Tyler Leipprandts Annotated Bibliography Research Question: What impact do experiences in technology, data-management, and coaching have on portfolio

development?

Akpan, J., & Notar, C. E. (2012). How to write a professional knockout resume to differentiate yourself. College Student Journal, 46(4), 880-891. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1268835143?accountid=960 Gives specific detail on how to write a well-written resume. Future employers have the tedious task of sifting through hundreds of resumes for one position. For this reason, individual resumes need to stand out and make a great first impression. The overall goal of a resume is to spark the interest of the employer; enough spark to get invited to an interview. With one chance at getting a sit-down interview, resumes need to be flawless. Everything from font, size, personal email address, grammar, content, etc., need to be free of mistakes. Resumes with a single mistake may have the potential to be thrown out because of the imperfections. Although there are many types of resumes, one of the newest types is an Electronic Resume. Both authors, Dr. Joseph Akpan and Dr. Charles Notar are professors at the Jacksonville State University in the Department of Secondary Education. The authors have been on the interviewing side of government, business, and education for well over fifty years. Both authors feel that this article is essential to any potential candidate because the job market is very slim. As unemployment has risen in years past, there are fewer jobs, resulting in a high capacity of applicants. To obtain the ultimate goal (an interview), each resume must be written to perfection and uniqueness. This relates to current research, as a resume would be part of a complete electronic portfolio. Just as employers are able to review resumes prior to interview, technology has allowed for complete portfolios to be reviewed prior to interviews. Because of this, electronic portfolios, and each section of it, must be flawless. Boody, R. M. (2009). Career services perspectives on the use of portfolios in the teacher employment process: a survey. Education, 130(1), 67+. Retrieved from

Tyler Leipprandts Annotated Bibliography http://0-search.proquest.com.library.svsu.edu/docview/603198365?accountid=960 Robert Boody, from the University of Northern Iowa researches the perspectives of employers on student electronic portfolios during the interview process. The research question examined here asks if e-portfolios are an added value to the employment process. To complete this student, Boody randomly sampled 16 colleges from the Midwest. Of the 16 that were randomly selected, 15 colleges responded and were involved in interviews. Each college representative was a career service professional who had the most experience with education and education students. Findings suggest that employers use portfolios to view the organization, passion, performances, and work samples of interview candidates. Employers imply that portfolios are used more as a marketing strategy during the interview process, allowing candidates to showcase their skills. As e-portfolios are highly recommended, there is no exact research or data suggesting that the use of them will land an individual a job. This is important because of the 15 colleges sampled, each one identified e-portfolios as being an important asset. Categories were also listed that future employers are constantly looking for, which need to be found on each portfolio created. Another useful source, also published by Boody, researches the limitations of portfolios. Busse, S. (2012, April). Creating a data-driven culture. Risk Management, 59(3), 12. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1021720329?accountid=960 Discusses the ins and outs of a data-driven culture and proposes strategies for making successful databacked decisions in business. Some of the key components include knowing the statistics, collaborating with an expert, removing emotions, and, if possible, creating a test run of the proposed actions. Current public education requirements have much in common with this business approach. Teachers are required to back many of their actions by statistical evidence and provide proof of success. Educators are advised to collaborate with co-workers and pilot suggested programs before diving in deeply with an idea. This

Tyler Leipprandts Annotated Bibliography comparability makes an excellent bridge for those pursuing a move from the business world to education, or vise versa. These skills and experiences should be illuminated in a prospective employee portfolio. Carliner, S. (2005). E-portfolios. T + D, 59(5), 70-75. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/227015110?accountid=960 Describes the elements of a digital portfolio that will increase marketability when searching for a job. Components to a portfolio include a resume, education training documents, and a sample of your work/projects. For job-seeking individuals, there needs to be a Showcase section which clearly illustrates and describes projects or experiences an individual has contributed to. It gives an understanding of how to showcase professional development trainings. The author suggests these components to help increase marketability and refine skill development. This article will benefit anyone looking to organize or create a portfolio. Carnoy, M. (1997). The new information technology - international diffusion and its impact on employment and skills A review of the literature. International Journal of Manpower, 18(1), 119-159. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/231903915?accountid=960 Investigated the implementation of new technologies in the business world and effect on the skills needed by employees. Carnoy looked closely at 133 business-related articles and asked 'What goods and resources are created by this technology-rich economy,' and 'What skills are demanded by this economic expansion.' This research was completed in order to bring forth the technological changes happening in the world and better prepare employers and employees for said changes. Carnoy concluded that the skills needed by current employees are more complex then ever before. Workers need to be flexible, show proof of production and efficiency, and make data-based alterations. He also found that preparing employees to think critically and make sound decisions proved more beneficial in today's economy then

Tyler Leipprandts Annotated Bibliography a specific vocational training. The skills illuminated by this research relate directly to the qualities gained by teachers, coaches, and small business owners. Carnoy resourced a number of articles in his research. A few that may be beneficial for further research include "Rethinking the Skill Requirement of New Technologies" (Adler, 1986), and "The Future Impact of Technology on Work and Education" (Burke & Rumberger, 1987). Fahey, K., Lawrence, J., & Paratore, J. (2007). Using electronic portfolios to make learning public. Journal of Adolescent & Adult Literacy, 50(6), 460-471. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/216925648?accountid=960 This theoretical article provides ideas, examples, and studies of how digital portfolios are made public to enhance learning. The purpose of this examination was to allow students to publish their work for the public (classmates, teachers, community members), allowing others to comment, reflect, and add to each posting. The idea to create an online forum gives the student more power and ability to deepen their thinking, where the teacher may be more of a facilitator in this setting. Learning is more student centered instead of teacher centered, and this allows for the ability to differentiate. Authors state that learners in an online forum setting are able to take direct responsibility. Learners have the ability to strengthen their own knowledge as well and nourish a classmates understanding of a concept. This is important to current research because learning is shifting to become more student centered at all levels of education. Teachers are able to create blogs for students to comment on and reply to other classmates posts. Students become more accountable to their writing as it becomes available to the public. This results in deeper levels of reflections, better use of word choice, and use of better grammar and punctuation. Flanigan, E. J. (2012). ePortfolios and technology: customized for careers. International Journal of Information and Communication Technology Education, 8(4), 29+. Retrieved from

Tyler Leipprandts Annotated Bibliography http://0-search.proquest.com.library.svsu.edu/docview/1238684617?accountid=960 Discusses benefits of electronic portfolios as a means to show performance growth, skill sets, and other qualities employers desire (organization, goal setting, project management). Portfolios can also help establish meaningful conversation during the interview process when seeking employment. Elenor J. Flanigan compiled her ideas along with the ideas from 15 scholarly articles to present to her business students at Montclair State University as a means to aiding them in obtaining employment. Flanigan goes on to say that electronic portfolios are especially beneficial because they allow for a global audience. "Stand Out with an E-Portfolio" (Driscoll, 2007) and "How to Develop a Professional Portfolio" (Cambell, 2004) are two sources Flanigan referenced that seem of further value. Also, the article suggests making a hard copy of the said portfolio on a CD or DVD as a way of transferring the file to prospective employers, as it may be too large for emailing. Ford, M., & Jewels, T. (2006). The development of a taxonomy of desired personal qualities for IT project team members and its use in an educational setting. Journal of Information Technology Education, 5, 285+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/61916098?accountid=960 The empirical article reviewed here was searching for desired qualities of potential team leaders. When working in a team setting, what traits or qualities are sought after as vital to creating a working and collaborative team? To collect data from this question, twenty-two 2-4-person groups of graduate students were asked to collaborate and discuss as well as eighty 2-4-person groups of undergraduate students. All students had recently completed an IT Project discussing possible qualities. To create the initial taxonomy to the finial taxonomy of desired qualities, it took a time period of about 20 months. The findings stated that some desired qualities of a IT Team leader are that these individuals are/have: application area skills, business aware, the ability to supervise staff, things win-win, hard working, selfmanagement, a sense of humor, great communication skills, cooperative, and trustworthy. The findings

Tyler Leipprandts Annotated Bibliography from the research tell which values future employers are looking for in an IT area individual. Many of these skills are directly in line with those of a classroom teacher, technology leader, and a coach. The researchers are both seasoned professionals who have worked in the IT field for 30+ years. Fry, P. L. (2000). Helping Americas troubled children. The World & I, 15(4), 310-321. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/235836487?accountid=960 Discussed in this journal article was the fact that students and children are facing many problems, but are not getting the right support to help them cope. The Search Institute of Minneapolis has listed forty developmental areas, which children need to have developed. Studies suggest that out of the forty developmental areas, on average, children only have eight developed. In response to helping these children, many programs have been put in place. One of them is called the Ron Burton Training Village where athletes are coached to push themselves to their limits. Most coaches have experienced numerous problems with troubled athletes, and this article highlights programs that are put into place to assist children. Those with experience in working with troubled youth, managing a team, and developing the skills and mindset of others have this as a great marketability factor when job-searching. Hicks, T., Russo, A., Autrey, T., Gardner, R., & al, e. (2007). Rethinking the purposes and processes for designing digital portfolios.Journal of Adolescent & Adult Literacy, 50(6), 450-458. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/216917235?accountid=960 Described the process of creating a digital portfolio that satisfied professional standards and included technology-rich elements. A digital portfolio is not just a fancy digital resume, but is driven with the existence of standards. This article was created from a group of digital portfolio students who implemented ideas not only into their own digital portfolios, but also used ideas to teach to their students. Troy Hicks is the Outreach Coordinator at the Writing Center of Michigan State University. The other researchers in this group are all elementary-high schoolteachers in the Lansing area.

Tyler Leipprandts Annotated Bibliography Kim, S. Homes, K. & Mims, C. (2005). Mobile Wireless Technology Use and Implementation: Opening a Dialogue on the New technologies in Education. Techtrends. Linking Research & Practice to Improve Learning, 49(3), 54-64. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/223118333?accountid=960 Describes the expansion of using mobile technology in education to increase the effectiveness and efficiency in a classroom setting. Studies state that in as early as 2004, 23% of K-12 schools were using wireless technology to support mobile devices. As wireless has become more and more available and affordable, the percentage of schools using wireless is sure to have risen substantially. Wireless supported devices such as: Smart phones, PDAs, laptops, iPads, tablets, etc., are becoming more prevalent in schools as wireless networks are being created. Other scholars have found that districts technology budgets have been expanding due to the simplicity of connecting to a wireless network. This relates to current research about the importance of implementing mobile devices (such as iPads and Chromebooks) into the classroom. Not only are students wirelessly connected to apps, educational software, and the Internet, but parents have just as many capabilities. Smartphones have made parent/teacher communication much easier, and allow for extended access from outside of the classroom. With mobile devices, students and parents are able to view classroom websites, access documents, contact teachers, access educational games and websites, view classroom newsletters, or view pictures on classroom activities. Parents have never been closer to their childs education, as mobile technology has simplified the lives of all users. Lansari, A., Rawi, A. A., & Tubaishat, A. (2009). E-portfolio assessment system for an outcome-based information technology curriculum. Journal of Information Technology Education, 8, S43+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/61865222?accountid=960

Tyler Leipprandts Annotated Bibliography Presents a detailed layout of how an e-portfolio should be assessed as a part of earning a higher education and preparing for entry into the job market. The researchers analyzed nine scholarly journal articles in order to present their criterion. Furthermore, they determined the results of implementing the use of portfolios in a technology-rich curriculum. Through this process, it was found that creating a "life-long" learning structure, such as the compilation of accomplishments in a portfolio, was a great "real-world" skill. Finally, and presumably most beneficial, researchers present their view on what should be included, but not limited to, in an e-portfolio: student (perspective employer) information, digital artifacts, including the comments of professors/past employers, group and individual accomplishments, and work that shows growth and success. Levine, L.E. (2002). Using Technology To Enhance the Classroom Environment. T.H.E. Journal. 29(6). 16-18. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/214801661?accountid=960 This how to article gives an overview on using technology in the classroom to enhance learning. There are many options for technology in the classroom, but some of the most common types being used are: projectors, document cameras, laptops, etc. To enhance learning, technology must be used effectively and must be set up correctly. A classroom full of technology is useless unless it is used to maximize student learning. Not only should students be an active part in using technology, but also the instructor should be fully capable of implementing technology into each daily lesson. Using technology in classrooms these days is a MUST. Students learn best through technology, own technology devices that are used daily, and want to continue to be tech savvy. Using technology is important to students and teachers because students/teachers are able to: Use interactive SmartBoards, access PDF files from the teachers website, submit online tests, create videos, play educational games, collaborate with other students on projects, email newsletters to all parents, communicate, create student websites,

Tyler Leipprandts Annotated Bibliography view/manipulate the earth, etc. Being technology literate does hot happen overnight; rather, it is something that needs to be practiced constantly to use effectively in the classroom setting. Lyons, P. J. (2008, Spring). Student portfolio Web sites: valuable communication aids to future employers. Review of Business, 28(3), 33+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/220969744?accountid=960 Patrick Lyons suggests and describes a great template for creating a student electronic portfolio. Students at St. Johns University follow direct instructions to create a standard e-portfolio for aid in finding future employment. The portfolios use the same standard template given by the college, but each portfolio is individualized with its content. Students are instructed to add the following items for a complete e-portfolio: showcase, best word-processed documents, best workbooks, best presentations, most creative, best courses, other works, resume, achievements, education, work experience, interests, career resources, career plans, and an unofficial transcript. Active e-portfolios are available on the web or can be found in the article. Although the content is well planned out, the template is plain and standard, lacking any creativity. This is important to current research as it defines the content needed for electronic portfolios. It also gives insight on templates. Templates are helpful to technology illiterate individuals, but provide a monotonous and common portfolio. Nekoranec, W., & Fourrier, D. (2013, May). Coaching managers through change: use coaching strategies and communication best practices to support managers through organizational change. T+D, 67(5), 26+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1370893084?accountid=960 Describes coaching points in times of organizational movement and staff changes. As these movements takes place and new staff hierarchy are appointed, it is important that employees and managers seek coaching tips to ease the transitions and move the organization forward. There are four key considerations that need to be reflected on when change is happening: Convey change as positive,

Tyler Leipprandts Annotated Bibliography coach to comfortable levels of acceptance, be prepared to be challenged, and listen at different levels. By coaching staff members through difficult times, any organizational situation can be steered into the right direction. This article is important because as individuals are job searching and making new career moves, it is imperative that they are coachable and have the right skills to be an effective coach. Authors Wendell Nekoranec is a consultant and lecturer at California State University Long Beach and Dawn Fourrier is a learning and performance manager at Iron Mountain. Nurick, A. J. (1993, Winter). Facilitating effective work teams. SAM Advanced Management Journal, 58(1), 22+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/231226457?accountid=960 Provides a clear view of what effective work teams should look like and what qualities they should hold. Group identity and cohesion are essential for ideas and projects to move forward. The focus of this article is to manage successful work teams by using concise principals or qualities to each individual and each team. A few of the common problems in work teams are: different points of view, role conflict, power struggles, and groupthink. In order for teams to work together, these problem areas need to be ironed out, and the following factors need to be worked on: listening skills, assertiveness skills, conflict management, selection of team members, and being appreciative. Successful teachers are in constant collaborating with other teachers, administration, students, and parents. It is important that the work be done together to achieve the most possible with students. These factors/qualities are principals that should be held close professionally and personally when seeking a future job. A job seeker should have a portfolio with tabs, reflections, and examples of how these principals are a priority. Pan, S., & Franklin, T. (2011). In-Service Teachers Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration. New Horizons In Education,59(3), 28-40. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/968113869?accountid=960

Tyler Leipprandts Annotated Bibliography Researched the implementation of Web 2.0 tools into the K-12 classroom and how an individual teachers self-efficacy had an effect on this implementation. The study consisted of 559 active teachers and the overall goal was to identify factors contributing to the operation of Web 2.0 tools. Participants were selected by research invitation e-mails and selected schools using statistical packages. Over 50 questions were asked of these teachers to help understand self-efficacy of technology usage. Participants were asked to indicate the frequency and confidence in using various Web 2.0 tools. The researchers, Shu Chien and Teresa Franklin are from Ohio University. Findings of the research suggest that of the 559 teachers, the majority of them have a low self-efficacy and low frequency of using Web 2.0 tools in their classrooms. In order to increase self-efficacy, participants suggest more professional development and more school administrative support. This applies to current research as Web 2.0 tools are and should be a large part of every classroom. Most students are more technology literate than most teachers, suggesting teachers have little to offer. As more Web 2.0 tools are utilized and implemented into the classroom, an individuals electronic portfolio could be more in depth. As suggested from previous research, marketability is increased with a quality portfolio containing a plethora of topics. Petkov, M., & Rogers, G.E. (2011). Using Gaming to Motivate Todays Technology-Dependent Students. Journal of Stem Teacher Education, 48(1), 7-12. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/964189248?accountid=960 As students are using technology devices six to eight hours a day, the use of traditional instruction is becoming obsolete and boring. Students are unmotivated due to teacher lectures, thus greatly affecting the learning that takes place. Traditional teaching methods need to be replaced by using video games to instruct, creating motivation and willingness to learn. As with traditional instruction, students sit and listen, creating no collaboration or student interaction. When students are playing games, they are actively involved and more likely to collaborate on the concept of skill used in the game. Just as

Tyler Leipprandts Annotated Bibliography students are changing in the way they communicate and are motivated, teachers need to change the way they teach. Picciano, A. G. (2012). The evolution of big data and learning analytics in American higher education. Journal of Asynchronous Learning Networks, 16(3), 9+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1238188091?accountid=960 Describes the term, Big Data, and how it is similar to data-driven decision making. Data-driven decision-making became popular in the 1990s, and because of the technology explosion, it has evolved into Big Data. This refers to information or database systems used as the main storage facility is capable of storing large quantities of data longitudinally and down to very specific transactions. Not only does Big Data keep track of student grades and scores, it follows students very closely giving real time data on attendance, discussion board entries, logins, etc. It is said to be able to track thousands of transactions a year per student. Current Progress and Course Engagement (PACE) systems are being used at Northern Arizona, Purdue, and Ball State, and are able to make valuable projections. PACE systems can predict after only a week of classes, if certain students will complete the course with an average grade or better. This system is able to make these types of predictions with 70% accuracy or better. Statistics to prove these findings were located from the U.S Department of Education, and the National Center for Education Statistics. This relates to current research as this proves that there is a push for using Big Data systems, and the job market can only expand. Using data systems and making data driven decisions in the present can provide experience and help individuals in search of an analytics position. The author, Anthony Picciano, is a professor in the Ph.D. program at New York University, and has written numerous articles and over ten books. Potgieter, I., & Coetzee, M. (2013). Employability attributes and personality preferences of postgraduate business management students. South African Journal of Industrial Psychology, 39(1). Retrieved from

Tyler Leipprandts Annotated Bibliography http://0-search.proquest.com.library.svsu.edu/docview/1440187917?accountid=960 Researched the most desirable personality traits and attributes of successful business employees. Cites findings regarding employability as a self-directed, proactive approach to employment. Personality parallels the job description in successfully ran business. More concretely, if an employee doesn't enjoy their job, see it as rewarding or "a good fit," they are less likely to achieve. With values and job conditions changing ever so quickly, it is no wonder many educators are seeking a career change. The findings of this research are promising to these highly skilled, highly educated individuals looking for a "change of scenery." Findings also suggest which personality traits need to be displayed in a resume or electronic portfolio for future employers to examine. Ramamoorti, S., & Nayar, M. K. (2013, February). The importance of information integrity: in a data-driven world, unreliable and inaccurate information can lead to bad decision-making. Internal Auditor,70(1), 29+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1325802365?accountid=960 Defends the importance of protecting informational integrity in a world with ever-changing, everincreasing data creation. Ramamarooti and Nayar recognize the exponential growth of data in today's society and the equally large need for accountability. Whether unintentional or intentional, it is becoming easier each day to make decisions on faulty, or incomplete data. For a business to remain successful, measures need to be put in place to prevent (organize), detect (filter), and correct (manage) data compromise. Because of this, there will be a need for workers skilled in technology, data analysis, organization, and media management. Schmidt, S. M. P., Ralph, D. L., & Buskirk, B. (2007). Online projects VS the 3 ring binder: A case study. The Business Review, Cambridge, 9(1), 106-111. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/197309197?accountid=960

Tyler Leipprandts Annotated Bibliography Discussed in this case study was the comparison of using a 3-ring portfolio vs. a digital portfolio in a classroom setting. Data was collected from undergraduate and graduate students while taking portfolio development courses. The courses were split up into different sections. The first part of the class was used to create paper versions, and the next part of the class was to create an online version. Seventyseven students were surveyed that created a paper portfolio, and eighty-three students were surveyed who completed the digital portfolio. Data suggests that both versions received good reviews, but more participants were very satisfied with the online portfolio. Participants in favor of the online version suggest that extensive media can be incorporated, it is faster to complete, saves wasted materials, and allows for quick feedback. Those unsatisfied with the online version suggest that it can be expensive, technology is not always reliable, sharing is difficult, and requires Internet access. This relates to current research by confirming that more individuals desire online portfolios. Online portfolios provide a way for individuals to differentiate themselves from other candidates, and portray creativity and uniqueness. Swift, W. B. (2013, September). Coaching your way to the top: learning how to coach can greatly improve your practice. Here are some tips to get you started. Veterinary Economics, 54(9), 28+. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1438708035?accountid=960 Discusses how using coaching skills contributes to a successfully ran business. Specifically defines how to coach, detecting commitment, being sensitive, altering interpretations, and being responsible as contributing factors. The purpose of this article provides individuals with tips to create or improve a business, practice, or career. This strategy is promising for anyone with coaching experience seeking employment in the business world. The author helps professionals seeking help in coaching, writing, and speaking, and has his own foundation.

Tyler Leipprandts Annotated Bibliography White Englund, L. (2009). Designing a web site to share information with parents. Intervention in School and Clinic, 45(1), 45-51. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/211715273?accountid=960 The author, Lillian Englund, works at the University of Nevada in the Special Education Department. She researches early childhood and special education technologies. The author advocates these ideas because the need for communication among parents, students, and teachers is a must for children who have an identified disability. It provides a very specific procedure for designing a school webpage to share information with parents. It describes the type of color contrast to be used to strengthen its accessibility, describes its needs for security, images, text, links, maintenance, and graphics. This could benefit any teacher with a webpage as means to connect with parents of children with and without disabilities. Parent communication should come in many forms and be easily accessible. Yuan, Y., & Lee, C. (2012). Elementary School Teachers Perceptions toward ICT: The Case of Using Magic Board for Teaching Mathematics. Turkish Online Journal of Education. Retrieved from http://0-search.proquest.com.library.svsu.edu/docview/1312423477?accountid=960 Provides data relating to the perception of teachers using a Magic Board (similar to a Smart Board) for virtual mathematics manipulatives. Recent technology has allowed for easier implementation of virtual manipulatives to build knowledge and understanding of a concept. With the technology at hand, are teachers using it to its potential, or even using it at all to deepen understanding? What are some factors that prevent technology usage? Data obtained was collected from 272 elementary teachers who attended educational conferences from 2007-2009. Findings suggest a few things: teacher views on technology affect the amount of virtual implementation,. If teachers believe in the Magic Board, they are more likely to integrate it within their class. Other scholars have found that self-efficacy is a major factor in the use of technology. If teachers are confident in their technology abilities, they are more likely to

Tyler Leipprandts Annotated Bibliography make use of it. To increase the self-efficacy of a teacher, research proposes more professional development, teacher-to-teacher observation, and the understanding that ones own instructional methods can be changed with practice. This is beneficial to current research as technology is always an ongoing and changing factor. Teachers must accept change and be current with all the new technologies. This allows for classroom instruction to be innovative, new, and exciting for all involved. As potential employers are hiring, they are looking for someone who invites and accepts change, and is able to use the newest technologies effectively.