Research Proposal
Traci Lynn Patterson Blake
E6925 Capstone Project
M7A2 Research Proposal
Integration of Technology into the Curriculum
Dr. McIntyre
4/16/2011
Abstract
This written document is created to discuss the ways integrating technology into the curriculum can effect administration, instruction, and learning. This document reviews the literature related to technology integration into the academic curriculum, the benefits, barriers and effects of professional development by faculty and staff. Two surveys were also conducted by the researcher. One was to find out the ways in which students used technology to facilitate their academic studies and the other was to find out the opinion and attitude of the instructors who used the technologies. Findings: It was found that most of the students use technology in a multitude of aspects of their studies. It was found most students feel as if integrating technology makes a difference in their learning. It was found most instructors were comfortable integrating technology into the curriculum. It is also found that most administrators and instructors are willing to learn more skills to enhance their use of technology.
Integrating Technology into the Curriculum
Academic institutions around the globe are using information and communication technologies to facilitate administration and to teach students the skills and knowledge they presently need to function in the 21st century. It is important that learners learn material that is relevant and prepares them for real life. Studies show there is a connection to the constructivisim theory and use of technology. Constructivism is a theory which focuses on studying authentic real life tasks that are related to the world we live in, integrated across the curriculum, which are challenging. Studies conducted by Matusevich (1995) show that there is a significant connection between the effective use of technology and constructivism. In a comparative study conducted by Harrington-Leuker (1997) it was determined that constructivism can lead to a transfer in pedagogy that recommend institutions to evaluate instruction which focuses on the spread of information instead of instruction that enables them to construct their own comprehension. Positive pedagogy changes include but are not limited to capacity to use computers to find teaching methods and strategies, locate designs and to teach lessons which sustain the curriculum (Voogt, Almekinders, Van den Akker and Moonen, 2005). Voogt et al. (2005) also mentions administrators using methods of technology for administrative tasks such as data for attendance, communication, grade recordings, email, and reporting information.
Problem of the Study
A great amount of educational research exists that pertains to technology. However, there is inclusive research about how integrating technology into the curriculum transforms the learning environment. With the significant changes in regards to technology, the benefits and barriers have continued to evolve necessitating further study.
Research Questions
This study fuses research on the effects of administrative, instructional and learning technology integration into the curriculum.
1. How can users of technology be effective in integrating technology into the curriculum?
2. What are the benefits and barriers to technology integration?
Conceptual Framework Map
TECHNOLOGY:Integrating TechnologyBenefits and Barriers
Literature Review
When technology first started being used in the education arenas there have been discussions concerning its effectiveness. Three major overall premises have been the center of these discussions. The first premise argues that technology progresses education. The second premise argues that there is no momentous difference in education facilitated with technology. The final premise argues that technology degrades educational quality (Greenberg, 2004).
Russell (1992) in Greenberg (2004) started early research to determine answers to the argument. He used comparative studies that illustrated that technology produced a measurable effect on educational outcomes. Since then studies show that for each study that shows a measurable plus, there is a study which shows a minus (Ramage, 2002).
Russell also contends that the bulk of studies in this field show no momentous difference in learning outcomes (Greenberg, 2004). However, comparative studies continue to propagate.
In addition research, Welsh, Wanberg, Brown and Simmering (2003) determined Russell (1992) studies to be valid. They said that there was an equal amount of studies in which instruction methods and strategies as studies which showed traditional instruction superseded traditional instruction methods and strategies as studies which showed traditional instruction superseded instruction with technology.
Greenberg (2004) suggested that labors in this direction are a waste of time.
Russell (2001) puts forth the notion that many of these investigators are fueled by the
wrong questions and expect the wrong findings to unearthed; if investigators would admit to the positive findings that says technology doesn’t harm education, then more emphasis can be placed on using technologies correctly.
When we accept that in the final analysis, technology suitably and properly deployed yields no significant difference for learning outcomes, we can stop expecting it to be the be-all, end-all to education (Greenberg, 2004). Technology can provide an edge: as a viable tool for reaching larger populations of students, with the attendant economic, professional and personal benefits that implies (Greenberg, 2004).
Effective Use of Technology
Recent studies performed by Amirian (2003) appraised journals, print books, e-books, dissertations, conference proceedings and URL’s. The appraisal examined distance learning, videoconferencing, educational media, and learning technology. Six major thoughts came to light after the lengthy analysis.
1. Teaching via technology, videoconferencing or otherwise is different.
2. Interaction is vital.
3. Learning objectives are primary.
4. Pre-planning is essential
5. Professional development must be implemented.
6. Learners need guiding.
Since instruction with technology is different from traditional instruction, the instruction must be done differently. Interaction is vital to the success in technology-based learning environments, it is a solution to many of the issues distance learning, it ignites critical thinking and yields a greater rate of student satisfaction.
Barriers to Technology Integration
There are a considerable number of educators who say they don’t use computers and technology on a regular basis. The reasons can be considered barriers. Nearly all education leaders believe the under-utilization is a result of at least four factors: inadequate teacher training; a lack of vision of technology’s potential for improving teaching and learning; a lack of time to experiment; and inadequate technical support (OTA, 1995). The OTA says the following contribute to being barriers teachers’ use of technology:
Lack of teacher time:
* Experiment with new technologies
*Share experiences with other teachers
*Plan lessons using technology
*Attend technology courses or meetings
Access:
· Hardware and software are limited
· Upgrades, support, and training are continuing costs
· Technologies may not be located in or near the classroom
· Much of the hardware in schools is old and cannot handle newer applications
· Telecommunications requires new or updated wiring or phone lines
·
Vision:
* Schools and districts need technology planning and leadership
* Teachers need an understanding of curricular uses of technology
* Teachers lack models of technology for their professional use
* Messages on best uses change as technologies change
Training and support:
* Districts spend far less on teacher training than on hardware and software
* Training focuses on the mechanics, not on integrating technology into the curriculum
* Few schools have a full-time school-level computer coordinator
Current assessment practices:
* Standardized tests may not reflect what students learn with technology
* Teachers are held immediately accountable for changes that take time to show results (p.3).
Benefits to Technology
The dilemmas over technology are still mounting and many find tremendous benefits of the implementation of technology. Barron, Orwig, Ivers, and Lilavois (2002) find the benefits to be the facts that technology:
1. Promotes active learning
2. Promotes critical thinking
3. Offers diversity and self-paced learning and individual growth
4. Motivates and inspires students by making learning exciting and relevant
5. Provides flexibility for students with special needs
6. Promotes cooperative learning and increases teacher-student interaction
7. Enhances communication skills
8. Supplies information through multi sensory channels (supporting students with various
learning styles and
9. Helps students to build cultural bridges ( p.3).
Research conducted by Kok (2006) says the positive effects of integrating technology are
1. enhanced motivation and creativity when confronted by the new learning environments
2. a greater disposition to research and problem-solving focused on real social situations
3. more comprehensive assimilation of knowledge in the interdisciplinary ICT environment
4. systematic encouragement of collaborative work between individuals and groups
5. ability to generate knowledge
6. capacity to cope with rapidly changing, complex, and uncertain environments
7. new skills and abilities fostered through technological literacy (p.7).
Teachers tend to accept innovations that are in line with their beliefs about how individuals learn and which teaching methods work best; consequently, teachers who believe technology and media can improve learning are most likely to use in on a daily basis. Many teachers don’t use technology for a variety of reasons. Some say they have not been trained properly through professional development and don’t know how to use it effectively. Others say they didn’t use technology growing up, and the change is too big to handle. Research conducted by Carlson and Gadio (2011) say teachers need training to develop skills and understanding of how to create, incorporate, and facilitate innovative classroom practices that integrate networked technology and curricula (p.14).
According to Carlson et al. (2011) teachers aren’t the only ones in need, school directors, finance officers, and other administrative personnel also need professional development in the use of technology for non instructional purposes. Technology can improve significantly the output of activities connected to financial management, class scheduling, personnel management, student tracking, administrative reporting, communicating with parents, etc.
Two brief focus group interviews were also used to collect qualitative data. The groups consisted of different grade levels and different technology comfort levels. The focus group interview permitted the participants to participate in a greater analysis of issues brought out by
the survey. At the conclusion of the focus group interview, the data was recorded and then analyzed with content analysis. Main recurring subjects were implicit using content analysis. Stringer (1999) states that the task of the research facilitator in this phase of the research process is to interpret and render understandable the problematic experiences being considered. Stemler (2001) notes that content analysis is an influential data reduction technique that is utilized to condense large amounts of text into content categories. Content analysis entails more than just a word frequency count; it entails a careful examination of text for concepts and categories. Palys (2003) states that though the researcher must have a clear idea of they are trying to achieve when conducting content analysis, they must also accomplish their focus using theory, personal interests, and investigative study. The following questions were used for the focus group interviews.
Research Methodology
The research method for this study was mixed qualitative. Qualitative research involves process based case studies, are” human focused and necessitate an inductive approach which begins with observation and allows theories that emerge from research” (Palys, 2003, p.74). The surveys acted as a simple and effective data collection tool for the collection of qualitative data. The qualitative data acquired through the open-ended questions on the survey gave the participants a chance to develop their current use of technology for learners and to the integration of technology into the curriculum for administrators. Quantitative research methods are used to” examine the use of technology and understanding the lecture material” (Sousa & Mirmirani, 2005, p.17). The data is typically obtained through the use of a range of instruments, which include but are not limited to questionnaires, numerical assessments, quizzes, and checklists. According to Chan Lin (2008), in qualitative research students use guided research processes, interacted with peers, teachers and the community by means of personal interviews and visits to illustrate their understanding of information through the presentation of web-pages
Students’ use of technology during project-based learning activities in science is beneficial. Chan Lin (2008) conclusions of the study point to all of the students achieving their research goals. The learners’ outcomes were observed based on their achievements in relation to developing skills and ability to synthesize and elaborate knowledge, to engage in scientific exploratory tasks, and to use the technology for supporting and reporting their research work.
Sousa et. al (2005) use a quantitative approach to determine the relationship, if any, among the use of information technology in a freshman economics lecture environment. The research calculated their perceptions of retention, ability to understand the material, testing confidence and other components, which would increase/decrease the understanding of the material. Subsequent to an analysis of the research data, there were apparent relationships among the use of technology and understanding the lecture material. The outcomes suggested that “certain attributes of technology such as color, character composition, and graphing provided a positive experience for the student” (Sousa et. al, 2005, p.24). Nevertheless, some components of technology methods demonstrate little consequence on the learning process.
After a review of the literature,amixed approach was determined to be the appropriate research method for this study (Chan Lin, 2008; Palys, 2003; Sousa et. al , 2005; Stemler, 2001). Survey instruments will be employed to collect data from research participants.
Summary
Technologies have a prospective outlook and great potential for dissemination of knowledge and information, more administrative effectiveness, efficient education services and effective learning. It also leads to more efficient education services. If the educational strategies and policies to use technologies are not applied correctly, not well thought out, and if the instructors do not undergo professional development needed to implement the technologies effectively this prospective outlook will not be realized.
Hepp (2004) contends a new society requires new skills; we need the productivity enhancement provided by technology. In this quest for quality learning schools should profoundly modify present teaching practices and resources to create more effective technologically advanced learning environments and improve life-long learning skills and practices in their students. The perils of not implementing technology into the curriculum are too great, when we consider the brisk pace at which knowledge is mounting and the need to communicate and provide information in order to vie in a global society.
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