Linda+Brimmer

=Linda's Page =

Research Interests
For the past three years, I have been reading about women’s entrance and longevity in Science, Technology, Engineering, and Math (STEM) careers. The literature suggests that the variables involved in a women’s choice to enter these careers include family support, educational history, and mentors. All these variables are significant in a female’s decision to enter STEM careers. I hope to add to the literature by taking the assumptions:

•that high school and college teachers need to bridge the gap of student knowledge to further their females students career interests in STEM careers

•family, education, and societal support are imperative to support interest in STEM

and by demonstrating that these needs occur with-in the formative child developmental years of females and that school systems must provide authentic opportunities for adolescent and college age females to participate in areas that support STEM careers. Building on the constructivist theory of Piaget, Vgotsky, and Bruner; Bandura’s self-efficacy theory, and Gilligan’s women’s studies I hope to add to the literature of why specific STEM areas fall short in entrance and longevity of STEM careers for women. 

**Theoretical Foundations **
As I stated in the Modular 1 discussion, I could choose Cognitive Constructivism as a theoretical foundation for my study on Women and Science, Technology, Engineering, and Math (STEM). However, after reading the course text I have decided to research the Complexity Theory and Experiential Perspectives; both these theories "jumped out" at me, so I have decided to look into them further as a possible theoretical foundation for my study of women in STEM careers.

Additionally, the literature suggests that family needs and concerns (Ceci, Williams, & Barnett, 2009) and a social organizations ability to provide high-end math and science classes may have an effect on women's entrance into STEM careers (Hill, Corbett, & Rose, 2010). It is believed that more women role models are needed to ensue female entry into STEM careers. Ferriman, Lubinski, & Benbow (2009), state that women define success differently than men. Business organizations may need to address this issue to entice women to work for their companies. This social change may influence the entry and longevity of STEM careers for women.

Complexity Theory
As stated by Ni and Branch (2008), "A conceptual, theoretical, and practical understanding of complexity offers a framework for research on educational technology that addresses the issues associated with nonlinear and complicated relationships." The five attributes found in the complexity theory include:

1. Contains independent complicated entities

2. Multiple entities are contained within

3. The entities within the phenomenon perform interrelated functions

<span style="font-family: Georgia,serif;">4. The phenomenon seeks a common goal

<span style="font-family: Georgia,serif;">5. Uncertainty is generated because of unpredictable interactions within itself and between itself and the environment

<span style="font-family: Georgia,serif;">To me, this theory addresses the exact issues regarding women’s entrance and longevity in STEM careers and deserves further analysis to see if the idea is plausible for my study.

<span style="font-family: Georgia,serif;">Experiential Learning Theory
<span style="font-family: Georgia,serif;">Another theory of interest revolves around experiential perspectives. This applies experiential learning within the context of building knowledge by experiencing real-world situations. Much of the literature I have been reading focuses on mentorships and providing high school classes that deal with STEM. Perhaps by creating learning experiences with technology, female teachers would be more likely to teach these fields to high school students. Thus, offering experiences in the fields of Science, Technology, Engineering, and Math.

<span style="font-family: Georgia,serif;">References
<span style="font-family: Georgia,serif;">Morgan, K. (2008). Experential perspectives. In Handbook of research on educational communications and technology (3rd ed., pp. 33-37). New York, NY: Routledge. Taylor and Francis Group.

<span style="font-family: Georgia,serif;">Ni, X., & Branch, R. (2008). Complexity theory. In Handbook of research on educational communications and technology (3rd ed., pp. 29-32). New York: Routledge, Taylor and Francis Group.

<span style="font-family: Georgia,serif;">Spector, J. M. (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Routledge. Taylor and Francis Group.

<span style="color: #0000ff; font-family: Georgia,serif;">Module 2 Literature Review
<span style="font-family: Georgia,serif;">Five research areas of your literature review

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">From the time most children are born, their parents treat them differently based on gender. As the child grows, the parent and society categorizes a child's needs and actions based on gender, i.e. "Boys don't cry," "Girls wear pink," "Only boys can do math," etc. I would use a **//quantitative survey//** to determine specific incidences and events that modeled the adult’s thoughts and feelings while growing-up in the family. The inclusion of this information will form the foundation to my study, so that I may better formulate quantitative interview questions that relate to the answers provided. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Even in today's modern world, glass ceilings for women still exist. An example can be seen with-in educational organizations to aeronautical engineering companies. Women do not get promoted into leadership positions as often as men. Although there are many more women in education, a small percentage holds leadership positions compared to men. It is important for women to hold leadership positions and be role models for students in school science clubs, robotics clubs, technical computer positions, etc. Using **//case studies//** would be beneficial in this type of situation, so exploratory questions can be asked, allowing for narrowing of information to study questions. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Male professors continue to be condescending to female students; often believing that women cannot understand the necessary math concepts, or are unable to write computer language. Often time, workplace reviews are conducted with biased questions or review elements that keep female professors out of leadership positions. **//Phenomenological//** studies would allow for descriptive experiences of women for this type of circumstance. <span style="font-family: Georgia,serif;">Leadership executives often believe that women cannot take the stress of corporate America; or they may believe it is a waste of their time to train the female. After all, they believe, she will leave the industry in favor of marriage or motherhood. This lack of inequality in the workplace exists because promotions into leadership positions usually occur at a time when a woman is focusing on parenthood. Unlike the male, she cannot hide her upcoming parenthood role. Additionally, medical needs may prevent her from accomplishing her job. A grounded theory study would produce discovery of events that take place between the workplace and a female's ability to complete job tasks successfully during childbearing years. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Females need support from their family if they choose to take a career path that is male dominated. Women should not be considered homosexual because they chose a career path that is heavily male dominated. Often times, society creates these labels to explain a females career choice. After all, why would women want to go into military combat, or rush into a burning building carrying heavy equipment as a firefighter? Schools should support and encourage women to take high-end math and science classes as part of their high school curriculum. Thus, allowing them the potential for high earnings. Social organizations should support women’s efforts into STEM careers by sending subliminal messages of support through inclusion during media campaigns, interview opportunities, and scholarship opportunities. The researcher would seek to understand these scenarios during a **//ethnographic//** study. >> > > ==<span style="color: #0000ff; font-family: Georgia,serif;">Module 3 == > ==<span style="font-family: Georgia,serif;">Gap in the Research == > <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Interest in women and STEM careers has grown over the past decades. Questions continue to exist regarding women’s lack of entry or longevity in STEM careers. Much of the literature focuses on STEM as a whole. I plan to look through a different lens and research areas of STEM careers that women seem to ignore or leave; such as computer science, information systems, or informational technology. My research will also look at women in India and Israel; countries which appear to have an active element of women in engineering and technology. > > ==<span style="font-family: Georgia,serif;">Research Questions == > <span style="font-family: Georgia,serif;">1. Why are women less employed and underemployed in technology career positions in the United States? > <span style="font-family: Georgia,serif;">2. Why do a significant amount of women enter technology positions in Isreal and engineering positions in India? > <span style="font-family: Georgia,serif;">3. What can American employers do to entice women to enter computer science career paths? > <span style="font-family: Georgia,serif;">4. What can social organizations do to influence female students to major in computer science, information systems, or informational technology? > > ==<span style="font-family: Georgia,serif;">Problem Statement == > <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">According to the United States Bureau of Labor Statistics, employment projections show a large need for computing jobs in America for the years 2008-2018. American businesses cannot meet the need to fill computing jobs with qualified American workers. These workers are vital to businesses for improved technology, productivity, research and design, and business expansion. To fill this need, our country must graduate more computer science, information systems, and informational technology majors from our colleges—women are an untapped resource. Thus, the goal of this research is to explore why there is a small percentage of women in technology careers in America, and when women do enter technology careers why do few stay in these careers. > > ==<span style="font-family: Georgia,serif;">Theory == > <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The literature suggests that family needs and concerns (Ceci, Williams, & Barnett, 2009) and a social organizations ability to provide high-end math and science classes may have an effect on women's entrance into STEM careers (Hill, Corbett, & Rose, 2010). It is believed that more women role models are needed to ensue female entry into STEM careers. Ferriman, Lubinski, & Benbow (2009), state that women define success differently than men. Business organizations may need to address this issue to entice women to work for their companies. This social change may influence the entry and longevity of STEM careers for women.
 * **<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Family interactions during child development **
 * **<span style="font-family: Georgia,serif; font-size: 10pt;">Hi ** g**h school opportunities for higher-thinking skills in math and science; role models in STEM areas of education.**
 * **<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Removal of gender bias in classes and with treatment from professors **
 * **<span style="font-family: 'Georgia','serif'; font-size: 10pt;">Removal of gender bias in the work place, and career opportunity advancement **
 * **<span style="font-family: Georgia,serif; font-size: 14px;">Cultural expectations- family, schools, workplace **

<span style="color: #0000ff; font-family: Georgia,serif; font-size: 12pt;">Module 4
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**Methodology**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 14pt;">Methodology Analysis ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Quantitative Paradigm |||| <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Qualitative Paradigm  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Mixed Methods  ||
 * <span style="font-family: 'Times New Roman','serif';">Experimental || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Computer-based testing: Will it explode the gender gap in SAT scores?

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Kerri J. // //Hogue,// Ph.D

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Hogue, K.. Computer-based testing: Will it explode the gender gap in SAT scores? Ph.D. dissertation, Loyola University Chicago, United States -- Illinois. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3295454). || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Case Study || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">A case study on the integration of Internet technology with mathematics and science content for teachers

//<span style="font-family: 'Times New Roman','serif';">Author //: Pilar Gonzalez

//<span style="font-family: 'Times New Roman','serif';">Resource //<span style="font-family: 'Times New Roman','serif';">: <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Gonzalez, P.. A case study on the integration of internet technology with mathematics and science content for teachers. M.A. dissertation, The University of Texas at El Paso, United States -- Texas. Retrieved October 24, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 1477785). || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Story-based pedagogical agents: A scaffolding design approach for the process of historical inquiry in a web-based self-learning environment

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //Fujimoto, Toru//<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">, Ph.D

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Fujimoto, T.. Story-based pedagogical agents: A scaffolding design approach for the process of historical inquiry in a web-based self-learning environment. Ph.D. dissertation, The Pennsylvania State University, United States -- Pennsylvania. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3420146). ||
 * Quasi-Experimental || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Influence of instructional technology on learning and persistence of tribal college students: A quasi-experimental study

//<span style="font-family: 'Times New Roman','serif';">Author //: Terry Seeta <span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 9pt; text-decoration: none;">Shah, //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Ed.D //

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Shah, S.. Influence of instructional technology on learning and persistence of tribal college students: A quasi-experimental study. Ed.D. dissertation, University of Phoenix, United States -- Arizona. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3375974). || Phenomenological || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Is competition making a comeback? Discovering methods to keep female adolescents engaged in STEM: A phenomenological approach

//<span style="font-family: 'Times New Roman','serif';">Author //: Kathryn Betz Notter, Ph.D

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Notter, K.. Is competition making a comeback? Discovering methods to keep female adolescents engaged in STEM: A phenomenological approach. Ph.D. dissertation, The University of Nebraska - Lincoln, United States -- Nebraska. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3412882). ||  ||
 * Correlational Analysis || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Employers' satisfaction and perceptions of the technological skills required for the workforce

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Janet ////Martinez,// Ph.D

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Martinez, J.. Employers' satisfaction and perceptions of the technological skills required for the workforce. Ph.D. dissertation, Walden University, United States -- Minnesota. Retrieved October 30, 2010, from Dissertations & Theses @ Walden University.(Publication No. AAT 3320027). || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Grounded Theory || //<span style="font-family: 'Times New Roman','serif';">Title: //A conceptual approach to inclusive design of online learning communities: Voices of feminist professors

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Yvonne Marie // //Lanter-Johnson,// <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Ed.D

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt;">Lanter-Johnson, Y.. A conceptual approach to inclusive design of online learning communities: Voices of feminist professors. Ed.D. dissertation, Northern Illinois University, United States -- Illinois. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3419365). ||  ||
 * Survey || //<span style="font-family: 'Times New Roman','serif';">Title: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Assessing problem solving strategy differences within online and face-to-face courses and their relationship to pre-service teachers' competence and confidence for integrating technology into teaching

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Sharon L. //<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 9pt; text-decoration: none;">Peterson, //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Ph.D //

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Peterson, S.. Assessing problem solving strategy differences within online and face-to-face courses and their relationship to pre-service teachers' competence and confidence for integrating technology into teaching. Ph.D. dissertation, Western Michigan University, United States -- Michigan. Retrieved October 31, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3424856). || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Ethnography || //<span style="font-family: 'Times New Roman','serif';">Title: //Constraints, resources, and interpretative schema: Explorations of teachers' decisions to utilize, under-utilize or ignore technology

//<span style="font-family: 'Times New Roman','serif';">Author //<span style="font-family: 'Times New Roman','serif';">: //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Maura J ////Pereira-Leon,// //<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">PhD //

//<span style="font-family: 'Times New Roman','serif';">Resource: // <span style="font-family: 'Times New Roman','serif'; font-size: 8pt; line-height: normal; margin: 0in 0in 0pt;">Pereira-Leon, M.. Constraints, resources, and interpretative schema: Explorations of teachers' decisions to utilize, under-utilize or ignore technology. Ph.D. dissertation, Indiana University, United States -- Indiana. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3409108). ||  ||

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">2. Will this computerization increase the gender gap already observed on the SAT? <span style="font-family: 'Times New Roman','serif';">3. <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Will computerizing the SAT affect performance on certain problem types more than others? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Influence <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Impact <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Determine <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Cause
 * || <span style="font-family: 'Times New Roman','serif';">What are the research questions in the study? || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What kind of question is best answered by this methodology?  || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">What are the strengths of this methodology?  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What are the limitations of this methodology?  || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">What are the most authoritative source(s) for this methodology?  ||
 * Experimental || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt 0.25in; text-indent: -0.25in;">1. What effect will computerizing the SAT have on student scores?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Why implies cause and effect

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">What or how convey an open and emerging design. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Conditions other than the experimental variable that can affect the dependent variable are minimized if not eliminated completely.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The experimental variable can be manipulated or controlled by the experimenter

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">includes more than one purposively created group, common measured outcome(s), and random assignment || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Difficulty in meeting the requirements for both internal and external validity.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">High internal validity, low external validity,

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Not designed to provide empirical generalizations to a larger population.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;"> Experimental and control groups generally are not randomly selected from a population: cannot be used to describe parameters for any population.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Experiments in natural settings can be time consuming, require considerable coordination, and can be costly. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Stanley and Campbell, 1963

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Trochim

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Sayer

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creswell

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Reynolds || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">2. Is there a significant difference in persistence between the experimental group and the control group? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">3. Is there a significant relationship between learning outcomes and the amount of online time for the experimental group? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">4. Is there a significant relationship between the amount of online time and <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">traditional classroom attendance for the experimental group? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Relationships || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;"> quasi- experiments conducted in natural settings can be high on external validity
 * Quasi-Experimental || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1. Is there a significant difference in learning outcomes between the experimental group and the control group?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">frequently used when it is not feasible for the researcher to use random assignment || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Often lack internal validity

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Problems with time, groups do differ on the pretest measure even though the researcher tried to make everything equal || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Stanley and Campbell, 1963

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Cooper, Heron, & Heyward, 1987

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Neuman& McCormick,1995

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">John Creswell || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">competency in the technology skills brought to the job and employers’ satisfaction regarding employees’ technology job performance?
 * Correlational Analysis || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Is there a correlation between the employers’ perception of employees’

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Research Question 2 <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Is there a correlation between employers’ perception of the importance of <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">technological skills needed to successfully meet job requirements and their perception on the need for employees to improve in those skills, which are categorized into computer literacy, information literacy, and integration literacy? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Influences and impacts correlation analysis.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Compares || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creditability <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Transferability <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Dependability <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Conformability || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Participants are the only ones who can legitimately judge the credibility of the results || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Stanley and Campbell, 1963

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Cooper, Heron, & Heyward, 1987

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Neuman& McCormick,1995

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">William Trochim || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1. To what extent are there differences between pre-service teacher education <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">students within an online technology course compared to those within a face-toface <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">computer lab course, in reference to their self-reported: <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(a) technology competence; and <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(b) technology usage confidence? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">2. Within each course format, to what extent are there differences in the degree such <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">students use problem solving strategies, before and within the course, and for <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">specific technology skills, in reference to: <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(a) seeking instructor assistance and waiting for a response; <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(b) finding out the answer from a peer; <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(c) discovering the answer via their own reading; and <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(d) discovering the answer via their own investigation using trial and error? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">3. Within each course format, <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(a) what relationships exist between students' self-reported technology <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">competencies, self-reported technology usage confidence, and their use of <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">any given problem solving strategies; and <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(b) what differences within these relationships exist between the two course <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">formats? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Researchers determine cause and effect. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Easily administered
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0in 0in 0pt;">Survey || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The following research questions guide this study:

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Manageable data aggregation

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Larger sample sizes are used to find patterns || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Surveys are not returned

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Difficult realiabilty and validity

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Businesses or employers may “watch” employees answers for positive outcomes.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Questions may not be understood as administered.. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Stanley and Campbell, 1963

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Cooper, Heron, & Heyward, 1987

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Neuman& McCormick,1995

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Newall, A., Shaw, J. C, & Simon, H. A. (1958). ||
 * Case Study || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1. – How did pre-service and in-service teachers‟ attitudes toward using internet resources for teaching mathematics and science change during semester they took “Development in Math and Science for Young Children” ECED 5354 class?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">2. – How do teachers (pre-service and in-service) search the internet, and what type of internet resources do they select to use in their teaching? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Exploratory questions are best.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;"> Use “How” and open-ended verbs || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Provides in-depth answers that allows for a broad beginning, then narrows to specific areas for the research to follow.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Rich information || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Smaller sample sizes are needed to keep information manageable. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Wolcott, 2001

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Michael Patton

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creswell

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Trochim || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">2. What was the original enticement to the FLL and CEENBoT programs? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">3. What will make participants want to come back and what are the participants’ plans for the future? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Describes the experience || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Provides in-depth answers that allows for a broad beginning, then narrows to specific areas for the research to follow.
 * Phenomenological || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1. What are the factors that encouraged participants to participate in the robotics competition?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Rich information || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Small groups or one person‘s viewpoint

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Smaller sample sizes are needed to keep information manageable. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Michael Patton

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creswell

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Trochim || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">online learning communities to meet the needs of women and men learners? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The researcher seeks to discover. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Provides in-depth answers that allows for a broad beginning, then narrows to specific areas for the research to follow.
 * Grounded Theory || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">How do professors who self-identify as feminist approach designing

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Rich information || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Difficult to set-up

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Errors in design set-up occur easily || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Strauss and Corbin

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Michael Patton

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creswell

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Trochim || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1. To what extent do teachers who have been trained to use technology in classroom activities and who have been extensively exposed to technology within a 10-month professional development program actually use technology in their teaching practices? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">1.2. What do the K-12 teachers participating in this study report in regard to their use of technology for teaching and other professional activities?
 * Ethnography || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The study focuses on three overarching research question and four sub-questions:

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">2. What conditions have influenced participating teachers’ decisions to utilize or ignore technology in their teaching practices? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">2.1. What reasons do participating teachers provide for their use or lack of use of available technologies?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">3. To what extent has teachers’ use of technology in classroom activities been influenced by their experience with technology during participation in a professional development program? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">3.1. Is there congruence between teachers’ self-reported teaching philosophy and teaching practices with respect to technology use?

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">3.2 Do participating teachers believe that their involvement in a technology-enhanced professional development program influenced their own use, actual <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">or planned, of educationally relevant technologies? If so, how? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The researcher seeks to understand || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Provides in-depth answers that allows for a broad beginning, then narrows to specific areas for the research to follow.

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Rich information || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Small groups or one person‘s viewpoint

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Smaller sample sizes are needed to keep information manageable. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Carspecken, P.F., (1996).

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Michael Patton

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Creswell

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Trochim || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">agents have an impact on learners’ content comprehension in a web-based historical inquiry <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">learning environment? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(b) Does the use of different scaffolding strategies embedded in story-based pedagogical <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">agents influence the learners’ historical reasoning as measured in an essay writing task? <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(c) Does the use of different scaffolding strategies embedded in story-based pedagogical <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">agents have an impact on learners’ perceptions of the learning activity in terms of enjoyment, <span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">interest, attention, difficulty, and efficacy? || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Depends on the studies used. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Allows for both quantitative and qualitative analysis of data. Statistics provide reliability and validly while interview questions provide rich information. || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Takes time compiling data
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Mixed Methods || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">(a) Does the use of different scaffolding strategies embedded in story-based pedagogical

<span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Organization needs || <span style="font-family: 'Times New Roman','serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Depends on study used ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Resources <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Campbell, D. T., & Stanley, J. C. (1963). //Experimental and Quasi-Experimental Designs for Research//. Boston: Houghton Mifflin Company. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Carspecken, P.F., (1996). Critical ethnography in educational research. New York: Routledge. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 0pt;">Creswell, J. W. (2007). //Qualitative inquiry & research design: choosing among five approaches//. Thousand Oaks, Calif.: Sage Publications. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Creswell, J. W. (2009). //Research Design:Qualitative, Quantitative, and Mixed Method Approaches// (3rd ed.). Thousand Oaks, CA: Sage Publications.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Fujimoto, T.. Story-based pedagogical agents: A scaffolding design approach for the process of historical inquiry in a web-based self-learning environment. Ph.D. dissertation, The Pennsylvania State University, United States -- Pennsylvania. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3420146). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Gonzalez, P.. A case study on the integration of internet technology with mathematics and science content for teachers. M.A. dissertation, The University of Texas at El Paso, United States -- Texas. Retrieved October 24, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 1477785). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Hogue, K.. Computer-based testing: Will it explode the gender gap in SAT scores? Ph.D. dissertation, Loyola University Chicago, United States -- Illinois. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3295454). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Lanter-Johnson, Y.. A conceptual approach to inclusive design of online learning communities: Voices of feminist professors. Ed.D. dissertation, Northern Illinois University, United States -- Illinois. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3419365). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Martinez, J.. Employers' satisfaction and perceptions of the technological skills required for the workforce. Ph.D. dissertation, Walden University, United States -- Minnesota. Retrieved October 30, 2010, from Dissertations & Theses @ Walden University.(Publication No. AAT 3320027). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Newall, A., Shaw, J. C, & Simon, H. A. (1958). Elements of a theory of human problem solving. Psychological Review, 65, 155-166.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Notter, K.. Is competition making a comeback? Discovering methods to keep female adolescents engaged in STEM: A phenomenological approach. Ph.D. dissertation, The University of Nebraska - Lincoln, United States -- Nebraska. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3412882). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Patton, M. Q. (2002). //Qualitative research and evaluation methods//. Thousand Oaks, GA: Sage Publications. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Pereira-Leon, M.. Constraints, resources, and interpretative schema: Explorations of teachers' decisions to utilize, under-utilize or ignore technology. Ph.D. dissertation, Indiana University, United States -- Indiana. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3409108). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Peterson, S.. Assessing problem solving strategy differences within online and face-to-face courses and their relationship to pre-service teachers' competence and confidence for integrating technology into teaching. Ph.D. dissertation, Western Michigan University, United States -- Michigan. Retrieved October 31, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3424856).

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Reynolds, P. D. (2007). //A primer in theory construction//. Boston: Pearson/A and B.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Sayer, A. (1992). Method in Social Science A Realist Approach (2nd ed.). New York: Routledge.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Shah, S.. Influence of instructional technology on learning and persistence of tribal college students: A quasi-experimental study. Ed.D. dissertation, University of Phoenix, United States -- Arizona. Retrieved October 30, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 3375974). <span style="background: none repeat scroll 0% 0% white; color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 24pt; margin: 0in 0in 0pt;">Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (2008). //Handbook of research on educational communications and technology// (3rd ed.). Retrieved October 31, 2010, from http://www.routledge.com/books/details/9780415963381/

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">Strauss, A., & Corbin, J. (1998). //Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theroy// (2nd ed.). Thousand Oaks, CA: Sage. <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Trochim, W. (2007). Sampling. In //The Research methods Knowledge Base// (pp. 34-52). Mason, Ohio: Thomson. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt;">﻿ ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">**﻿**
 * **<span style="font-family: 'Cambria','serif'; font-size: 14pt;">Educational Technology ** || **<span style="color: #76923c; font-family: 'Cambria','serif'; font-size: 12pt;">[ ****<span style="font-family: 'Cambria','serif'; font-size: 12pt;">Current Research in Educational Technology ] ** ||


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Research Methodology    <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Methodologies include grounded theory, case study, factor analysis, experimental, etc.  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Strengths  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Limitations  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Authoritative Primary Source for This Methodology  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Why I Will or Will Not Use This Method  ||


 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Research Questions || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Methodology     <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You may use the same methodology for each question, or not, depending on the questions you are asking.  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sample     <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">You may only have one sample for your study, or several different groups/individuals.  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data Collection     <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc.   <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">If there are multiple forms of data for one research question, list them all.  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Statistical Analysis     <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">If you are able to provide this, please do so.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">1. ||  ||   ||   ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">2. ||  ||   ||   ||   ||
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<span style="color: #0000ff; font-family: Georgia,serif;">Module 5
<span style="color: #0000ff; font-family: Georgia,serif;">** Significance of the Study ** According to the United States Bureau of Labor Statistics, employment projections show a large need for computing jobs in America for the years 2008-2018. American businesses cannot meet the need to fill computing jobs with qualified American workers. These workers are vital to businesses for improved technology, productivity, research and design, and business expansion. To fill this gap, our country must graduate more computer science, information systems, and informational technology majors from our colleges—women are an untapped resource. Thus, the goal of this research is to explore why there is a small percentage of women in technology careers in America. When women do enter technology careers why do few stay in these careers.

The desire for women to assimilate into male dominated career paths, which do not provide enough emotional or financial rewards, is unappealing to women (Ceci, Williams, & Barnett, 2009). Further, women believe that high-end professional jobs found in STEM careers take away time from family obligations and often do not provide a woman the emotional or financial benefits needed to obtain or stay in these careers. Therefore, the literature suggests that STEM careers may continue to be unappealing to women due to women's perceptions of these careers (Gupta, Turban, & Bhawe, 2008) on her family and leadership potential. This research will advance the profession of educational technology by identifing variables for women's entrance and longevity in STEM careers. Business leaders will find this study useful when recruiting women for company positions in STEM fields. Additionally, this study will be of interest to federal and state policy makers, school curriculum writers, school officials, and guidance counselors with regard to curriculum development. This study will identify the variables needed to enhance female student interest in the STEM areas.

This research effects social change by looking through a different lens and research areas of STEM careers that women seem to ignore or leave; such as computer science, information systems, and informational technology. My research will also look at women in Israel; a country which appears to have an active element of women in technology. Women who enter STEM careers, especially the area of technology, will provide employers with a pool of competent and needed employees to fill futre job needs in America. These high-end career paths can place women on a financial path of independence and a quality life for their family.

Dissemination of Research

 * I plan to send an article with my findings to the The Journal, CSTA, and ACM Tech News. These are journals and organizations I subscribe to and helped me to set my direction for this study.
 * I plan to submit a presentation proposal to ISTE; I would like to make this request as part of the Walden community. I owuld also like to present at the National CSTA Symposium. The syposium represents Computer Science colleagues, while ISTE focuses on policymakers, and school curriculum personnel.