Annotated Bibliography

Christensen, E. W., Anakwe, U. P., & Kessler, E. H. (2001). Receptivity to distance learnings The effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33(3), 263-279. https://doi.org/10.1080/08886504.2001.10782314 

While this article was written some time ago, it continues to reverberate with timeless ideas that remain relevant today. In the context of technology and education, the best indicator of students' openness to distance learning has to do with how valuable they believe distance learning tools are. The article emphasizes the importance of assisting students in appreciating the benefits and use of platforms and technologies for online learning. Technology that promotes interactivity and collaboration is of utmost importance. In addition, features that foster flexibility, relationship-building, and student-centered learning attract further engagement. When promoting online learning as an option to in-person instruction, educational leaders should highlight the interactivity and usefulness of technology, boost flexibility, focus on accessibility, and replicate in-class experiences as much as possible.

Donnellan, J. (2021). Articulate Storyline 360. Computer Assisted Language Learning. Electronic Journal (CALL-EJ), 22(3), 251-260

This Japanese review of Articulate 360 is of particular interest as it can be a model for future software reviews. It provides a comprehensive analysis of the software's features and functionality, offering valuable insights for both developers and users alike. The review highlights the intuitive user interface of Articulate 360, making it easily accessible to users of all levels. It also praises the software's robust performance and seamless integration with other tools. The review concludes by emphasizing the positive impact Articulate 360 can have on enhancing productivity and creativity in various settings that require asynchronous training. This article would be an excellent primer for those looking to be convinced of using Articulate 360 as opposed to other solutions.

Lerner, J., & Tirole, J. (2005). The economics of technology sharing: Open source and beyond. Journal of Economic Perspectives, 19(2), 99-120. https://doi.org/10.1257/0895330054048678 

From the perspective of developing countries with limited funds and resources for instructional technology-related hardware and software, Open Source offers an inherent value worthy of consideration. While industrialized nations can afford to set aside financial and human resources for technology in education, developing nations can take advantage of projects developed in the Open-Source movement. Open Source refers to software made freely and made available for others to use, alter, and distribute. The article emphasizes how motivation and incentives are for encouraging the engagement and contribution of open-source developers. More importantly, it acknowledges the importance of effective leadership and goal-setting in coordinating open-source projects. 

Natalie Choprasert. (2023, August 17). Replace multiple tool with just one... [Video]. Facebook. https://www.facebook.com/nataliechoprasert 

Choprasert has been appearing in my social media feeds lately. The algorithm has caught on to my interest in technology and content focused on artificial intelligence. Natalie's posts are always filled with tips that I can try immediately, making her an important resource for keeping me updated with the latest trends and discovering new information about AI. Her engaging captions and visuals inspire me to consider adopting her different style for conveying information in a presentation. Initially known for her fashion sense, Natalie has increasingly shared her experiences and insights on various tech-related topics, which aligns perfectly with my interest in technology. Following her not only helps me stay updated with the latest trends but also gives me the motivation to explore the intersection of fashion and technology further. Natalie Choprasert has truly become an influential figure in my social media journey, inspiring me to embrace my own unique style while staying informed about the ever-evolving world of fashion and technology and explore my own unique style. For my professional learning community, I encourage those exploring AI to consider following her.

Ramlowat, D. D., & Pattanayak, B. K. (2019). Exploring the internet of things (IoT) in education: a review. Information Systems Design and Intelligent Applications: Proceedings of Fifth International Conference INDIA 2018, 2.. Springer Singapore. https://doi.org/10.1007/978-981-13-3338-5_23 

This paper discusses the application and implementation of Internet of Things (IoT) technology in the field of education. Internet of Things (IoT) refers to how commonplace items and gadgets are connected to one another over the Internet, enabling data exchange and communication. Developers of IoT aim to make an impact in the education sector by integrating the technology for instruction and learning. Examples Include smart textbooks, remote laboratories, individualized learning, and student health and location-tracking gadgets. The authors suggest IoT can significantly enhance teaching and learning through further personalization, improved collaboration, enhanced engagement, data collection, and automation of tasks. As with technologies that came before, there are significant challenges requiring addressing, including security, costs, and teacher professional development. While this paper is written with the country of India in mind, the findings have global implications.

Rieber, L. P., & Estes, M. D. (2017). Accessibility and instructional technology: Reframing the discussion. Journal of Applied Instructional Design, 6(1), 9-19. https://doi.org/10.28990/jaid2017.061001  

Accessibility of instructional technology is a concept I have not explicitly paid attention to in a significant way until it was discussed in this course. In the context of traditional instruction, it was much easier to accommodate learners without the use of technology. Educators are at liberty to make their own decisions on how to teach and didn't feel compelled to integrate technology into their lessons. However, as I learned in this course, instructional technology has the potential to greatly enhance accessibility for all learners. Technology can provide alternative formats for materials, such as audio or visual aids, which can benefit students with different learning styles or disabilities. It also allows for personalized learning experiences, as students can engage with content at their own pace and in their preferred format. Additionally, technology can bridge geographical barriers, allowing students from remote areas or with limited access to resources to still receive a quality education. Overall, integrating instructional technology can level the playing field and make education more inclusive and accessible for all learners.

Selwyn, N. (2019). Should robots replace teachers?: AI and the future of education. John Wiley & Sons.

Machines arguably replaced bank tellers and travel agents. Educators are asking similar questions and an absolute no is not an answer. This resource discusses arguments and counter-arguments for consideration. Robots powered by artificial intelligence could perform some limited teaching tasks. Arguments in favor include cost since robots do not have salaries and fringe benefits. Robots, in theory, are available around the clock, can consistently, objectively teach more classes. Human teachers continue to have an edge in providing social-emotional support. Human instructors are adaptable and capable of extending empathy essential for the mental and developmental growth of all learners. At least for now, no machine can match human flexibility and ability to build social relationships, and emotional connections, and demonstrate creative and critical thinking skills. This resource argues learning as a social endeavor and human-to-human interaction and teamwork are crucial components of high-quality learning that robots are unable to fully simulate. For now human teachers have the edge, but the author recognizes mechanized instructors are gaining ground.

Teräs, M., Suoranta, J., Teräs, H., & Curcher, M. (2020). Post-Covid-19 education and education technology ‘solutionism’: A seller’s market. Postdigital Science and Education, 2(3), 863-878. https://doi.org/10.1007/s42438-020-00164-x 

Sometimes I wish I could do my dissertation all over again. When I started designing and conducting my study, very few articles were available to support my investigation and now, resources like this article have become more common. The authors of this article offer additional insights for instructional leaders in the context of post-COVID-19 teaching and learning. Salient points include the growth of vendors promoting their platforms and goods, which may not always represent best practices in education. Also, there is a trend to focus on efficiency in addressing social-emotional issues through technology at the expense of meaningful instruction. Finally, focus on behavior management, data collection and monitoring may be placing student privacy at risk. The article advocates for instructional leaders, course designers, and instructors to exercise caution when implementing technology solutions in haste and issues a reminder that decisions on technology have long-term effects on society and culture. 

Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x  

Artificial Intelligence (AI) is becoming more prevalent in our lives. Perhaps unseen to most, the technology continually advances. The chatbot ChatGPT at this moment is the most familiar example, given the attention it has received from the media since its availability to the general public. This qualitative study looks at the experience of the so-called early adopters who are using technology in the classroom. AI is generally perceived well in learning environments, but there are concerns that say proceed with extreme caution painting to the company’s misleading privacy policies. At the moment, there is no guarantee that the technology is appropriate and safe in the classroom. This resource would be an ideal entry point for discussion with educators looking to adopt the technology for use in their teaching practices.

Yan, D., Fauss, M., Hao, J., & Cui, W. (2023). Detection of AI-generated essays in writing assessment. Psychological Testing and Assessment Modeling, 65(2), 125-144.

It seems just about every instructor’s concern with Artificial Intelligence (AI) centers around the single theme of academic dishonesty. Many suspect students are using artificial intelligence technology to write essays and submit them as their own work. For those in online learning and participating outside the traditional classroom, it is possible to use AI and gain an unfair advantage in tests and quizzes as an assessment medium. This study suggests human raters will have a difficult time determining which text is AI-generated. At the moment, there are generally three technology-based techniques for detecting AI-generated text. The first involves the use of neural networks trained from the start using enormous amounts of text that has been created by humans and by AI. The second approach involves the detection of specific words taken out of context and derived from the text that only subject matter experts are familiar with. Finally, a strategy that uses machine learning features large language models. In such a short time since AI’s arrival, concerns are mounting that it will take a machine to recognize a machine.