Sandy

= Module 1 = =RESEARCH INTERESTS= My main area of interest in educational technology currently is how best approach getting k-12 teachers to adopt technology innovations in daily teaching practices. Questions Why many teachers resist technological innovations in their teaching ? Why do some teachers fear technology? Why do some teachers lack awareness of technology? What barriers exist that prevent some teachers from learning about technological innovations that they could use in their daily teaching? What is the best approach to training teachers on the current innovations that could be incorporated into daily teaching? What types of resources are necessary to provide adequate and sustained training and implementation of technology use in classrooms?

=THEORETICAL FOUNDATIONS=

Spector (2008) presented theoretical foundations that would apply to the research interests and questions stated above. Instructional design and development is one foundation that strongly applies to my research interests. Teacher training on technology uses in instruction is central to my interest. Spector argued that instructional design models are based in the psychology of learning and effective communication models. The theoretical foundation of instructional design and development suits my research interests in two major avenues. First, this foundation would address how one would best design and implement teacher training on technology uses in the classroom. Second, it would address the final outcomes of how teachers can use their new knowledge to obtain the learning outcomes of their students. Spector informed that a theoretical framework provided by Reigeluth (1983) would accommodate a study using the instructional design and development foundation.

Seel (2008) presented information on empirical perspectives on memory and motivation. Specifically, learning with media and motivation applies to my research interest on teacher adoption of technological innovations in daily classroom activities. If one is examining lack of interest, fear of, or resistance to using technology in daily teaching, motivation appears to be relevant. Motivational theories may serve as a relevant framework for such a study.

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.

= Module 2 =

= LITERATURE REVIEW = Five areas to be researched for my topic of approaching how to get k-12 teachers to adopt technology innovations in daily teaching practices. 1. Reasons why many teachers resist adoption of technology and reasons why some teachers have adopted technological innovations. This information would be significant to a study because it would provide some historical background information and it would help to determine how to solve the problem.It would also provide the evidence needed to show that the problem exists.This information could be found in quantitative or qualitative studies. Case studies would be a good source. I think qualitative studies would get to the heart of the issues best because it would allow participants to express their reasoning and they may bring up reasons for or against adoption of innovations that one would not consider asking about in a quantitative study.

2. Barriers teachers face when learning about technological innovations. This would provide solid evidence for the aspects needed in a training for teachers.This would inform what barriers need to be removed for successful training to fit in. It would also help one to determine why past training may have been unsuccessful. I think a mixed method study would be best here with use of a national random sampling of teachers. A mixed methods study would provide ample quantitative data as well as allow for participants to express concerns they experienced in a narrative fashion through interviews.

3. Effective teacher training on technology. This would provide evidence of background information and would help arrive at a solution to the problem. Once proven measures are documented, one could fashion a training that included those aspects that ensured the most success in past training.A quantitative study may be best for this. A likert survey would be an appropriate too.It would be interesting to compare and contrast responses from teachers and then those who set up and implemented the training.

4. Supports teachers need to sustain technology use in the classroom. All the training in the world will not succeed if one does not have the necessary supports to sustain applying the new skills. A review on these issues would contribute to a solution. Quantitative studies of longevity may be best for this review because information is needed that shows supports over time.

5. Resources available to teachers both in and outside of their school to support their training, practice, and adoption of technology. This information is significant again to provide background information on what has helped others in the past. It may contribute to the solution as well. A mixed methods study review would provide perspectives of front-line teachers as well as administration who put resources in place.

= Module 3 =

=GAP IN RESEARCH= Research could not be found that addressed how technology teachers are integrating technology in their instruction (Kotrlik and Redman, 2009).

There is a lack of studies on integration of technology in k-12 schools that explore the views of system members such as central administrators, school board members, and other school leaders.

=RESEARCH QUESTIONS=

What impact do philosophical, organizational, political, and other local realities have on technology adoption in k-12 schools?

How can the technology education profession address these realities in order to increase technology use in classrooms?

What are the barriers that school administration face in supporting teachers with technology professional development?

What levels of technology integration in k-12 schools have been reached by school system leaders and how does this level of adoption influence teacher adoption and views on technology use in the classroom?

=PROBLEM STATEMENT=

The pressing problem addressed in this study is that despite federal legislation and national technology plans, making technology significant in K–12 classrooms has yet to happen in the United States (Plaire, 2008). Classrooms do not have adequate technology integration in the curriculum to meet No Child Left Behind mandates or to prepare learners for the twenty first century workforce (Roward, 2000). There is also a lack of empirical research studies on integration of technology in k-12 schools that explore the views of system members such as central administrators, school board members, and other school leaders. Rodgers (2003) stated in his diffusion of innovations theory that how quickly individuals adopt change is related to whether they value the new approach when compared to their existing approach (Rogers, 2003). The adoption of technological change is usually accomplished in three stages: adoption, implementation, and continuation. This study attempts to answer the questions of what barriers school administration face in supporting teachers with technology professional development and what levels of technology integration in k-12 schools have been reached by school system leaders and how does this level of adoption influence teacher adoption and views on technology use in the classroom? Findings will address solutions to the problem that negatively affects k-12 learners currently and in the future. Also significant is that an unprepared workforce will negatively affect all segments and stakeholders all throughout the nation.

=THEORY=

Two theoretical frameworks posted in my table that may be relevant to my study are Roger’s diffusion of innovations theory and systems design theory. Both of these theories view adoption of technological innovations and systems problem from a wide lens that includes the entire learning system and beyond and may identify areas that prevent classroom teacher adoption of technology integration. I would consider using the diffusion of innovations theory or general systems theory as a theoretical framework for this study. Teachers do not implement any instructional methods or curriculum in a isolation rather the system has set policies and procedure to follow and therefore, a system approach to the study is appropriate to consider all stakeholder views.

= Module 4 =

|| **Strengths**  ||  **Limitations**  ||  **Authoritative Primary Source for This Methodology**  ||  **Why I Will or Will Not Use This Method**  || Provides much data from multiple sources. Case studies apply to real life results related directly to a common readers’ experiences, is, modern, and focus is on human situations that are accessible through written reports. || Researcher may have biases, beliefs, assumptions, or values that influence data collection and analysis. Qualitative research may be considered subjective by some. || Creswell, J. (2003). //Research Design Qualitative, Quantitative, and Mixed Methods Approaches//. London: Sage Publications. || I will use this method because it uses a wide variety of data sources, results in rich data including new ideas, and it would apply to the real life setting of educators and educational technology issues. || Questions may be revised as the study builds based on prior responses and themes to previous questions leading the study in a new direction with new ideas. Participants have anonymity and can openly express their opinions. || Researcher may have biases, beliefs, assumptions, or values that influence data collection and analysis. Sampling is not random. || Linstone, H., & Turoff, M. (2002). //The Delphi method techniques and applications//. Newark: Information Systems Department at New Jersey Institute of Technology. Retrieved February 22, 2007, from http://is.njit.edu/pubs/delphibook/ || I would prefer random sampling for increased validity. I would also prefer participants who are directly experiencing the educational technology implementation issues in the k-12 schools rather than experts in the field. || Experimental research provides internal validity through random sampling of participants. || Inappropriate to generalize beyond the experiment results. Quasi experimental does not use random sampling. || Creswell, J. (2003). //Research Design Qualitative, Quantitative, and Mixed Methods Approaches//. London: Sage Publications. || I would prefer to generalize some findings which this method does not allow for**.** || || **Sample** || **Data Collection**  ||  **Statistical Analysis** || What impact do philosophical, organizational, political, and other local realities have on technology adoption in k-12 schools? || Qualitative case study || Random sampling of teachers, central administrators, principals, and school board members || Questionnaires and interviews consisting of open ended questions. || Triangulation data are compared, coded and categorized || How do levels of technology integration and adoption in k-12 schools by school system leaders influence teacher adoption and views on technology use in the classroom? || Qualitative case study || Random sampling of teachers, central administrators, principals, and school board members || Questionnaires and interviews consisting of open ended questions. || Triangulation data are compared, coded and categorized || What are the barriers that school administration face in supporting teachers with technology professional development? || Qualitative case study || Random sampling of teachers, central administrators, principals, and school board members || A likert style survey with comment space available for each survey item. || Triangulation data are compared, coded and categorized ||
 * **Research Method**
 * Qualitative Case study || Allows for open ended data collection which can result in very rich and new ideas that may contribute to solutions.
 * Quantitative Delphi study || Participants are experts in the fields being studied and provide a vast amount of knowledge and experience for data collection.
 * Mixed method quasi experimental || Allows for a wide variety of data collection tools and types of analysis.
 * **Research Questions** ||  **Methodology**
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= Module 5 =

= **Dissemination** =

Three journals I would consider publishing the study in would be Wisconsin Journal of Education (WJED), Equity and Excellence in Education (JEEE), and American Association of School Administration (AAS) magazine. I selected WJED because it would reach my local audience of school leaders, JEEE because it focuses on social justice factors that contribute to inequality in learning and the study would contribute to the body of knowledge, and AAS because every superintendent in the nation receives it monthly so a wide audience is targeted and all may allow contribution to social change. For conference presentation I would select the Wisconsin Education Association Council annual teacher convention and the National Educational Computing Conference because both would reach a large group of k-12 teachers directly affected by the topic and immediate feedback would be available. Laureate Education, Inc. (2009). //Current research in educational technology.// Baltimore.

= Significance =

Despite federal legislation and national technology plans, making technology significant in K–12 classrooms has yet to happen in the United States (Plaire, 2008). Classrooms do not have adequate technology integration in the curriculum to meet No Child Left Behind mandates or to prepare learners for the twenty first century workforce (Roward, 2000). There is a lack of empirical research studies on integration of technology in k-12 schools that explore the views of system members such as central administrators, school board members, and other school leaders. Rodgers (2003) stated in his diffusion of innovations theory that how quickly individuals adopt change is related to whether they value the new approach when compared to their existing approach (Rogers, 2003). The adoption of technological change is usually accomplished in three stages: adoption, implementation, and continuation. This study attempts to answer the questions of what barriers school administration face in supporting teachers with technology professional development and what levels of technology integration in k-12 schools have been reached by school system leaders and how does this level of adoption influence teacher adoption and views on technology use in the classroom? Findings will address solutions to the problem that negatively affects k-12 learners currently and in the future. Also significant is that an unprepared workforce will negatively affect all segments and stakeholders all throughout the nation. My research would advance educational technology mainly by contributing to the body of knowledge and filling the gap in research. Many studies have been conducted on the reasons why teachers choose to use technology or not. In addition, more studies are needed to determine how to get students involved and change teacher pedagogy to integrate new teaching. Many schools still do not have the proper technology in place to accomplish the above. Why? Little studies have been done to explore the aspects of administrators adopting technology in k-12 schools. Before one can examine teacher pedagogy, technology use in teaching, and more one must determine if there is adequate technology in schools and if not, why? School leaders must adopt and embrace the use of technology in classrooms and strive to have all teachers adopt too in order to improve teaching and learning. This study would contribute information on the adoption of educational technology by school district leaders in k-12 schools. This research would contribute to positive social change in many ways. First, for schools lacking in technology, it could be helpful to determine why administrators have not adopted educational technology beliefs of student achievement. Once it is determined why laggards exist, one could do research to gain insight on how to move the adoption forward. This would benefit teachers in their teaching and student achievement. Ultimately the goal is to improve student achievement and prepare learners for the 21st century work place. This study would be a step in attaining this goal.

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