Annotated Bibliography

For our Annotated Bibliography Collaboration project, I picked three different articles that focus on different types of educational technology. The three I picked were:

Implementing Virtual Reality in the Classroom

Melo, M., Bentley, E., McAllister, K., & Cortez, J. (2019). Pedagogy of Productive Failure: Navigating the Challenges of Integrating VR into the Classroom. Journal of Virtual Worlds Research, 12(1), 1-19. doi:

This article summarizes a case study centered on virtual reality (VR) in educational settings with a focus on the major issues found to be problematic for educators during the implementation process.Through the integration of the of VR into instructional practices, instructors found that they often felt like they were working in circles and making no progress. Through their struggles, and the feedback within the process they were able to identify that they needed to strengthen their own skills and take a different pedagogical approach.. Implementation challenges included: cost, “simulation sickness”, and the complexity of VR.  

Personalized Learning

Pane, John F., Elizabeth D. Steiner, Matthew D. Baird, and Laura S. Hamilton, Continued Progress: Promising Evidence on Personalized Learning. Santa Monica, CA: RAND Corporation, 2015.

This article talks about personalized learning and how it operates in a classroom setting. The major components listed are: learner profiles, personal learning paths, competency-based progression, and flexible learning environments. The fundamentals of personalized learning is that instead of prioritizing test scores, grades, being on par with their grade level peers, this type of instruction prioritizes students learning to learn and absorbing information in a way that works best for them. The researchers focus on aspects such as types of schools, types of testing, the implementation process, and the challenges that presented itself with personalized learning.

Assistive Technology for Students with Autism

Cramer, M., Hirano, S., Tentori, M., Yeganyan, M., & Hayes, G. (2011, March). Classroom-Based Assistive Technology: Collective Use of Interactive Visual Schedules by Students with Autism. Retrieved November 17, 2020, from

The research presented in this article focuses on assistive technology for students with autism, specifically vSked. The technology, vSked, is an individual device that is a visual support for aspects of classroom life such as schedules, choice boards, and reward systems. It is used as an alternative to visual cues that could be misplaced or damaged. The goal was to create a technology that could be used for the entire classroom, but would specifically help students with autism with prompting and independence. The challenges researchers discovered is that vSked were not as flexible as a paper visual in some cases.

250-word summary:

I tried to capture three realms of educational technology that I see on a regular basis. The virtual reality piece is part of the innovative side of technology, where it isn’t completely integrated into schools, but is a fun technology to utilize every once in a while. A comment I had on my own post is that the one critique I have for this article is that when talking the challenges of implementation, it does not mention the effectiveness of the tool. Is virtual reality more meaningful, more engaging than a YouTube video on a similar topic?

Personalized learning is a topic I am very interested in. I work in a performance-based school, so everything is mostly personalized –whether that is in the homeschool program or site schools. It was interesting to read about technology that would allow personalized learning in the traditional classroom. I also liked that it mentioned the challenges that came along with implementing personalized learning in their classroom.

Finally, I found an article on assistive technology that I did like for the overall concept of talking about assistive technology in the classroom, but with a sample size of 48 people, and most who disagreed with having assistive technology in the classroom it felt like it did not belong in our bibliography. I chose the piece about a tool specific for autistic students called vSked, as it was interesting to read about the benefits and challenges in the classroom. The sample size was larger and the audience was more defined.

Conclusion & Comments:

The comment I received was a positive remark on my article choice for the implementing virtual reality. This article focused on the challenges of implementation such as simulation sickness and cost. I tried to incorporate those examples into my annotation. I really like when articles show both sides of the coin. I tried to incorporate articles that always talked about the challenges and problems they faced when implementing or using the technology along with the pros and benefits with using the technology in educational spaces

My peers listed similar articles that also talked about different elements of educational technology such as: augmented reality, game-based learning, social emotional technology, and more. I hope that I made helpful comments and am looking forward to reading their posts.

3 thoughts on “Annotated Bibliography”

  1. I thought this activity was really helpful and I was able to add a lot of resources into my files for the future. I especially was drawn to your article on VR. I think it captured the reality of bringing technology into practice. It sounds great on paper, but the reality of it is harder that just doing it. It takes time and practice. I know we always get told it will make things easier, but it usually takes a year before people are comfortable and then it gets changed again!

  2. Morgan,
    I will have to read that article on assistive technology a bit more closely. I appreciate your insights on this, and it reminds even me why an annotated bibliography can be so useful not just to help others navigate research, but to help our future selves remember what we have already read and benefit from the work we have already done.

  3. Morgan, I enjoyed your selections quite a bit. I was also very interested to hear your assessment that you work in a performance-based school. I’m wondering what that means since I was thinking that all students are assessed, but perhaps differently in different locations? Or are the teachers assessed at their ability to deliver the material. It is a bit of a chicken and egg scenario – does the teacher learn to help the students learn better or do the students learn better because the teacher went deeper into the material to make it more accessible to them? I am so intrigued by the concept of evaluation in my own courses – are the students just filling in the templates or are they really learning the material and how could I measure that? I’m not always sure they get the “aha” moment that I’m looking for.

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