Based on the attached research plan please apply each statement below to the research plan. The answers stated to the questions below must apply to the enclosed research plan. Please submit in APA format citing all sources including the page or paragraph number where the information was found. All responses to the statements below must be based on the attached research plan. I need a list of at least 10 references to the literature to support your choices and rationales. All 9 statements below must be completely addressed.
Based on the list of statements below and the attached study craft a 7 page paper that includes the following:
- The levels of measurement that will be important for this study and why.
- How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
- How you will ensure reliability for the measurement in your study.
- The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
- Which scale is appropriate for you to use for your plan and why.
- A justification of how you know your scale is reliable and valid. If you can’t find reliability and validity for your scale, describe how you would demonstrate that the scale is reliable and valid.
- What test is appropriate for your plan, and whether it is norm or criterion referenced.
- What population is used for the scale and test (see Week 5 Discussion).
- At least 10 references to the literature to support your choices and rationales.
Resisting
Change: The Impact of Technology on Teachers in the Classroom
Opening
Statement
Technology is available in most all
classrooms today and there are still some teachers who are reluctant to
effectively integrate it. According to The International Society for Technology
in Education (ISTE) “effective integration of technology is achieved when
students are able to select technology tools to help them obtain information in
a timely manner, analyze and synthesize the information, and present it
professionally (ISTE, 2015).” According to Wright and Wilson (2011) state
bureaus of instruction have put forward norms requiring utilization of
innovation in the classroom and evaluation of such utilize. (p. 48). Not only
does technology provide enormous amounts of research data available to
challenge a student, it grows their viewpoints by presenting them with new
ideas and data, drives them to think fundamentally and offers them the ability
to be creative and assists with learning by enhancing maintenance through
engagement.
Background of Study
According to
Starr (2015) “some teachers, experts say, still are reluctant to use
technology, mostly because of a lack of time, a lack of resources, or a lack of
confidence in their ability to use the available technology” (para 1). Still
some teachers are reluctant to effectively integrate technology due to a lack
of training and support. It is common to see computers in the classrooms. With
enhanced teacher practices using technology as a learning tool the teacher
could actually assess the evidence and success that technology has delivered in
the way of learning. One of the major findings from a K-12 technology study
released out of the Richard W. Riley College of Education and Leadership at
Minnesota’s Walden University wrote that according to Nagel (2010) teachers who
use technology frequently in their classrooms perceive greater benefits to
student learning particularly learning 21st century skills than
teachers who are less frequent users” (p.1).
Problem Statement
Even with the availability of
technologies in the classrooms, some teachers are still reluctant to
effectively integrate technology into the curriculum. Teachers are negatively
impacted in teaching their students because they do not have the ability to
apply technology as a learning tool. Many students know more about technology
than do their teachers and this does not provide an opportunity for effective
teaching. Many computer labs and equipment remain unused because teachers do
not know how to use them. This creates a disservice to the school and the
students because full capacity is not being used.
Purpose of the Study
The
purpose of this survey study is to seek to understand why some teachers are
reluctant to effectively integrate technology in the classroom. The study seeks
to explain how students benefit from a teacher’s ability to effectively
integrate technology in the classroom (Rice, 2015).
Research Question and
Hypotheses
RQ1 –
Are some teachers reluctant to effectively integrate technology into the
curriculum because they lack training and support for using the technology?
Null Hypotheses
H01 –Teachers
are not reluctant to effectively integrate technology into the curriculum.
HA1 –Teachers
are reluctant to effectively integrate technology into the curriculum because
of lack of time in class, lack of time to learn the technology, and lack of
experience with the technology
HA2 –Teacher’s
reluctance to use technology effectively in the classroom because of lack of
support and training will become nonexistent.
Theoretical Framework
The theoretical framework model
utilized as a part of this study will be TPACK. TPACK joins pedagogical
information, innovative learning, and substance information. It looks at how
these three cooperate so that the substance is open to understudies and to
build inspiration. Pedagogical information speaks to the technique the
instructor uses to teach. Technological Pedagogical Content Knowledge (TPACK)
attempts to identify the nature of knowledge required by teachers for
technology integration in their teaching, while addressing the complex,
multifaceted and situated nature of teacher knowledge (Koehler, 2006, para 1).
References
Koehler,
M. (2012). TPACK explained. Retrieved from
http://www.matt-koehler.com/tpack/tpack-explained/
Nagel,
D. (2010). Teachers report educational benefits of frequent technology use.
Retrieved fromhttp://the
journal.com/Articles/2010/06/28/Teachers-Report-Educational-Benefits-of-Frequent-Technology-Use.aspx?p=1
Rice,
J. (2015). Assessment and Accountability in Education. Walden University
Online. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_9120015_1&content_id=_26614656_1&mode=reset
Starr, L.
(2015). Encouraging teacher technology use. Retrieved fromhttp://www.educationworld.com/a_tech/tech159.shtml
The
International Society for Technology in Education (ISTE). (2015). ISTE
standards for computer science educators. Retrieved fromhttp://www.iste.org/standards/iste-standards/standards-for-computer-science-educators
Wright, V.
H., & Wilson, E. K. (2011). Teachers’ use of technology: Lessons learned
from the teacher education program to the classroom. SRATE Journal,20(2), 48-60. Retrieved from
http://files.eric.ed.gov/fulltext/EJ959529.pdf
