Annotated Bibliography

 

Land, M. H. (2013). Full STEAM Ahead: The benefits of Integrating the arts into STEM. Procedia Computer Science, 20, 547–552. https://doi.org/10.1016/j.procs.2013.09.317

This journal article promotes the use of technology in STEM (science, technology, engineering, arts, and mathematics) education, including the use of different hardware tools. It looks at how hardware, such as microcontrollers and virtual reality headsets, might support project-based learning and foster creativity in STEAM fields. This resource provides information on using various hardware tools to support a more cohesive and exciting STEAM program. It can help teachers choose the proper hardware according to their resources and learning goals.

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Soriano, A., Marín, L., Vallés, M., Valera, A., & Albertos, P. (2014). Low cost platform for automatic control education based on open hardware. IFAC Proceedings Volumes, 47(3), 9044–9050. https://doi.org/10.3182/20140824-6-za-1003.01909

This journal article investigates the creation of an inexpensive educational platform that teaches automated control ideas using open-source hardware. Hardware designs that are easily obtainable and customizable are referred to as open-source hardware. This resource can be helpful if you're seeking low-cost ways to incorporate automatic control instruction into your surroundings. It offers a particular illustration of an open-hardware platform that might be modified or used as inspiration to create comparable and appropriate platforms for your requirements.

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Al-Dababneh, K. A., & Al-Zboon, E. K. (2020). Using assistive technologies in the curriculum of children with specific learning disabilities served in inclusion settings: teachers’ beliefs and professionalism. Disability and Rehabilitation. Assistive Technology, 17(1), 23–33. https://doi.org/10.1080/17483107.2020.1752824

This journal article examines assistive technologies (AT) to support students with specific learning disabilities (SLD) in inclusive classrooms from the perspective of educators and their professional experiences. This resource clarifies the practical aspects of applying AT for students with SLD. The results can help you better understand teachers' viewpoints and any obstacles, which will help you plan how to incorporate AT for this group in your setting.

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Hite, R., Childers, G., Jones, G., Corin, E., & Pereyra, M. (2021). Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies. Journal of Science Education for Students With Disabilities, 24(1), 1–34. https://doi.org/10.14448/jsesd.13.0012

This journal article examines the use of emerging technologies by students with Attention Deficit Hyperactivity Disorder (ADHD) to study science subjects. It investigates how particular technologies help or impede this population's learning ability. This source offers insightful information about how technology works for ADHD students. The results can be utilized to choose suitable educational tools and think of ways to improve learning outcomes and engagement for ADHD kids in your setting.

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OER Commons. (2024). OER Commons. https://oercommons.org

Open Educational Resources (OER) are publicly accessible, editable teaching and learning resources, including software applications. The website "OER Commons" acts as a repository for OER. This website can be a great resource if you're looking for publicly available and customizable instructional software to meet your unique needs. To cut expenses and encourage flexibility in your learning environment, look for software tools that match your curriculum and learning goals.

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About CAST. (2024). CAST. https://www.cast.org/about/about-cast

The CAST (Cast) non-profit group is committed to advancing Universal Design for Learning (UDL). With various tools, including technology, inclusive learning environments can be established using the UDL framework. Resources and information about UDL principles and their use in educational settings can be found on the website. The CAST website provides valuable materials for educators looking to use technology for inclusion and differentiation. To fulfill the varied needs of your students, you can investigate UDL concepts and learn how to choose and use the best assistive technology and instructional software.

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Gardner, L. H., & McNeal, G. J. (2023). Use of Virtual and Augmented Reality Simulation Technologies in Nursing Education. ABNF Journal, 2(3), 5–7.

The use of augmented reality (AR) and virtual reality (VR) simulation technologies in nursing education is examined in this journal article. It explains the advantages and disadvantages of incorporating these immersive technologies into nursing education. This is a valuable resource if you work in a setting where nursing education is practiced. You may learn more about the possibilities of VR and AR simulations to give nursing students realistic and exciting training experiences. The essay may also discuss any restrictions or difficulties related to these technologies.

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Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91–101. https://doi.org/10.1111/j.1365-2729.2005.00117.x

This literature study critically examines interactive whiteboards (IWBs) in educational settings, evaluating their efficacy and identifying advantages and disadvantages. The authors compile study results about how IWBs affect teacher practices, classroom engagement, and student learning. To fully realize the potential of IWBs, they stress the significance of efficient integration and continual professional development for teachers. This is a crucial resource for comprehending the complex effects of IWBs in the classroom. It can direct choices about adopting and using IWBs by emphasizing the necessity of thorough teacher preparation and methodical integration to improve student outcomes successfully.

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Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 teachers. Journal of Research on Technology in Education, 46(4), 396–413. https://doi.org/10.1080/15391523.2014.925694

The use of Twitter by K–12 teachers as a self-directed professional development tool is examined in this paper. The authors discuss how educators utilize Twitter for peer collaboration, resource sharing, and ongoing learning. The study emphasizes the advantages of using Twitter for professional development, such as instantaneous information exchange and access to a worldwide network of educators. This material can help me in my educational setting when using Twitter as a professional development tool. By motivating educators to use Twitter, we can promote a culture of ongoing education and cooperation. Giving teachers access to various viewpoints and information helps advance their professional development and strengthen their teaching methods.

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Augmented Reality Trends in Education: A Systematic Review of research and applications on JSTOR. (2024). www.jstor.org. http://www.jstor.org/stable/jeductechsoci.17.4.133

The studies and uses of augmented reality (AR) in education are examined in this systematic review. Augmented reality (AR) can improve learning experiences by offering immersive and interactive environments. The authors examine trends, benefits, and issues related to AR. They also recommend future research directions and discuss numerous AR applications for various disciplines and educational levels. This resource's thorough overview of AR applications in education can influence my institution's adoption and integration of AR technologies. I can strategically use augmented reality (AR) to develop immersive learning experiences that address various educational requirements and subjects by being aware of the trends and potential problems.