Archive for May, 2016


Thursday, May 26th, 2016

The summer in Michigan is packed with conference opportunities right in your own backyard. In May, Dr. McVey presented at the Mobile Learning Conference in Kalamazoo, Drs. Jones and Copeland will present at the Chelsea Early Childhood Technology Conference, and in August, teachers will be able to attend GoogleFEST in Grand Rapids. August 9 will feature workshops and August 10 will feature many sessions. Dr. McVey will be there and looks forward to meeting any EDMT/LTEC students who will also be there.

Stable Links

Friday, May 20th, 2016

One of the most frustrating thing with writing in an online environment is that sometimes links vanish. Nothing physical is permanent and things are much less permanent on the Internet, but at least we could have a chance of posting a link to an article that will still be there in a year.

Screen shot of the Stable Links page

Stable Links for EMU students

An EMU librarian, Sara Memmott, created a proxy link generator so we can include links to any paper we find on our Full-Text database. This is a real plus if you hope to share articles with classmates or write a document that other EMU students would find valuable. For instructors, the tool guarantees that students won’t be emailing us about broken links.

To use the tool, go to I used the tool just now to create a link to an article two recent graduates of our program had published. Shalynn Weeden and Bethany Cooke wrote “Underage Children and Social Networking.” As an EMU student, you have access to a database of articles we have purchased so using the Proxy link, you should be able to log in with your EMU credentials to read the article:

I would recommend you give it a try.

Research Watch: Distracted by . . .

Saturday, May 14th, 2016

Sigh. You may have encountered Richard Adam’s recent article that loudly proclaimed that students “who use digital devices in class ‘perform worse in exams‘ and scratched your head over it, especially when paired with an image of uniformed middle school students.

Sadly, and typically of many journalists reporting on research studies, the author buried the fact that the original research studied undergraduate students in an economics class at West Point. Additionally, the decline in scores was relatively slight (1/5th of one standard deviation) and the researchers discussion only guessed at what might have caused the decline in scores. They offered: 1) unfamiliarity with the software of the tablets being used, 2) the lure of social media and texting, and 3) the possibility that the undergraduates may not have been fully trained in the use of the machines in their high school classes.

With the technology available to record every keystroke on a computer, you might think that researchers would have more data to work with than a randomized set of test scores that didn’t account for differences in instructional methods or technological savvy of the instructor. The article really should have been how researchers missed the opportunity to really address the question of the impact of technology on learning instead of generalizing to k-12 school and further sowing the seeds of doubt into our discussions of school improvement.