microsoft as well as Epson, Smart, and Promethean smart devices. It has proven to be a great tool both academically and practically.

Develop, or find, best practices for using tech in the classroom and what steps need to be taken by a teacher or school to use it effectively.

This goal stands up as the one that was most comprehensively addressed throughout the class. Each unit and subsequent weeks’ readings added to my understanding of how to better use technology in my practice. From Application lessons, evaluation lessons, assessment lessons, and exposure to new tools. I must admit that the elements of the class that seemed to best fit with my actual practice and learning came from my interaction with the readings and exploring what my colleagues felt about each lesson. The combination of academics and practical reflections made for great combination.

The discussions and readings regarding Digital Citizenship in Module 4 were very effective as I explored the readings and my colleague’s reflections on how they use technology in the classroom and combat the rise in copyright infringement and appropriate technology use. This is something I have been combating in my school and practice and have been able to take many of the ideas and lesson from this course and put them into practice, or at the least reflect on my school and how we can better use Social Media and teach our kids about digital etiquette and citizenship. I recently used the readings Using the SECTIONS framework to evaluate flash media (Boyes, J., Dowie, S., & Rumzan, I. 2005), How Twitter can be used as a powerful educational tool (November, A. 2012) and Teaching in a Digital Age (Bates, 2014) in combination what other classmates said in a discussion with my students and staff. We used these to talk about the problems and rising incidents of taking ideas from the Internet and using them without citation. It was also a catalyst for a discussion with the student body, along with the RCMP, about proper social media use and sharing of personal photos.

The concept of co-operative learning and the on-line learning community has proven to be an integral part of my experience in ETEC 565a and the greater MET program.

Gain new tech tools (apps, software, hardware, etc…) that will enhance my own pedagogy and that of teachers in my school.

This has been my ultimate goal in the MET program; I always try to bring new tech and ideas from each class that can enhance my actual practice. It is always great when academic outcomes have direct practical application. Throughout this class, I have had been exposed to many different tools such as wordpress, MOOCs, on-line assessment, and video making programs to name a few.

The true highlight came with my Learning Module assignment and the exploration of LMS that came with the Spiro reading on LMS (Porto, S. 2015). In this assignment, I got the chance to work with the LMS Google Classroom. This came a great learning tool and benefit. Firstly, I am my schools tech director and we have recently moved to the Google platform and many teachers have questions about its use. Prior to the course I was behind the on learning curve and it was hard to find time to learn the platform. The time in this class have me that opportunity and it has already paid dividends with helping teachers and students with their own Google classroom accounts.

The other great benefit of learning on Google Classroom was the ability to develop a practical classroom utility and not just a project for a grade. I actually teach the course that I developed from assignment 3 and 4 and have begun using the materials I developed with my class to develop and blended classroom where students received the traditional Face-to-Face lesson, but are able to augment these lessons with the resources on Google Classroom. I have used the on-line assessment, sign-ups, and lessons and it has proven to be a beneficial and valuable addition to my practice.

Over all it has been a beneficial experience in ETEC 565a and has met the goals of the flight plan that I devised at the onset of the class.

Moving Forward: 

            Moving forward from here, I have full intention to fully embrace the Google Classroom platform in my classes and the school. As the tech director, I am also putting off PLC (Professional Learning Community) sessions that will help my late adopter teachers embrace the Google Classroom. I have also discussed the SECIONS model with my districts tech department in regards to evaluating new tech we may be using. I also plan on working with the staff to introduce and begin implementing lessons on digital copyright, citizenship, and etiquette into their classes.

In relation to exploring new tech, I have been working on growing the use of Social Media in the school to communicate and advertise the great things that are going on at Westwood High School (facebook: westwood community high school Fort McMurray, Twitter: @wwhighschool, Instgram, wwhighschool). I am also working on using the new augmented reality app Aurasma in the school to help students learn in a more tech-enabled environment. However, as mentioned in this weeks post, technology moves at such a rapid pace and the new horizons are often not what we expect. So, the reality is, moving forward I will be open to new tech trends as they arise and apply my acquired evaluation methods to find the best way and ones to implement in my school and personal practice.

References:

 

Bates. T. (2014). Teaching in a Digital Age. Retrieved from http://opentextbc.ca/teachinginadigitalage/chapter/5-8-assessment-of-learning/

Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

Boyes, J., Dowie, S., & Rumzan, I. (2005). Using the SECTIONS framework to evaluate flash media. Innovate Journal of Online Education, 2(1). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.186.6505&rep=rep1&type=pdf

Porto, S. (2015). The uncertain future of Learning Management Systems. The Evolllution: Illuminating the Lifelong Learning Movement. Retrieved from

Spiro, K. (2014). 5 elearning trends leading to the end of the Learning Management Systems. Retrieved fromhttp://elearningindustry.com/5-elearning-trends-leading-to-the-end-of-the-learning-management-system

 

 

 

 

 

 

 

 

Assignment 4

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Danny Tulk

ETEC 565A 

Rationale for my Digital Story and breakdown on why I used GoAnimate.com

When deciding on which tool to use to develop my digital story, I took a little time and explored powtoons, ActivInspire, and Toondoo prior to going with GoAnimate as my chosen medium. The final decision to use GoAnimate was predicated by a few decisions that worked for me and my teaching style, these also seem to work within the frame work of Bates SECTIONS format (Bates, 2014). Below, I have broken down each segment of the SECTIONS model and how it applied to the use of GoAnimate and the Digital Story.

My Digital Story was used as a means of engaging the student and introducing them to myself, the benefits of playing music, and the fudimental elements of the class. It would be my hope that the video would help students feel comfortable with me and the course, as well as set the tone and expectations for the class.

 

 

S – Students I have always been an advocate for the idea that we need to teach where our students are.   The idea that, if you build it they will learn, does not seem to work, as we would like. I decided to use of graphics, music, and dialogue would make for a multi-media presentation that would engage and entertain students and be accessible from any internet connected device, such as a computer, tablet, or smartphone.
E – Ease of Use This is another great benefit of Go Animate.

 

Ease of use for the Teacher: The program is very much a click and drag system with limitless customizations. However, the stock scene are varied and have built in graphics and timings that allow the teacher, or creator, to make video in a timely fashion without too much stress.

 

Ease for use for the Student: This is where the program really gets great. The videos are downloadable and can be shared in multiple formats and dozens of platforms directly from the site. Subsequently, students do not need to have special software, logins, or access to see the video. The Videos can easily be embedded into youtube, google, etc…
C – Cost Maybe the biggest downfall for the program. As teachers we are always looks to save or get a resource for free. However, GoAnimate is a private company and gets its money from subscribers. So I did have to pay $39 for the month. There is a Trial program that offers a limited version,   but it would not develop the quality I wanted.

 

The reality is that the price is not enough to dissuade me from using it and the add free and quick operation is actually rather nice and smooth. Also, the fee also covers the use of copyrighted images and music for videos.

 

Finally, there is no cost or the student to access the videos and the owner has the rights to use the video where he/she sees fit.
T – Teaching Function It makes a great tool for review or introducing topics, or the course in general.

 

In my instance and for my Digital Story. I used the video to introduce myself to the class, outline the benefits of playing music, and introduce the major topics of the class. It is a great way to break the ice, as it were, as well as set the tone and expectations for students.
I – Interaction The medium of video does not really offer interaction. The Digital Story is very much a sit a get example. However, they are encouraged in the first lessons of the class to create there own introductory video.
O – Organizational Issues No real issue here.   The only real problem I see it setting precedence for teachers spending their personal money on program and resources (which we all do already). There might also be an issue if your school district / organization has blocked websites or slow internet speed and fairly fast computer and internet connection is required to get the most of the program.

 

Also, as it is hosted completely on-line, you would need access. But, this also allows the user to access anywhere and on any device.
N – Networking This is another great use of the program, as it is on-line based, you are not ties to a specific workstation, network, or server. Also, it saves on there website so you can have access anywhere and there is no fear of having the project deleted.

 

Also, even after you have finished the assignment you can go back and access it     and make changes. In this way the format is able to evolve with the course,
S – Security and Privacy The program does not require much personal information, with the exception of a credit card, to use. You may upload your own photos, but may also use stock photos.

 

Once you download the video, it is just a file and no user need to login or access the site to see what you have created. So, your user name and info is safe and no private info needs to be shared.

 

There is always the risk of using a private company, but I have never had an issued with Go Animate.

Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

 

 

Assignment 3 – Intro.

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Reflection

Assignment 3

ETEC 565A

Mr. Danny Tulk

 

Why I picked Guitar 10 and Google Classroom:

 

Not to sound like a broken record, but once again, I must declare my enjoyment to use this assignment in direct application to my practical teaching practice. When I contemplated how I would approach this assignment, I played with a few ideas before I decided to focus on the Alberta curriculum or General Music 10, specifically for the Guitar. This is one of the classes I teach at the High School where I teach. It has proven to be beneficial in my reflection into my own teaching method and has forced me to go through my class material and revamp and re-approach a few lessons.

Also, I was excited to be given the chance to use Google Classroom as my LMS. My school district has is the past two years moved from a Microsoft office suite and Excel platform to a Google Drive, Docs, Classroom, Gmail, etc… focus. With each student given a Google Student account and each teacher having access to a Google Classroom account, it is still relatively new to us and only our early adopters teachers have really embraced the LMS. In the past couple semesters I have often found myself, as the tech liaison, on the receiving end of questions regarding this particular LMS, and more often then not in catch-up mode. This assignment has proven to be very beneficial in forcing me to delve into the LMS and start really playing with it and learning how to navigate it and set it up in a usable manner. I am in no way an expert with Google Classroom at this point, but am leaps and bounds ahead in compared to where I was prior to the start of this assignment.

 

Where I have found the LMS has excelled and caused some headaches:

 

Start-up / Set-up:

 

This has to be the easiest setups I have encountered, once you have access to create a Google Classroom. It is a one to two click endeavor to setup a class and get the access to code to invite students. Once I was given my access email, I was able to create my class and change the background in matter of moments.

 

However, it was not without issue. The security on who can access the class has caused me some trouble, as I am unable to add people from outside the particular system. I believe this is a setting from the district administrator side, but not sure. Also, as it is a fictional class, I have been unable to see my class from the student perspective.

 

Customization / Adding pages / Organization:

 

Adding pages is as simple as a click. However, you are limited in options as to what type of page you will create. Also, few templates exists in the actual LMS and it seems to work better if you bring in other Google Apps (such a forms, sheets, youtube, etc…). Which, I must say is very easy and user friendly. That being said, the LMS should include a formatting palette, I would of liked the use of Bold, Bullet, etc… for headings and general aesthetic appeal.

 

The LMS does not lend its self to creative customization well. You are very much limited to the headings and page layout that comes standard on the Google Classroom. In an ideal world, I would have liked to been able to change heading names and add headings. Also, as you add posts, announcements, assessments, etc… the home page gets convoluted and disorganized. General posts for the class can easily be lost as the class body is created.

 

Organization seemed to cause me an issue as the side bar defaults to Alpha Numerical order and as I created class lesson they wouldn’t be in the order I wanted the student to follow. I over came this by numbering the lessons. However, even in the creation of content within the lessons it would order in sequence of creation with new posts appearing over older posts. This caused me confusion in the creation of the content and your only option seems to be to send a particular post to the top, which forces some interesting planning when creating the final order of each lesson. I would like to see the ability to click and drag posts to a particular order on a page.

 

 

Assessment:

 

This was where I was most happily surprised, I spent a few days thinking about how I would develop the assessment I needed in my class. I played with a few outside site such a Survey Monkey and the built in questions to Google Classroom prior to exploring using the assessment option and Google Forms template that us set up. This allows for quick set up and reporting when an assessment is completed. You can set up that the student gets automatic feed back on MC questions and limits who can take the test and how many times. You can also limit the times when a test can be taken.

 

However, I did find some limitations or, at least, problems that I have not found the answer to yet. I seem to be unable to set a time limit for the test, so that the student only has a certain amount of time once the assessment is started. Also, you are limited in creating feed back for MC questions, which is not really a surprise.

 

Nevertheless, creating questions and assessments in the Google Classroom LMS proved very easy.

 

For my assessment, I have developed formative and summative assessments. In each lesson there are small questions that will count towards the students participation mark as well as two formative quizzes (chords and scales) as well a summative assessment. I have also set up a video assessment that will be summatively assessed with a Google handout one on one session and formatively assessed with a uploaded Youtube video by the student.

 

Finally, there are two additional assignments where students will work in a group to develop a presentation on a assigned Genre and one final performance assignment where students upload a video of themselves playing a song of there choosing with the teachers guidance. These assessment mimic my actual in class assignments.

 

 

Conclusions (Thus Far):

 

Google Classroom is very user friendly and doesn’t require an extensive amount of tech literacy to initially set up for you class. However, it offers limited customization and set-up options that tech savvy individuals my find confining.   While it is a great basic system, it requires the other Google Apps and external apps to achieve more functionality.

 

I am still playing with the LMS and will hopefully find solutions or work arounds to come of these issues as I continue to work on this assignment.

Boris, maybe F2F trad. is better.

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Let’s talk about Boris and his Class. It seems like he doesn’t have a lot of time and that his class time is already used. This is certainly a pitfall that teachers run into, we would love to have 28-hour days and just a few more weeks of classes at the end of the semester to finish the way we want. We want to have the time to do the cool stuff and not be dictated by the looming exams. I fight with this everyday.

 

What I would recommend for Boris is the set up of a student-peer led review group.

 

Finding already made youtube videos and on-line exam banks (Exambank.ab.ca is great) that already exist and give it to the students. If Boris is willing, as I’ve learned the past few weeks, he can take a year and work on google form (or other test taking sites) and build a review test for each unit that students can use for review. I do fear that this might only be utilized by students that already comprehend. Where as the peer tutoring F2F may be more beneficial.

Reflection

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This was certainly a different assignment and one that came with a unique set of challenges and obstacles that ultimately led to some insight and discovery. If I am to be honest, I am finding ETEC 565A to be one of the better classes in the MET program at offered real life application of educational technology. This specific assignment offered a unique blend of academic and practical knowledge and I am confident the lessons I learned will apply well in my practice; however, as the group and I worked through Assignment 2 a few challenges emerged. A few of the most prevalent challenges I came across, with the group, were; how to properly approach the assignment and develop the rubric, how to communicate with the group, and finally subdivide the work and create a cohesive product.

 

At the onset, the challenges of developing a rubric for assessment of an LMS seemed almost too easy, especially given the SECTIONS (Bates, 2014) readings that we had explored in previous weeks. However, as we delved into the development, it became apparent that it would not simply be a blanket application and that the group would have to work to ensure that the developed rubric would be comprehensive / specific enough to ensure effectiveness but not so elaborate as to create redundancies and become convoluted. Also, the SECTIONS model did not account for the First Nations perspective that would be required for the YESnet program. Though email correspondence, Google Docs, and Google hangouts we initially decided that a straight forward approach would be to simplistic a not offer the detail needed to be effective. As a group we decided to expanded on the basic categories in SECTIONS and decided to use more sub-categories as well as areas that would represent the First Nations perspective (Bowers, 2000). Problem averted! Well, maybe not. Once we used the sub-categories we were left with a much longer rubric that at times became redundant. Once again, using the Google platform we merged some categories and eliminated some that had redundant parts. It was strange the see the evolution from worrying that our rubric would be too brief to dealing with actual problem of it being overly loquacious. However, after working on sections as individuals and then discussing and editing as a whole we were able to develop a comprehensive and effective rubric.

As with any E-learning class environment, we had group members from across the country and each with varying time commitments, as well as school, family, and work obligations. Therefore, finding a method and time to meet was a challenge. Our initial contact was made form the Black Board learning portal and email, from there we decided that we would use the Google platform as our primary communication tool. We held a preliminary Google hangout in which we discussed how we would approach the assignment and breakdown workload. We then used a communal Google doc to share work and develop our rubric with SECTIONS in sections. Daily email updates kept every body in the loop and we had a final Google handout / edit session a week following the to read and edit the rubric and ensure proper and consistent voice and vocabulary were used. This was also beneficial is editing as we had 5 different readers to evaluate the assignment.

Finally, although this seems to be addressed above, how do you subdivide this kind of work and ensure quality is consistent. It has to be said, when you work in E-learning group work, a certain amount of trust needs to be given. When you release the reigns of a particular part of the workload to another person, you have to be confident that they will do an acceptable job. Thankfully, in my 8 MET courses I have never come across the adverse. In our initial group discussion, each of the 5 members took ownership of two sections of the Rubric, in my instance these were Cost and Organizational Issues, then we came together and edited and proofread as a whole to create a final document. This was highly effective and divided the assignment into manageable portions that were attainable with the other demands of the class as well as personal and professional lives.

In the end, this was a very well organized assignment. The group members each brought different ideas and strengths to the rubric and we worked cohesively to develop our final product. We issues arose in how to proceed; the group communicated effectively and came to communal agreements on how to best approach the problem. This was a rather fast passed assignment and did not leave much time for considerable interaction, but I can confidently say that the group worked well and developed a rubric that I feel is effective and would accurately assess an LMS for the YESnet program.

 

Bates, T. (2014). Choosing and using media in education: The SECTIONS model. In             Teaching in digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-            between-media/

Bowers, C. A., Vasquez, M., & Roaf, M. (2000). Native people and the challenge of             computers: Reservation schools, individualism, and consumerism. American             Indian Quarterly, 24(2), 182-199.

 

Flight Path

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Assignment 1: Flight Path

Mr. Danny Tulk

University of British Columbia

ETEC 565A

September 18, 16

About Me:

I must admit, discussing myself in this format is a little strange for me. I am more accustomed to doing this part of a class in the first week intro post. However, let’s give it a try and get going and delve into what feels to be a slightly narcissistic rant. I have what some would call a hectic life.

I have a wonderful family and my daughter Abigail has just begun her first year at School. This is a little odd to me to be on the other side of Meet the teacher table, and if I’m to be honest, I’m having a hard time not acting like an administrator and teacher when I am in her school.

As for my professional (I use that term loosely) side, I have been a teacher for 9 years, with 8 of those years at Westwoood Community High School in Fort McMurray, Alberta (you’ll forgive me if I don’t get into the recent fire, kind of done with that). During my time here I have held multiple roles as guitar/social studies teacher, First Nations liaison, guidance councilor, tech manager, and vice principal. My current role seems to encompass all of these. I am a part time VP and teach guitar and social studies in the afternoon. I still take care of the First Nations students and the school’s tech, social media, website, etc… This keeps me rather busy in a school with around 700 students.

I am also a professional musician and spend my weekends on the road to different venues to perform. I released my debut album out of Nashville a year ago this month and have just been nominated for a music arts award in the city.

Last but not least, in the times when most people sleep and eat, I find time to complete my MET classes. This is currently my 8th course and I am very much enjoying this program, this class (ETEC 565s) in particular is really peaking my interest and seems to be exactly what I was looking for in the MET program.

My Experience with Tech and why MET:

                  I have always been a techie person. I am an early adopter and enthusiastic about new devices and programs. This personal trait was something that followed me into my pedagogical profession and continues to be central in my practice. I have always been intrigued with what technology can bring to the classroom to enhance lessons and get students intrigued in learning. This is precisely why I picked the MET program when exploring what grad program to undertake. I contemplated a masters in leadership and curriculum, all of which would have been beneficial, but wanted to focus on a personal passion and ensure that I was developing skills and learning material that I would use, a not simply to add letters to my business cards.

Goals I would like to get from the MET program and ETEC 565A:

My teaching practice, as many of yours, has been witness to the rise of personal smart devices, social media, and affordable tech. At the onset of it’s emergence, I was intrigued and a proponent on how this new tech would change our schools, students, and lessons. Initially, I was excited to bring this tech in as the rosette stone of pedagogy that would enable all students to interact and understand. I did see some of this, but was also shown the negative side of tech. Students with smart devices (tablets, phones, laptops,etc…) weren’t more engaged, but adversely were becoming disconnected and distracted from the class and general school environment. I also noticed that the addition of tech to a lessons added considerable planning time for teachers, were subject to tech failures and malfunctions, and plagued by lack of tech and students access to tech. I guess this where we come to what I’d like to take from the MET program and ETEC 565A. As a broad goal, in the ETEC 565A and the greater MET program, I’d like to be able to find methods, tech and programs that allow me to evaluate and implement technology in the school in a way that highlights the benefits and enhances both my teachers practice and students learning experience, while also limiting the distracting and negative aspects that are emerging with tech.

In my readings and research for the different course I’ve taken during my MET progress I’ve come across multiple perspective on tech and how it should be used in the class, as well as different platforms that can be utilized to assist in our pedagogical pursuits. It seems that a common thread emerges, tech is beneficial for the class, but not without certain parameters. It must be used in a planned manner with direct and clear instruction as to not make it is not a distraction, it must be tried and testing to ensure that the tech will function properly when utilized, teachers need district support in the from of technical requirements and PD to ensure they are comfortable, and finally you need a school culture that assist in this.

It is my hope and plan to use this ETEC 565A and the experience of my classmates to explore new technologies and programs, such as social media and learning management system, that can be utilized in the school as well as working with the reading and their collective knowledge to determine best practices for implementing and evaluating that technology in a way that becomes effective for education, is assessable by the students and staff, does not create a burden for teachers or students.

I am aware that this is a broad undertaking so to break it down into manageable points. I would like to:

  • Create or find a simple framework that can be applied to tech and social media to evaluate their effectiveness in the class.
  • Develop, or find, best practices for using tech in the classroom and what steps need to be taken by a teacher or school to use it effectively.
  • Gain two-three new tech tools (apps, software, hardware, etc…) that will enhance my own pedagogy and that of teachers in my school.
  • Gain personal insight on how tech works for them and share how it works for me to translate pedagogical academia to functional practice.
  • Finally, this ties into the first one, find a way to enhance the positive learning aspects of technology in the schools and limit the negative social and distractive elements.

I fully intend to spend considerable time reading your posts and ideas. During my MET experiences, I have found a wealth of knowledge, most of which has come from my interactions with classmates and how they have interpreted readings, media, and technology in the class. I look forward to gleaning a much as I can from both the course material and my cohort.

 

References:

 

Abe, P., & N. A., Jordan. (2013, March). Integrating Social Media Into the Classroom Curriculum. Retrieved September 11, 2016, from https://blogs.ubc.ca/georginamartin/files/2014/10/Integrating-Social-Media-Into-the-Classroom-Curriculum.pdf

Bates, A. (n.d.). Teaching in a Digital Age. Retrieved September 10, 2016, from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/

Bulloch, S. (2013) An Examination of the Hybrid Implementation of Customized Smartphone and Tablet Applications with Traditional Classroom Instruction. International Journal of Computer Applications. Volume 75 (2) – August 2013.

Frey, G. (2013) Research on In-Class Use of Laptops and Other Devices: Effects on Students’ Learning and Attention. The Teaching Centre Journal. April 23, 2013.