Thesis Proposal

Ashley Mayor

College of Education

Teaching and Learning

Illinois State University

Fall 2013

Agenda

• Introduction

• Statement of the Problem

• Rationale for the Study

• Overview of Literature

• Methodology

• Study Disclosure

Introduction

• Technology Integration

• Inquiry-based teaching

• Fusion of technology integration within inquiry-based teaching

Introduction (cont.)United States European Union

Agenda National Education Technology Plan

Digital Agenda- Strategic Framework for Education and Training ‘ET’

Concern Gap in technology understanding “prevents technology from being used in ways that would improve instructional practices and learning outcomes” (NETP, 2010, p.10)

“Although ICT is included in regulations on teacher education, practical ICT related pedagogical skills are rarely addressed at central level” (Eurydice, 2011, p.14)

Projection 2020 2020

Goal Focus on teachers’ effective use of technology to provide necessities of a successful 21st Century skills based education

Introduction (cont.)

• Shift in education- redesign

Shift

tow

ard

s

Subject area content and

specific skills

Process of how to learn =

applicable across any future endeavor

Shift

tow

ard

s

Learners taking ownership and

responsibility for their learning

processes

Teacher centered and

directed instruction

Statement of the Problem

• Teacher practitioners are continuously expected to integrate technology within the curriculum with little training, support, longitudinal research of best practices conducted, or an implementation phase process

• Concerns are raised about the method of technology integration and the use of technology within authentic and enriching ways rather than overlay of technology devices upon the curriculum

• Teacher practitioner concerns translate to lack of effective technology use.

-Lack of integration due to lack of professional development and lack of time (Sanchez, 2011)

- EU study around half encourage the use of ICT in math and science (Eurydice, 2011)

Rationale for the Study

• To examine the optimal approach towards the integration of technology considering the variable of setting, comparing technology integration across traditional or inquiry-based settings

• To explore the technology integration habits of teacher practitioners

• To address concerns facing both technology integration and inquiry-based learning

Rationale for Study (cont.)

1. Describe perceptions practitioners have towards technology integration within an inquiry based setting.

2. Compare the perceptions of practitioners from the inquiry setting with practitioner perceptions from a traditional setting.

3. Assess similarities and differences between practitioner perceptions in varied settings.

4. Recognize variations of technology integration models.

5. Identify strengths and weaknesses of technology integration models, based on practitioner feedback.

Overview of the Literature• Current Common Core movement towards the constructivist

approach of learning, research heightened on inquiry-based learning

• Studies of effectiveness – Inquiry-based learning only effective with level of support / scaffolding

• Chinn & Malhotra (2002), Littleton & Kerawalla (2012), Scanlon et al. (2012)

• Studies of varying models– compared to alternative open-ended learning models, the process of inquiry

• Morrison & Lowther (2010), Hickey & Flisecker (2012), Newmann et al. (2001)

• Studies of authenticity and engagement- active role in learning

• Littleton, Scanlon & Sharples (2012), Wentworth & Monroe (2011)

Inquiry-based Learning

Overview of the Literature

Critics

Inquiry does not necessarily improve learning

Can lead to development of misconceptions or incomplete knowledge

Cannot assume knowledge is gained through the process

Teachers are ill-prepared for the level of improvisation necessary

Lack of resources

Inquiry-based Learning

Kirschner, Sweller, & Clark (2006)Alfieri et al. (2011) Littleton et al. (2012) Viilo et al. (2012)

Overview of the Literature

Method of learning vs.

technology is the

enhancement Clark vs. Kozma

“Delivery Truck Debate” (1983, 1994)

Learning from Technology vs. Learning with

TechnologyStudy of Modes (TBL,

TEL, TELE)

Enhancement of learning vs. Transformation of learning

SAMR Model (Puentedura, 2013)

Consumers of technology vs.

creators of technology

Technology Integration

Overview of the Literature

Critics

Inadequacy of applicable technology skills of United States students

Inadequate teacher preparation

Appropriate technology use

Teacher knowledge, capabilities, and beliefs to use technology (TPACK)

INNER DRIVE and PERSONAL BELIEFS most influential technology integration barriers (Ertner et al.,2007)

Technology Integration

Mishra & Koehler (2009), Sanchez (2011), Kim (2012),Morrison & Lowther (2010), Hsu, Ho, Tsai et al. (2012), The Horizon Report (NMC, 2013), Fuchs & Akbar (2013)

Overview of the Literature

• Technology can serve as an intervention for challenges that inquiry faces

• iNtegrating Technology for inQuiry Philosophy (Morrison & Lowther, 2010)

• Modeling Real World Situation otherwise impossible (van Joongen et al., 2005)

• Open Resources (Scanlon, 2012)

• Scaffolding -Architecture for inquiry (Pea et al., 2012; Crippen & Archambault, 2012)

• Versatility= successful and significant (Lakkala et al., 2005)

Fusion of Technology Integration within Inquiry-based Learning

Overview of the LiteratureFusion of Technology Integration within Inquiry-based Learning

Personal Inquiry Project

Progressive Inquiry

OrchestrationiNtegrating

Technology for inQuiry (NTeQ)

The GLOBE Project

Research Questions

1.Do differences occur between the beliefs/concerns about integrating technology to enhance student learning of inquiry-based teachers and traditional teachers?

2.Do differences occur between the perceived ability to use technology and integrate it into the curriculum in an appropriated manner of inquiry-based teachers and traditional teachers?

Hypotheses

• Null Hypothesis: The level of concern over technology integration and perceived ability to integrate technology is neither significant in the inquiry-based nor the traditional learning setting.

• Hypothesis: The level of concern over technology integration and perceived ability to integrate technology demonstrates a significant difference within the inquiry-based learning setting comparative to the traditional learning setting.

• Possible alternative: The level of concern over technology integration and perceived ability to integrate technology demonstrates a significant difference within the traditional learning setting comparative to the inquiry-based learning setting.

Methodology• Comparison Study

• Subgroups comprised of teacher practitioners in two alternative settings

• Quantitative Data Collection

• Patterns of beliefs

• Patterns of concerns

• Patterns of effective perception

• Dependent Variables

• K-12 Settings

• Teacher Practitioners

• Technology integration

• Independent Variables

• Pedagogical Settings

Participants

Subgroup A Subgroup B

Certified Teacher Practitioners Certified Teacher Practitioners

Inquiry-based learning setting Traditional learning setting

International Baccalaureate Program Common Core Standards

K-12 Environment K-12 Environment

International School Public School

Instruments

Stages of Concern Questionnaire

Technology Needs Assessment SurveyNTeQ

Response

Statistical Procedures PlanResearch Question Data Source AnalysisDo differences occur between the beliefs/concerns about integrating technology to enhance student learning of inquiry-based teachers and traditional teachers?

Stages of Concern

ANOVA- 1 treatment x 7 (stage)

Did differences occur between the perceived ability to use technology and integrate it into the curriculum in an appropriated manner of inquiry-based teachers and traditional setting teachers?

Technology Needs Assessment Survey

ANOVA- F-value calculations per each application (6 applications)

Case study of a model using technology integration within an inquiry-based setting to support justification of beliefs/concerns as well as perceptions

NTeQ response survey

t-test conducted on quantitative questions (1-5, 7-8, 10)Themes will be derived from open-ended response questions (6,9,11)

Possible Limitations

• Teachers may be reluctant to report negative feelings towards the use of technology within the classroom

• Teachers self-reporting their own abilities base their perception on personal variables

• Limited number of responses due to a low participation rate within the study

• Significant patterns may not be identifiable within the subgroups themselves after analysis and thus a comparison between groups becomes null

Study Disclosure

• All participant recruits are consenting adult, teacher practitioners

• Written informed consent will be collected from participants with full disclosure on the intent of the study

• The researcher holds no influence over the participants in the study

• No external incentives or coercion will be used in the recruitment process

• Nominal physical, psychological, social risks involved for participants beyond every-day risk

• Participants benefit by benefit professionally from considering their abilities to integrate technology and reflect upon their current practice of technology integration

• Participants will be provided with summative analytical results

A Comparative Study of the Practitioners’ Role to Integrate

Technology within an Inquiry-Based Learning Environment

Ashley Mayor

College of Education

Teaching and Learning

Illinois State University

Fall 2013