Tracee'+s+Page

**Research Interest** I am very interested in knowing teacher's perspectives on the effectiveness of using clickers in the middle school classroom. I am interested in this because I love the tool and I think it benefits the students academically and also provides the teacher with quick feedback as to how well the students are retaining information. about doing something much more broad by looking at various educational technology tools including web 2.0 in schools, but I was advised that I should narrow my research to one educational tool.
 * Module 1**

** Theoretical Foundations ** __Experiential Perspectives and Empirical Perspectives on Memory and Motivation__ The idea of experiential learning is that the learner is actively involved in the learning process. This learning theory stems from the Constructivist ideas of Piaget, Dewey and Durkheim that stresses discovery, exploration and situated learning. Active learning is believed students learn through experiences and reflection. According to Spector, et.al. (2000) Kolb believes there are four stages of experiential learning: concrete experience, observation and reflection, forming abstract concepts, and testing in new situations.

Both Kolb and Gardner believe learners have multiple learning styles and that these styles need to be addressed for effective learning to take place. Kolb focuses on four learning types: converger, diverger, assimulator, and accommodator (Spector, et. al. 2008) where as Gardner addresses eight and refers to them as intelligences. By recognizing the various learning styles, learners are able to process data in their own way and make sense of it.

Clickers and interactive whiteboards promote active learning and address multiple learning styles. These tools encourage students to immerse themselves into the learning environment (Vianna & Stetsenko, 2006) and supports theories related multimedia and memory. According to Spector, et. al. (2008) technology based approaches are “effective methods for assessing concepts, ideas, and thoughts” (p. 41). The learners remember information presented with multimedia learning tools because learners are motivated to take responsibility for their own learning; “it is evident that self-efficacy can be enhance through experiences with technology” (p. 50).

References: Learning Theories Knowledgebase (2008). Experiential Learning (Kolb) at Learning-Theories.com. Retrieved October 7th, 2010 from []

Spector, J. M., Merrill, M. D., Merrienboer J. V., & Driscoll, M. P. (Eds.). (2008). // Handbook of research on educational communications and technology // (3rd ed.). New York: Lawrence Erlbaum Associates

Vianna, E., & Stetsenko, A. (2006). Embracing history through transforming it - contrasting piagetian versus vygotskian (activity) theories of learning and development to expand constructivism within a dialectical view of history. // Theory & Psychology, 16 //(1), 81-108.

**Module 2** **Literature Review**
 * 1)  **The digital generation:** // There is a generous amount of information that may support this section. I think this area will serve as a foundation that illuminates why multimedia tools in the classroom are appropriate for today’s generation of students. //
 * 2)  **Critical comparison of clickers and interactive whiteboards:** // Description and history of the tools. Advantages and disadvantages of them. //
 * 3)  **Cognition and multimedia technology in the classroom:** // This area will discuss theories and theorists (Gardner, Piaget, etc.). //
 * 4)  **Enhancing student knowledge by increasing interaction and active learning:** // Show how clickers and interactive whiteboards enhance learning via active learning. Mention effective and ineffective integration of the tools (teaching strategies per subject). //
 * 5)  **Current perspectives on clickers and interactive whiteboards:** // Discover how teachers feel clickers and interactive whiteboards affect student achievement. Show how the tools contribute to quality learning (standardized test scores). //

** Module 3 ** ** Gap in the Research **

As I looked at current research there is not much information related to teacher perspectives comparing clickers and interactive whiteboards and how they effect student academic achievement. I saw research related to each tool separately.

** Research Questions **


 * How do middle school teachers in Shelby County, TN perceive clickers and interactive whiteboards influence student motivation?
 * How do middle school teachers in Shelby County, TN perceive clickers and interactive whiteboards influence student academic achievement?
 * Between clickers and interactive whiteboards which do middle school teachers in Shelby County, TN believe is most beneficial to students and why?
 * Which strategies are most effective according to teachers in Shelby County, TN regarding clickers and interactive whiteboards?

** Problem Statement **

Although there has been individual research in relation to clickers and interactive whiteboards, there has not been much done in regard to how they compare. Additionally, there is plenty research that examines how the tools promote student performance (Anderson & Noland, 2010) and motivate student participation (Briggs, Danies, Jeror, & Scherhaufer, 2010).

Shelby County Schools in Tennessee incorporates technology to enhance the educational program and to follow the No Child Left Behind Guidelines (SCS, 2010). The system provides technology training to faculty and staff regularly. Instructional tools are purchased and brought into the individual schools to create an environment that fosters academic achievement and to “challenge technology savvy students and to prepare them for success” (SCS Technology Plan, p. 1).

There has not been research that shows the perspectives of teachers on the effectiveness of clickers and interactive whiteboards in Shelby County Schools. Moreover, there is no research that examines how the students in these schools respond academically when these tools are introduced. Nor has there been any research on how many teachers are trained to use the tools and of those how many actually use them and how they use them.

References:

Anderson, W., & Noland, T. (2010). How Remote Response Devices Enable Student Learning: A Four-Year Analysis. //American Journal of Business Education//, //3//(8), 21-26. Retrieved from Education Research Complete database

Briggs, J., Daniels, D., Jeror, T., & Scherhaufer, K. (2010). Teachers’ perspective on interactive whiteboards as an motivational factor in upstate new york county. Retrieved from October 30, 2010 __ potsdam.edu __

SCS. (2010). Federal programs. Retreived October 31, 2010 from []

SCS Technology Plan. (2010). Technology and implementation plan 2010-2014. Retrieved October 31, 2010 from []

** Theory **

In the five studies I noticed cognitive and constructivist theories. I want to incorporate these ideas into my research. Specifically, I want to use active learning theories because it has already been proven that collaborative tools encourage students to do better academically. These theories will be the foundation for defending teaching and learning strategies suggested by teachers as they give their perspectives on the learning tools.

** Module 4 ** ** Methodology **


 * ** Research Methodology ** ||  ** Strengths **  ||  ** Limitations **  ||  ** Authoritative Primary Source for This Methodology **  ||  ** Why I Will or Will Not Use This Method **  ||
 * ** Content Analysis ** || Unobtrusive, historical aspects, can quantify qualitative data || Misinterpretation of text, time consuming, bias possibility high || Krippendorff, K. (2004). Content analysis: An introduction to its methodology. 2nd edition, Thousand Oaks, CA: Sage  || Although this method is unobtrusive, I will not use it because it is time consuming and misinterpretations can occur if I am not careful. ||
 * ** Grounded Theory ** || Increases reliability and validity, provides theories to fit data, encourages new insights. || Restricts interpretive process, time consuming, concept definition is a challenge, can not be entirely theory free, generalization issues. || Glaser, B. & Strauss, A. (2009). The discovery of grounded theory: Strategies for qualitative research, 4th edition. Piscataway, NJ: Transaction Publishers || I may use this method because it will allow me to compare data with emergent ideas. The only thing that would deter me from using the method is that it can be time consuming. ||
 * ** Case Study ** || Multiple sources of data collection, bounded system (Creswell, 2007), descriptive, non-experimental || Cause and effect can not be concluded, describes only behavior of one or more individuals, general population not represented, retrospective data || Yin, R. (2009). Case study research: Design and methods, 4th edition. Thousand Oaks, CA: Sage Publications || I plan to use this method as part of the mixed methods paradigm. It will allow me the flexibility to use multiple data sources to complete my research. ||
 * ** Case Study ** || Multiple sources of data collection, bounded system (Creswell, 2007), descriptive, non-experimental || Cause and effect can not be concluded, describes only behavior of one or more individuals, general population not represented, retrospective data || Yin, R. (2009). Case study research: Design and methods, 4th edition. Thousand Oaks, CA: Sage Publications || I plan to use this method as part of the mixed methods paradigm. It will allow me the flexibility to use multiple data sources to complete my research. ||


 * ** Research Questions ** ||  ** Methodology **  ||  ** Sample **  ||  ** Data Collection **  ||  ** Statistical Analysis **  ||
 * ** 1. ** How do middle school teachers in Shelby County, TN perceive clickers and interactive whiteboards influence student motivation? || Qualitative Case study ||   ||   ||   ||
 * ^  ||^   || Random sample of teachers from middle school teachers in the county. || Questionnaires and Interviews || Triangulation ||
 * ** 2. ** How do middle school teachers in Shelby County, TN perceive clickers and interactive whiteboards influence student academic achievement? || Qualitative Case study ||   ||   ||   ||
 * ^  ||^   || Random sample of teachers from middle school teachers in the county. || Questionnaires and Interviews || Triangulation ||
 * ** 3. ** Between clickers and interactive whiteboards which do middle school teachers in Shelby County, TN believe is most beneficial to students and why?

** 4. ** Which strategies are most effective according to teachers in Shelby County, TN regarding clickers and interactive whiteboards? (methodology, sample, data collection, statistical analysis is the same as question #3). || Mixed Methods: concurrent, merged data ||  ||   ||   ||
 * ^  ||^   || Random sample of teachers from middle school teachers in the county. || Survey, questionnaire, interview || Content analysis, ANOVA, triangulation ||

** Module 5 ** ** Significance of Study **

As I looked at current research there is not much information related to teacher perspectives comparing clickers and interactive whiteboards and how they effect student academic achievement. I saw research related to each tool separately. I have not found any research related to what Tennessee middle school teachers think about the use of student response systems and interactive whiteboards. I have not found any previous research from Tennessee middle schools correlating the use of the mentioned tools and student academic achievement. I want to show how Tennessee middle school teachers are using the tools, their opinions about the tools and whether the tools are actually helping the students that use them to retain information and do well academically. I want my research to lend an understanding to how student response systems and interactive whiteboards can be assets to the classroom.

As a steward of my field I have a responsibility to strive to add to the body of knowledge according to Piantanida and Garman (2009). My responsibilities as Golde (2006) says is to “apply knowledge, skills, finding and insights in the service of problem solving or greater understanding” (para. 5). With those things resonating in my mind I believe my research will advance the field of educational technology by lending insight into how the use of clickers and interactive whiteboards make assessing students easier and quicker for the teachers and how the tools affect the students academically in Shelby County, TN.

According to the Tennessee Department of Education (2010) data shows Shelby County Schools to have straight A’s on the state report card in comparison to D’s and F’s for another school system in the same region. Additionally, according to the Shelby County Technology Plan (2010) the use of technology to enhance academics is a common practice and educators are encouraged to utilize technological tools for instruction. However, since there has been neither research done for the region to show a correlation between clickers and interactive whiteboard usage, increased academic achievement, nor teacher opinions on the matter, my research will add to the body of knowledge and advance educational technology. Ultimately, I hope my research influences teachers as well as districts not taking advantage of clickers and interactive whiteboards to be open to them and to see the benefits of incorporating them into daily lessons which will in turn effect positive social change through improving how educators teach the current generation of what Prensky (2008) calls digital natives that respond when their ‘clicking’ needs are met.

Reference:

Golde, C. (2006). Preparing stewards of discipline. Retrieved November 5, 2010 from []

Piantanida, M. & Garman, N.B. (2009). The qualitative dissertation: A guide for students and faculty (2nd ed.). Thousand Oaks, CA: Corwin Press

Prensky, M. (1998). Twitch speed: Reaching younger workers who think differently. //Across the Board// 35(1), 14-19. Retrieve January 6, 2010 from Business Source Premier database.

SCS Technology Plan. (2010). Technology and implementation plan 2010-2014. Retrieved October 31, 2010 from []

Tennessee Department of Education. (2010). TDOE report card. Retrieved November 14, 2010 from []


 * Dissemination of Research **
 * **Journals ** || **Professional Conferences ** ||
 * * NEA Today
 * Journal of Technology Education
 * Educate~ The Journal of Doctoral Research in Education

The first journal is read by many of the teachers in my county and state and the other two journals are peer reviewed. || * TN Educational Technology Conference
 * NSTA

Both conferences will help other educators gain knowledge about technology integration and its benefits, but I chose the last conference because I am a science teacher and would like to show how clickers and interactive whiteboards can enhance the science curriculum. ||