Draft Conceptual Framework/Lit Review

In the technology-rich classroom, the student usage of that technology has been found to fall into four major categories: Research, productivity tools, drill and practice, and  Ecommunication (Dunleavy 2007). The activities tend to be more project-based (Storz 2013) and learner-centered (Dunleavy 2007), a trend that is enhanced when teachers are trained to put content first when planning for the technology-rich environment (Harris 2011). 

Effective planning for the technology-rich classroom depends on teacher attitudes. When teachers place high value on the technological tools, they are more likely to use them (Lee 2010) and when teachers believe that they are not as effective without the appropriate use of technology, they're more likely to be effectively employed (Ertmer & Ottenbreit-Leftwich 2010). However, the interaction with technology will also be shaped by their beliefs about teaching and learning, as well as their experience shape the technology interactions (Garthwail & Weiler, 2005). A content-first, as opposed to a tool-first approach to planning has been shown to have more positive outcome (Harris 2011).

Teacher knowledge is also an important consideration when investigating planning for the technology classroom. They need to be proficient with the technologies before they can use them in class, even mastering advanced skills so that they can help with knowledge construction (Hsu 2013). Koehler and Mishra (2009) frame teacher knowledge in the technology classroom as the interaction three different knowledge bodies: technology, pedagogy, and content knowledge, or TPACK. This framework is useful as a background when investigating planning, as it delineates different knowledge bases the teacher can draw upon. 

The process of lesson planning in the lived-in technology-rich environment is a facet that can give us describing power of the activities and processes of the teacher in a one-to-one classroom. According to Panasuk & Todd (2005), we can frame lesson planning as the "systematic development of instructional requirements, arrangement, conditions, and materials and activities, as well as testing and evaluation of teaching and learning." In the middle grades specifically, planning decisions are made on the basis of what has worked in the past, logistical concerns, and student interest and ability (Brown 1988) Teachers have been found to focus on activities over objectives, with their planning best described as "agenda-formulation." (Brown 1988). However, technology enables the use of innovative and engaging instructional approaches (Storz 2013) so it could be hypothesized that planning for the technology-rich classroom may proceed in alternate ways. Further, pedagogy has been shown to evolve in the context of the technology-rich classroom (Hennessey et al, 2005).