CITED SOURCES

The annotated bibliography was completed for the course EDTC 5900 Technology, Ethics, and Society at Webster University by Karl M. Kindt IV.
Below the annotated bibliography is a complete list of credit for all images used in the creation of this site. All images are in the public domain.

Annotated Bibliography

Asher-Schapiro, A., & Hermeling, A. (2013). Racing the iPad in K12 education. District Administration, 49(4), 70-73.

The topic of this article is the increasing competition in the arena of one-to-one technologies like Apple’s iPad. The factors considered are the cost, the software applications available, and the appropriateness of these technologies for classroom use in a kindergarten through twelfth grade program. The alternatives are primarily Chromebooks. The article speaks to the manner of how Apple has achieved an early lead in this area, but their grip is slipping. The conclusion is that there are increasing number of viable competitors to Apple’s iPad. This article has direct application to my thesis because it reviews the strengths and weaknesses of a variety of alternatives to the closed technology of Apple’s iPad. This resource is persistently available at http://search.ebscohost.com.library3.webster.edu/login.aspx?direct=true&db=a9h&AN=88842289&site=ehost-live

Chase, J. E. (2012). Chromebooks help raise bar. District Administration, 48(10), 22-24.

This article primarily focuses on the benefits in using a Chromebook in a classroom setting in a one-to-one program. The focus is on the benefits to the educator as a tool for teaching students and on the cost savings to the district overall by choosing a cheaper, open platform as opposed to a more costly, closed platform, like traditional laptops. The article concludes that the decision was an easy one and that evidence from the actual use of the Chromebook one-to-one has borne out the decision of the school board to not use traditional laptops. While this article is two years old, this gives early evidence for the effect of this technology since this covers the second district in the country to go with Chromebooks as their primary instruction tool. Now, two years later, I am going to find follow-up information on this district to see if this decision has continued to be a beneficial one for the school district. This resource is persistently available at http://search.ebscohost.com.library3.webster.edu/login.aspx?direct=true&db=a9h&AN=88841132&site=ehost-live

Culén, A., & Gasparini, A. (2012). Situated techno-cools: factors that contribute to making technology cool in a given context of use. Psychnology Journal, 10(2), 117-139.

This is a peer-reviewed journal. The article provides results from a case study into “coolness”--that is, how our society makes decisions based on the perceived “coolness” of a technology. The particular object of the study was the iPad and how Apple leveraged its “cool” image to get the education market to buy into it since students were thought to be more likely to adopt the technology due to this perceived positive attitude. The conclusion is that objectivity is lost at times when making technology decisions. Ethics of a decision can get lost in the wave of popularity of a technology. While this seems like a pure negative, educators do have to consider how their target audience (students) will perceive a technology. Users have to “buy in” to a technology for it to be useful, so this will help me address the very complex issue of the choice school districts have in picking a one-to-one technology that will be useful and successful. This resource is persistently available at http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=83378095&site=ehost-live

Diaz, D. (2013, December 24). After delay, Chromebooks to be delivered to Mission CISD students in January. Monitor, The (McAllen, TX).

This particular source is objective and gives some details about a rollout of one-to-one technology in a Texas school district. It raises three major factors in this decision by the school district: the application and use by students, the safety factor of using Chromebooks, and the cost savings of using them as opposed to traditional laptops or tablets. The district in the article used to let every campus in its district choose whatever technology they wanted, but this one-to-one decision was made by the school board and determined what the entire district would use as their core instructional technology. This will give me another school district to look at to see how this one-to-one decision actually played out once they were in place. This resource is persistently available at http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=2W61129885538&site=ehost-live

Herrell, J. P. (2011). The copyright misuse doctrine’s role in open and closed technology platforms. Berkeley Technology Law Journal, 26(1), 441-489.

This is a peer-reviewed journal. This article reviews a particular case of Apple defending its licensing rights to keep its technology closed. The case raises copyright problems with Apple’s OS X and bundling of technology platforms. The article makes a case for reviewing and revising how copyright is handled in regards to technology like Apple provides. This case will help me establish the nature of “open” and “closed” in relation to technology and its use. In regards to my thesis, the case highlights ethical reasons to avoid a closed technology in education and to seek more open technology, most especially because it encourages innovation. This resource is persistently available at http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=67089739&site=ehost-live

Irving one-to-one implementation changes over time. (2013). Electronic Education Report, 20(3), 1-3.

The article provides information on a Texas school district’s adoption of one-to-one technology. Of particular interest is how the district changed its plan in response to issues it faced. They initially were using full computers but over time, in reaction to various problems, changed this plan to instead use netbooks and iPads. Some of the issues raised were user “buy-in” and costs involved. My topic is very current, very new, and so there is not much data to show much yet, but this article covers three years of this district’s approach to one-to-one, so it will provide a wide basis for my discussion since the district has dealt with this issue for longer than any other district I have found. This resource is persistently available at http://search.ebscohost.com.library3.webster.edu/login.aspx?direct=true&db=bth&AN=87028327&site=ehost-live

Kaganer, E., Giordano, G. A., Brion, S., & Tortoriello, M. (2013). Media tablets for mobile learning. Communications Of The ACM, 56(11), 68-75. doi:10.1145/2500494

This is a peer-reviewed journal. This heavily researched case study of the implementation of tablets in higher education provides a broad diversity of references in its study. The key focus was on how integrating tablets like iPads can be both effective and ineffective depending on the method of use by the educational institutions. The conclusion is that there has to be full integration for tablet use to be effective. The study also relates to how students move on from education to the full workforce and how this technology relates to that transition. For my thesis, this will help me raise the ethical issue of how education needs to be prepare students for their future if they are going to be responsible in their integration of technology. This resource is persistently available at http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=91736522&site=ehost-live

Mageau, T. (2012). Note to tablet companies: Education is an enterprise. THE Journal, 39(8), 3.

Therese Mageau, the editorial director, earlier wrote an article discouraging school districts from buying iPads. This article is a follow-up to responses she received, clarifying and extending her statement about why districts should stop buying iPads. She maintains that there are serious limitations that make iPads unfit for educational use. Her conclusion is that Apple and other big technology companies need to create tools that are geared toward educational institutions so they do not have to use “workarounds” in order to get the technology to work for educators. This relates to my thesis because a closed technology like Apple provides will never be fully responsive to the needs of school districts. Only an open technology platform will ever give districts the agility they need to provide technology that is both economical, effective, and ethical. This article captures the key reason a close tech like iPads will not work, at least as they are now. This resource is persistently available at http://search.ebscohost.com.library3.webster.edu/login.aspx?direct=true&db=bth&AN=94425150&site=ehost-live

Novello, J. M. (2012). Using technology in the classroom: An interview with Pam Varnado. Delta Kappa Gamma Bulletin, 78(4), 12-15.

This is a peer-reviewed journal. This article is based upon a series of interviews with educational leaders. It provides very specific examples of how classroom teachers are using technology in very innovative ways. The key technology they discuss is the iPad platform and some specific applications by teachers who are leading the way with implementation. The article concludes that the iPad and other related technologies are transforming how teachers can teach and reach students. In relation to my thesis, the material in these interviews provides a worthy counter argument to my proposal. It will enable me to include a minor concession that this technology can be useful; however, there are other, more open technologies that are just if not more effective and also more ethical since their use instead of Apple’s close iOS system will encourage more innovation in the long term and give students a more realistic and broader base than they will get learning how to create “cool” projects in iMovie and the like. This resource is persistently available at http://library3.webster.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=77324228&site=ehost-live

Rise of mobile technology is likely to continue. (2013). Electronic Education Report, 20(16), 6-7.

This article provides statistical data about technology adoption in schools, including one-to-one adoption. It also provides information on some of the challenges districts will face as they roll out more and more mobile technologies like iPads and Chromebooks. The conclusion is that districts across the country are just entering an expansion phase and will likely adopt even more types of these technologies in the future. This article will relate to my thesis in that it will point out the need for the creation of some kind of established ethical heuristic for making these increasingly more complex and expensive decisions. Once these technologies are more established and static, it will be difficult to backtrack and change these adoptions of technology once the expansion phase ends. This resource is persistently available at http://search.ebscohost.com.library3.webster.edu/login.aspx?direct=true&db=bth&AN=89650296&site=ehost-live

Rubin, C.M. The global search for education: Which digital device is best? (2014, June 7). Huffington Post. [Web log]. Retrieved from http://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_b_5463702.html

This article, like many others of its kind, does not really settle the debate between iPads and Chromebooks, even though its headline seems to be setting up a comparison of the devices. Most of the article is dedicated to helpful tips to how to use the devices if a district goes one-to-one. There are tips targeted at parents and tips targeted at educators. What little actual comparison that is done between the closed system of iPad and open system of a Chromebook presents a mostly fair approach, but there is a mention that Chromebooks are still largely tied to needing Internet connection to be very useful; this is largely true for the iPad as well, however.

Schuster, Mike. Google has destroyed Apple’s walled garden from within. (2013, May 1). Minyanville. [Web log]. Retrieved from http://www.minyanville.com/sectors/technology/articles/google-now-on-iphone-google-now/5/1/2013/id/49563

The metaphor in this article is not new. Many technologists have compared Apple’s products to a system of a walled garden. If one Googles (or Bings or Yahoo searches, to be fair) “apple walled garden,” the list of tech articles using this metaphor number in the thousands. This metaphor has stuck because this has been Apple’s purposeful and admitted strategy for years. This article points out that Google’s open system philosophy has broken down many of these closed systems since Google makes solutions for Apple’s products, while Apple does not make solutions for Google’s.

Tech tonic: Towards a new literacy of technology. (2004). Alliance for Childhood: College Park, Maryland.

This paper outlines how technology should be used in education. Its focus is on how to ethically introduce technology into schools, especially with an emphasis on using technology that is appropriate for children at certain developmental levels.

Image Sources

Kindt, K. (2014). Chromebook [Photo]. Retrieved from https://plus.google.com/u/0/photos/yourphotos?pid=6038951075805681618&oid=112182612945808221797 

Neo, P. (2014). Integrated circuits computer part [Photo]. Retrieved from http://www.copyright-free-images.com/full-image/objects-copyright-free-images/electronics-devices-copyright-free-images/computer-components-free-images/integrated-circuits-computer-part.jpg-royalty-free-stock-picture.html

Neo, P. (2014). iPhone switched off [Photo]. Retrieved from http://www.copyright-free-images.com/objects-copyright-free-images/electronics-devices-copyright-free-images/iphone-free-images/iphone-switched-off.jpg.html

School Clip Art. (2014). Secretary on computer [Clipart]. Retrieved from http://www.school-clip-art.com/

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