Annotated Bibliography on Technology Use Regarding Knowledge Acquisition or Suppression

Date:  2021-06-18 17:07:13
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Arnold, Todd J., Eric Er Fang, and Robert W. Palmatier. "The effects of customer acquisition and retention orientations on a firms radical and incremental innovation performance." Journal of the Academy of Marketing Science 39.2 (2011): 234-251.

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This article provides critical insights into how technology affects employees within a business environment, which is akin to how it influences the knowledge uptake among learners. It posits that while technology enhances the performance of employees, it reduces their ability to be innovative at work. The authors conclude by advancing the idea that the sustained acquisition and retention of customers require a dual approach that favors both uptake of radical innovation as well as improving individuals capacity to develop new strategies. Intuitively, the use of technology as an instructional aid has the potential of turning students into robots. The authors contend that whereas technology enhances capacities in any environment, it becomes problematic when done exclusively without proximate improvements in the abilities of people to work effectively even without them.

Barrett, Michael, et al. "Learning in Knowledge Communities: Managing Technology and Context." European Management Journal 22.1 (2004): 1-11.

The authors reaffirm the contemporary emphasis on information and knowledge sharing that is common among organizations. This article contends that exchange of information and access are critical necessities for organizational success. Therefore, the authors state that the technologies used in information and communication play a crucial role in this respect. The article provides a concise example of incidences in which technology has been used in supporting learning in communities. Nonetheless, it acknowledges that there is always varying levels of success depending on the reception and skepticism use. One core message derivable from the article is that a supportive culture and a system for knowledge sharing is crucial in any society. Also, the authors promote the need for a simultaneous deployment of technology and development of a supportive culture to reap its best benefits.

Ertmer, Peggy A. "Teacher pedagogical beliefs: The final frontier in our quest for technology integration?" Educational technology research and development 53.4 (2005): 25-39.

This article not only posits that technology is progressively becoming a mainstream development in learning but also states that there are various barriers to its effective integration into educational systems. It builds the case for the different aspects that must be addressed to ensure successful integration of technology for learning and information management. These considerations include; making technology in its various forms readily available, training instructors and establishment of favorable policy environment for its use. However, the teachers must first change their pedagogical beliefs to ensure that the students get the best experience from technology as instructional aids. The authors contend that the teachers are the primary determinants of the student embrace of technology hence they must first accept technology and use it appropriately in learning environments to result in positive outcomes for the learners.

Garrison, D. Randy, and Zehra Akyol. "Role of instructional technology in the transformation of higher education." Journal of Computing in Higher Education 21.1 (2009): 19.

This article analyses the current trends in education and information technology to take a position that the convergence of collaborative, constructivist ideas and modern instructional technologies are progressively transforming higher education. It gives an overview of available instructional and communication technology and the ways they are used in sustaining and changing the nature of teaching. The article also provides a particular discussion on nature and importance institutional leadership in mainstreaming the instructional technologies into the systems of teaching to transform the quality of teaching and learning. It further alludes that the techniques result in a positive learning experience in higher education.

Groff, Jennifer, and Chrystalla Mouza. "A framework for addressing challenges to classroom technology use." AACe Journal 16.1 (2008): 21-46.

The article begins by appreciating the role of educators in pushing for technology inclusion in learning as a means of providing students with a seamless learning environment replete with new experiences and interactive learning. Nonetheless, it contends that the effectiveness of these results depends on the ease with which teachers effectively create a conducive environment for its use. It argues that technology transforms the learners from mere receptors of information from teachers and makes them actively involved in framing the data in digital platforms for themselves. Nonetheless, the teachers have a responsibility of using continuous technology-based assessment to predict whether a given innovation has the potential of transforming the student cognitive abilities. The authors conclude that through such predictions, it is likely that technology integration will result in increased educational success among learners.

Purvis, Russell L., Vallabh Sambamurthy, and Robert W. Zmud. "The assimilation of knowledge platforms in organizations: An empirical investigation." Organization Science 12.2 (2001): 117-135.

The three authors explicitly affirm that the integration of expertise and organizational repository are vital for sustainability in the current corporate environments. Based on this premise, the article states that information technologies offer cost-effective functionalities for constructing knowledge platforms through a series of approaches. Some of these methods used in building knowledge platforms include the systematic acquisition of knowledge through technology, storage, and dissemination. However, they contend that organizations need to be proactive in adopting and deploying technology since redundant ones may not contribute to expected positive results.

Harris, Jeanne, Blake Ives, and Iris Junglas. "IT Consumerization: When Gadgets Turn Into Enterprise IT Tools." MIS Quarterly Executive 11.3 (2012).

Harris, Blake, and Iris relive the discourse on technology consumption in the contemporary society. They inadvertently acknowledge the pervasive role that the community continue to play in different environments today including the workplace and educational institutions. The article provides a list of some of the equipment, which has a potential of revolutionizing information access and the nature of learning environments include computer tablets, computers, and smartphones. They agree with the notion that technology enables the use of specialized applications such simulations that are practical and aid education, nonetheless, they assert that in some instances technology may harm learning if not properly checked. The authors state that organizations should employ an adequate mechanism to control the access and use of technology in education. Through these regulations, technology can make the learning process both attractive and practical.

Robin, Bernard R. "Digital Storytelling: A powerful technology tool for the 21st-century classroom." Theory into Practice 47.3 (2008): 220-228.

Robin loathes the emergence of digital technology as a critical approach that engages both the teacher and the students. Nonetheless, the article casts aspersions on the extent of theoretical framework used in understanding the role that digital storytelling in learning. The propositions, discussions, and facts presented in the article resonate well with the modern concept that technology will have a primary role in changing the classroom environment. In essence, the article retraces the idea that technology will change teaching from one reliant on indoctrination of learners with information as framed by teachers to one that creates the right environment for learners to have a direct experience with pertinent issues of their concern. Therefore, the role of the teacher will be exclusive to moderate the learning experience of students.

Windschitl, Mark, and Kurt Sahl. "Tracing teachers use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture." American educational research journal 39.1 (2002): 165-205.

Based on various studies on ubiquitous computing in schools, the article presents that teachers always change the teaching practices over a period when using the different forms of technology. It further suggests that the use of technology by teachers plays a significant role causing a change in more constructivist pedagogy. The article further illustrates some of the factors that determine the ways and extent to which teachers use technology as a teaching aid. Some of these factors include teachers thought about what constitute good teaching, the institutional culture, and how the technology may eventually affect the students lives. It proposes that technology in learning facilitates collaborative student work and enhance project-based learning.

Lage, Maureen J., Glenn J. Platt, and Michael Treglia. "Inverting the Classroom: A gateway to creating an inclusive learning environment." The Journal of Economic Education 31.1 (2000): 30-43.

The authors posit that there is often a mismatch between the instruction style used by teachers and the student learning styles. This mismatch contributes to reduced education achievements especially for students with various forms of learning disabilities. The article further presents that if the instructors decide to vary their teaching style to suit the individual needs of every student, then they are likely to suffer the effect of time constraint. Therefore, the inclusion of multimedia development for faculties provide the learners with ample time to revisit some of the scheduled lessons without necessarily requiring the presence of an instructor. In essence, technology facilitates cooperative and collaborative learning that deviates from the traditional education that needs a structured classroom.

Works Cited

Arnold, Todd J., Eric Er Fang, and Robert W. Palmatier. "The effects of customer acquisition and retention orientations on a firms radical and incremental innovation performance." Journal of the Academy of Marketing Science 39.2 (2011): 234-251.

Barrett, Michael, et al. "Learning in Knowledge Communities: Managing Technology and Context." European Management Journal 22.1 (2004): 1-11.

Ertmer, Peggy A. "Teacher pedagogical beliefs: The final frontier in our quest for technology integration?" Educational technology research and development 53.4 (2005): 25-39.

Garrison, D. Randy, and Zehra Akyol. "Role of instructional technology in the transformation of higher education." Journal of Computing in Higher Education 21.1 (2009): 19.

Groff, Jennifer, and Chrystalla Mouza. "A framework for addressing challenges to classroom technology use." AACe Journal 16.1 (2008): 21-46.

Purvis, Russell L., Vallabh Sambamurthy, and Robert W. Zmud. "The assimilation of knowledge platforms in organizations: An empirical investigation." Organization Science 12.2 (2001): 117-135.

Harris, Jeanne, Blake Ives, and Iris Junglas. "IT Consumerization: When Gadgets Turn Into Enterprise IT Tools." MIS Quarterly Executive 11.3 (2012).

Robin, Bernard R. "Digital Storytelling: A powerful technology tool for the 21st-century classroom." Theory into Practice 47.3 (2008): 220-228.

Windschitl, Mark, and Kurt Sahl. "Tracing teachers use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture." American educational research journal 39.1 (2002): 165-205.

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