Thesis proposal

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  • Comparison study of constructivist environment vs. traditional environment =
  • Hakkarainen (2008)– Progressive InquiryScanlon, Anastopoulou, & Kerawalla (2012) – Personal Inquiry ProjectLittleton, Scanlon & Sharples (2012)- OrchestrationViilo et al. (2012) Artefact project
  • Hakkarainen (2008)– Progressive InquiryScanlon, Anastopoulou, & Kerawalla (2012) – Personal Inquiry ProjectLittleton, Scanlon & Sharples (2012)- OrchestrationViilo et al. (2012) Artefact projectGLOBE – Science exchange Wormstead et al. 2002 (in Scanlon)iNtegrating Technology for inquiry (Morrison & Lowther, 2010)
  • *Research questions adapted from F. Clark (2002).
  • Teachers who have a more positive belief of their ability to integrate technology will be able to do so more successfully. Teachers who work in an inquiry-based learning setting will perceivably find more opportunities to integrate technology effectively into the design of inquiry due to the nature of the learning process. Inquiry-based learning will also benefit from the integration of technology due to the amount of data available for accessing, the quality of resources, and the tools available for organizing, analyzing and reporting inquiry findings. Teachers working within a traditional setting will also find ways to integrate technology but may report that the authenticity of the integration is more challenging.
  • Thesis proposal

    1. 1. Thesis Proposal Ashley Mayor College of Education Teaching and Learning Illinois State University Fall 2013
    2. 2. Agenda • Introduction • Statement of the Problem • Rationale for the Study • Overview of Literature • Methodology • Study Disclosure
    3. 3. Introduction • Technology Integration • Inquiry-based teaching • Fusion of technology integration within inquiry-based teaching
    4. 4. Introduction (cont.) United States European Union Agenda National Education Technology Plan Digital Agenda- Strategic Framework for Education and Training ‘ET’ Concern Gap in technology understanding “prevents technology from being used in ways that would improve instructional practices and learning outcomes” (NETP, 2010, p.10) “Although ICT is included in regulations on teacher education, practical ICT related pedagogical skills are rarely addressed at central level” (Eurydice, 2011, p.14) Projection 2020 2020 Goal Focus on teachers’ effective use of technology to provide necessities of a successful 21st Century skills based education
    5. 5. Introduction (cont.) Teacher centered and directed instruction Shift towards Subject area content and specific skills Process of how to learn = applicable across any future endeavor Shift towards • Shift in education- redesign Learners taking ownership and responsibility for their learning processes
    6. 6. Statement of the Problem • Teacher practitioners are continuously expected to integrate technology within the curriculum with little training, support, longitudinal research of best practices conducted, or an implementation phase process • Concerns are raised about the method of technology integration and the use of technology within authentic and enriching ways rather than overlay of technology devices upon the curriculum • Teacher practitioner concerns translate to lack of effective technology use. -Lack of integration due to lack of professional development and lack of time (Sanchez, 2011) - EU study around half encourage the use of ICT in math and science (Eurydice, 2011)
    7. 7. Rationale for the Study • To examine the optimal approach towards the integration of technology considering the variable of setting, comparing technology integration across traditional or inquiry-based settings • To explore the technology integration habits of teacher practitioners • To address concerns facing both technology integration and inquiry-based learning
    8. 8. Rationale for Study (cont.) 1. Describe perceptions practitioners have towards technology integration within an inquiry based setting. 2. Compare the perceptions of practitioners from the inquiry setting with practitioner perceptions from a traditional setting. 3. Assess similarities and differences between practitioner perceptions in varied settings. 4. Recognize variations of technology integration models. 5. Identify strengths and weaknesses of technology integration models, based on practitioner feedback.
    9. 9. Overview of the Literature Inquiry-based Learning • Current Common Core movement towards the constructivist approach of learning, research heightened on inquiry-based learning • Studies of effectiveness – Inquiry-based learning only effective with level of support / scaffolding • Chinn & Malhotra (2002), Littleton & Kerawalla (2012), Scanlon et al. (2012) • Studies of varying models– compared to alternative open-ended learning models, the process of inquiry • Morrison & Lowther (2010), Hickey & Flisecker (2012), Newmann et al. (2001) • Studies of authenticity and engagement- active role in learning • Littleton, Scanlon & Sharples (2012), Wentworth & Monroe (2011)
    10. 10. Overview of the Literature Inquiry-based Learning Critics Inquiry does not necessarily improve learning Can lead to development of misconceptions or incomplete knowledge Cannot assume knowledge is gained through the process Teachers are ill-prepared for the level of improvisation necessary Lack of resources Kirschner, Sweller, & Clark (2006) Alfieri et al. (2011) Littleton et al. (2012) Viilo et al. (2012)
    11. 11. Overview of the Literature Technology Integration Method of learning vs. technology is the enhancement Learning from Technology vs. Learning with Technology Clark vs. Kozma “Delivery Truck Debate” (1983, 1994) Study of Modes (TBL, TEL, TELE) Enhancement of learning vs. Transformation of learning SAMR Model (Puentedura, 2013) Consumers of technology vs. creators of technology
    12. 12. Overview of the Literature Technology Integration Critics Inadequacy of applicable technology skills of United States students Inadequate teacher preparation Appropriate technology use Teacher knowledge, capabilities, and beliefs to use technology (TPACK) INNER DRIVE and PERSONAL BELIEFS most influential technology integration barriers (Ertner et al.,2007) Mishra & Koehler (2009), Sanchez (2011), Kim (2012), Morrison & Lowther (2010), Hsu, Ho, Tsai et al. (2012), The Horizon Report (NMC, 2013), Fuchs & Akbar (2013)
    13. 13. Overview of the Literature Fusion of Technology Integration within Inquiry-based Learning • Technology can serve as an intervention for challenges that inquiry faces • iNtegrating Technology for inQuiry Philosophy (Morrison & Lowther, 2010) • Modeling Real World Situation otherwise impossible (van Joongen et al., 2005) • Open Resources (Scanlon, 2012) • Scaffolding -Architecture for inquiry (Pea et al., 2012; Crippen & Archambault, 2012) • Versatility= successful and significant (Lakkala et al., 2005)
    14. 14. Overview of the Literature Fusion of Technology Integration within Inquiry-based Learning Personal Inquiry Project Progressive Inquiry The GLOBE Project Orchestration iNtegrating Technology for inQuiry (NTeQ)
    15. 15. Research Questions 1. Do differences occur between the beliefs/concerns about integrating technology to enhance student learning of inquiry-based teachers and traditional teachers? 2. Do differences occur between the perceived ability to use technology and integrate it into the curriculum in an appropriated manner of inquiry-based teachers and traditional teachers?
    16. 16. Hypotheses • Null Hypothesis: The level of concern over technology integration and perceived ability to integrate technology is neither significant in the inquirybased nor the traditional learning setting. • Hypothesis: The level of concern over technology integration and perceived ability to integrate technology demonstrates a significant difference within the inquiry-based learning setting comparative to the traditional learning setting. • Possible alternative: The level of concern over technology integration and perceived ability to integrate technology demonstrates a significant difference within the traditional learning setting comparative to the inquirybased learning setting.
    17. 17. Methodology • • • • Comparison Study • Subgroups comprised of teacher practitioners in two alternative settings Quantitative Data Collection • • • Patterns of beliefs Patterns of concerns Patterns of effective perception Dependent Variables • • • K-12 Settings Teacher Practitioners Technology integration Independent Variables • Pedagogical Settings
    18. 18. Participants Subgroup A Subgroup B Certified Teacher Practitioners Certified Teacher Practitioners Inquiry-based learning setting Traditional learning setting International Baccalaureate Program Common Core Standards K-12 Environment K-12 Environment International School Public School
    19. 19. Instruments
    20. 20. Statistical Procedures Plan Research Question Data Source Analysis Do differences occur between the beliefs/concerns about integrating technology to enhance student learning of inquiry-based teachers and traditional teachers? Did differences occur between the perceived ability to use technology and integrate it into the curriculum in an appropriated manner of inquiry-based teachers and traditional setting teachers? Case study of a model using technology integration within an inquiry-based setting to support justification of beliefs/concerns as well as perceptions Stages of Concern ANOVA- 1 treatment x 7 (stage) Technology Needs Assessment Survey ANOVA- F-value calculations per each application (6 applications) NTeQ response survey t-test conducted on quantitative questions (1-5, 7-8, 10) Themes will be derived from openended response questions (6,9,11)
    21. 21. Possible Limitations • Teachers may be reluctant to report negative feelings towards the use of technology within the classroom • Teachers self-reporting their own abilities base their perception on personal variables • Limited number of responses due to a low participation rate within the study • Significant patterns may not be identifiable within the subgroups themselves after analysis and thus a comparison between groups becomes null
    22. 22. Study Disclosure • • • • • • • All participant recruits are consenting adult, teacher practitioners Written informed consent will be collected from participants with full disclosure on the intent of the study The researcher holds no influence over the participants in the study No external incentives or coercion will be used in the recruitment process Nominal physical, psychological, social risks involved for participants beyond every-day risk Participants benefit by benefit professionally from considering their abilities to integrate technology and reflect upon their current practice of technology integration Participants will be provided with summative analytical results
    23. 23. A Comparative Study of the Practitioners’ Role to Integrate Technology within an Inquiry-Based Learning Environment Ashley Mayor College of Education Teaching and Learning Illinois State University Fall 2013

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