Project One: Annotated Bibliography

Wendy Willoughby
10/4/2015

Objective 1: Provide leadership to the schools to facilitate the successful infusion of

technology
Article 1
Buckenmeyer, J. (2010). Beyond Computers In The Classroom: Factors Related To
Technology Adoption To Enhance Teaching And Learning. Contemporary Issues In
Education Research (CIER), 3(4), 27-36. Retrieved
from http://www.cluteinstitute.com/ojs/index.php/CIER/article/view/194
Research question
This study addresses the relationships between technology resources available to teachers,
teacher attitudes towards technology, teacher professional development, and teacher use of
technology. The second focus of the study was which condition previously listed is more
likely to increase use of technology on the classroom.
Data collection strategies
The researchers surveyed 144 educators from the Midwest who participated in a
professional development program related to technology. The survey consisted of seventyfive items which the participants scored on a scale of 1 to 5. The categories for the items
were professional development, resources and support, and attitudes toward technology.
Data analysis
The researchers performed analysis of the data to find relationships between the categories
and the criterion variables. Regression analyses were made and a predictive power model
in which researchers predicted adoption of technology based on the categories.

Findings
The findings of this study show a relationship between attitude toward technology,
resources, and professional development. The data indicated that attitude toward
technology is the single most indicator of successful implementation of technology. The
data also correlated technology integration with professional development. A subset of the
categories was time for implementation. The data revealed that additional time for support
must be allocated to teachers to aid in the implementation of technology. Finally, the study
showed that immediate technical support is vital to the implementation of technology.
Value of the articles content
This study touches on many aspects that effect implementation of technology. As leaders
look to add technology, they should consider teacher attitudes. Teacher attitudes toward
technology can be improved by addressing the components of this study, resources and
support, additional time, and ongoing professional development for the use of technology.
Article 2
Estes, M. e., Liu, J., Zha, S., & Reedy, K. (2014). Designing for problem-based learning in a
collaborative STEM lab: A case study. Techtrends: Linking Research & Practice To
Improve Learning, 58(6), 90-98. doi: 10.1007/s11528-014-0808-8
Research question
In this study, Estes, Zha, and Reedy investigate teaching and learning in STEM labs. The
researchers wanted to know not only how teaching and learning is currently conducted in
STEM labs, but also how existing STEM learning spaces can be redesigned to promote
student-centered approaches.
Data collection strategies
For data collection, the researchers used a questionnaire, interviews, and focus group
sessions. They used on online questionnaire that included items on STEM courses taught,
equipment and facilities, and expectations of learning environments. Three faculty who
completed the questionnaire also participated in a follow-up interview and two participated

in a focus group. The faculty members were from a variety of subject areas and had taught
for many years at the institution. Findings from the questionnaire helped researchers to
develop the interview and focus group questions
Data analysis
To analyze the data, researchers review qualitative data. They looked line-by-line and
reduced content, and documented reoccurring themes. By analyzing the results of the
questionnaire, researchers focus on common themes found including problems,
collaboration, and pedagogical needs. The researchers then organized the results of the
data into emerging categories. They matched technologies, resource, and problems found.
The analyzing of data led to the need of site visits to test for collaboration and additional
evaluation.
Findings
The researchers found that no matter the subject area, instructors wanted student-centered
spaces for problem solving activities. Students generally worked in groups of 2 or 3 and
used their technology and were expected to store and access information online. The
faculty designed lessons around problem solving requiring the use of research through
mobile devices to collect and analyze data. The problems revolved around the layout of the
spaces, and it was determined that more flexible environments would be better. The
second question led to a focus on equipment need. Researchers found that STEM spaces
needed projection displays, storage, outlets and cable wiring, videoconferencing abilities,
and computing and mobile devices, and training for the instructors.
Value of the articles content
This article provides insight for leaders who are developing STEM courses in their schools.
There is a great push for more STEM courses in our county and state. As school systems
begin to plan and implement STEM courses, they will need to address the environment
needs of this type of technology based learning. Providing flexible spaces with easy access

to technology will allow teachers to develop the student center problem solving that is key
to the function of a STEM course.
Article 3
Gautreau, C. (2011). Motivational Factors Affecting the Integration of a Learning
Management System by Faculty. Journal Of Educators Online, 8(1), 1-25. Retrieved from
http://files.eric.ed.gov/fulltext/EJ917870.pdf
Research question
In this study of faculty at a university, the researchers were trying to the determine factors
that influence the facultys decision to implement technology. They wanted to rank those
factors by order of how they motivated faculty to adopt the use of a learning management
system.
Data collection strategies
Data for this study was collected by use of a survey. The survey instrument was either selfadministered, group administered, or in written format to help increase participation in the
survey.
Data analysis
Analysis of the survey results was done using a chi-square test of independence to assess
demographic characteristics and a five point rating scale for responses to survey questions.
Findings
The data from the study led to the researcher concluding that factors of age or gender had
little influence on adoption, but other factors such as tenure status, level of experience with
LMS, and level of experience with computers were statistically significant. The second
research question regarding motivational factors ranked in the following order: salary,
responsibility, achievement, advancement, company policy and administration, the work
itself, and recognition.
Value of the articles content

This article is valuable in todays educational environment because many systems are
adopting LMS for use in instruction and assessment. Though the approach for K-12 systems
is different than higher education, the implementation of these LMS will be similar. System
leaders should look for ways to motivate faculty to use these expensive learning
management systems. K-12 employees cannot be motivated by salary, but system leaders
can look at the other motivating factors to aid in the implementation of LMS.
Article 4
Pritchett, C. G., Pritchett, C. C., & Wohleb, E. C. (2013). Usage, Barriers, and Training of
Web 2.0 Technology Applications. SRATE Journal, 22(2), 29-38. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1015771.pdf
Research question
The focus of the research in this article was the using online technology applications and the
use of Web 2.0 by educators. The researchers wanted to know to what degree education
professionals use online technology applications and do various demographic groups use
online technology differently. In particular with Web 2.0, the researchers wanted to know
what barriers teachers face and if professional development has an effect on the use of this
type of technology.
Data collection strategies
Over eight hundred participants across a state in the southeast were surveyed during inservice sessions. The quantitative survey was developed by researchers which gained
information on both demographics and use of the thirteen applications of Web 2.0 by rating
on a 3 point scale.
Data analysis
Analysis of the data was performed using statistical procedures. The demographics analysis
categorized participants into teachers, administrators, counselors, and media specialist.
Then teachers were divided up by field. All participates were also categorized by gender.

The researchers also looked at the type of school, if the school was a Title I school, and the
years of experience of the faculty members of the school.
Findings
Participants reported use of social networks, music, and social new networks as most used
and blogs, cloud computing, and podcasts as least used. The most reported barriers to use
were lack of time, lack of knowledge and skill, and budget constraints. Administrative
support was least reported. Over half of the participants reported receiving no training or
professional development on the use of or integration of Web 2.0 applications for classroom
use. Most participants reported that they would be more likely to integrate the technology
into their classes if they had training or professional development.
Value of the articles content
This article is important because it points to the significance of training and professional
development in instructional technology. The participants of this study overwhelmingly
acknowledged the need for ongoing professional development for successful implementation
of technology. As leaders plan to integrate technology, they should not only focus on
equipment, but also on providing necessary professional development.
Article 5
Shih-Hsiung, L. (2013). Exploring the Instructional Strategies of Elementary School
Teachers When Developing Technological, Pedagogical, and Content Knowledge via a
Collaborative Professional Development Program. International Education Studies,
6(11), 58-69. doi: 10.5539/ies.v6n11p58
Research question
Researchers address research questions based on technological, pedagogical, and content
knowledge (TPACK) framework with a focus of helping teachers integrate technology into
the classroom. The researchers first looked at the teachers initially implement technology
and how they change after professional development. The second research question

pertained to collaborative professional development outcomes in terms of instructional

strategies and making connections between subject areas.
Data collection strategies
Six teachers from neighboring elementary schools were chosen to participate in this study.
Before participating in the professional development, teachers reported their experiences
with use of technology in the classroom. After teachers received professional development
training in TPACK through a workshop and then designed and implemented lessons. Data
was collected through instructional observations and focus group interviews.
Data analysis
Data collected from observations was analyzed for emerging themes in teacher changing
opinions to technology. The researcher also used the focus groups data that was collected
after the lessons. Analysis of focus groups entailed reviews of the transcripts to determine
issues and draw conclusions.
Findings
After participating in TPACK professional development, teachers altered their instructional
strategies. The teachers were observed using inquiry based learning model, using more
digital media formats, and use of interactive white boards. The effectiveness of the
professional development was determined the integration of new instructional strategies
and the results showed an increase use and wider application of technology in learning.
Value of the articles content
This article validates the importance of professional development in successfully
implementing technology into class rooms. The participants studied in this article not only
increased the use of technology in the classroom, but they broadened the scope in which
they used technology in the classroom which led to more student centered learning. When
providing leadership to facilitate infusion of technology, the lessons learned from this study
can help other schools to be more successful if they integrate technology along with
professional development on the use of the technology.

Objective 2: Identify and promote awareness of the importance and the role of
instructional technology in the teaching/learning process
Article 1
Bozkurt, A. a., Demir, S., & Vural, . F. (2014). Comparison of Different Roles that
Teachers give to Technology in Pre and Post-training. International Online Journal Of
Educational Sciences, 6(3), 591-602. doi:10.15345/iojes.2014.03.008
Research questions
In this study, researchers analyzed video lessons of teachers to determine what areas of
teaching, design, development, practice or evaluation, do teachers integrate technology into
their lessons. They also questioned whether training has any effect on integration.

They

also examined which whether integrated technology would fall into the category of
replacement, amplification, or transformation of traditional teaching practices.
Data collection strategies
Within the study a teachers pre and post-training mathematics lessons were recorded by a
professional cameraman. All videos included two lessons. The lessons were recorded over
a five month period.
Data analysis
The videos and written transcripts of the lessons were analyzed by three experts. Two
hours of lessons were analyzed prior to training and two hours after training were analyzed.
The experts coded the lessons until a consensus was achieved for all analyses.
Findings
Prior to training, the seven teachers in the study either used technology at the replacement
level or not at all. After training, the teachers in the study all used technology. Five of the
teachers were using technology at the amplification level and two took it all the way to the
transformation level.
Value of the articles content

This article give concrete evidence of what teachers can do with their students when given
training or professional development. Professional development is key to integrating
technology. I have used similar technology for the lessons mentioned in this article. One
teacher used a PowerPoint to build how repeated multiplication leads to exponents and
another used an applet to show characteristics of reflections. With proper training teachers
can use these examples and take it even further by modeling with animation or using video
then overlay by plotting the path of objects and creating function models.
Article 2
Foley, G. D., Khoshaim, H. B., Alsaeed, M., & Er, S. N. (2012). Professional Development in
Statistics, Technology, and Cognitively Demanding Tasks: Classroom Implementation
and Obstacles. International Journal Of Mathematical Education In Science And
Technology, 43(2), 177-196. Retrieved from
http://dx.doi.org/10.1080/0020739X.2011.592616

Research question
This study was designed to answer the how can teacher professional development improve
instruction in data analysis, probability, and statistical reasoning at the high school level.
Participants of the study attended professional development on the use and integration of
TI-nspire calculators. The researchers then followed the participants to see if they
implemented the technology to teach high level mathematics. They looked to identify
changes that teachers made after the professional development and asked participants what
may have caused difficulties in the implementation of the technology.

Data collection strategies

For this study, the researchers conducted interviews with the five participants of the
professional development that agreed to be part of the study. The interviews lasted about

an hour and covered twenty to thirty questions. The interviews were recorded and
transcribed for this study.
Data analysis
The researchers analyzed the transcripts of the interviews and looked for common themes.
They organized and categorized the data from the interviews. The analysis of the
transcripts indicated that study participants valued the profession development and use of
the TI-nspire and made them aware of other technology integration.
Findings
The data lead the researchers to conclude that the professional development the teachers
received prior to the interviews gave teachers a sense of comfort and confidence with the
technology and helped them to use innovative teaching methods for mathematical
instruction. The tasks that the teachers were able to facilitate with this technology led to
higher student engagement. The teachers appreciated the community of teachers from the
study to share and exchange ideas with about use of technology.
Value of the articles content
This article has specific value from a mathematical perspective. Most teachers do not fully
integrate the technology they have because they do not understand all the functions of the
technology. Most math teachers have access to graphing calculators, but not all teachers
are comfortable enough with the technology to use it with a classroom full of students.
Professional development that is subject specific is crucial to the implementation of
appropriate technology. This study shows what teachers can do with proper training.

Article 3
Keengwe, J., Schnellert, G., & Mills, C. (2012). Laptop initiative: Impact on instructional
technology integration and student learning. Education & Information
Technologies, 17(2), 137-146. doi:10.1007/s10639-010-9150-8
Research question

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The purpose of this study was to determine outcomes of a 1-to-1 laptop program as it
pertains to student learning. The researchers investigated the perceptions of students on
the effect of the laptop program on academic performance as well as the perceptions of
teachers.

Data collection strategies

A survey was given to 105 high school students grades 10 through 12. The survey was also
used to collect data on faculty perceptions. The survey used a rating scale of one to five to
respond to eight questions. The data from the survey was then compared with changes in
scores from state mandated test over a one year time period.
Data analysis
The researchers collected the data from the surveys and organized the data categorically.
They compared both frequency and percentage for each of the questions on the given
surveys. This data was cross referenced with test data to determine the perceived effect of
laptop integration of different groups of students.
Findings
Of the student responses, over 90 percent agreed or strongly agreed that the laptops make
schoolwork easier and 85 percent agreed or strongly agreed that laptops have improved
their quality of work. Over half of the participants felt that the laptops motivated them to
do their schoolwork. The faculty responses showed that over 75 percent of the faculty felt
that student engaged increase with the laptop initiative and same percent felt it enhanced
the students ability to work independently. The researchers concluded based on the data
that laptop computing increased perceptions of student engagement and learning for
students at various levels of academic achievement.
Value of the articles content
As more and more systems integrate technology, the push for 1-to-1 programs is increasing
to allow for the implementation of technology. I was excited to see data verifying my

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thoughts on the appropriateness of laptop technology. It is difficult to use technology in a

classroom when your students all have different devices and some students have no
devices. Having a common device will aid in the design of lessons to integrate technology
into classrooms.

Article 4
Middleton, B. M., & Murray, R. K. (1999). The Impact of Instructional Technology on
Student Academic Achievement in Reading and Mathematics. International Journal Of
Instructional Media, 26(1), 109-16. Retrieved from
http://articles.westga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=
true&db=eft&AN=507599456&site=eds-live&scope=site
Research question
This study investigates the effects of various levels of use of instruction technology on
student learning as reflected in test results. The researcher addresses the importance of
the connections due the high cost of acquiring and implementing new technologies. The
study hopes to give instructional leaders information to the cost and benefits of technology
purchases.
Data collection strategies
Data was collected from a sample of 107 teachers and 2574 students. Researchers used a
survey instrument, the LoTi instrument, to gauge levels of technology implementation by
teachers on a scale from zero to six and used test data in both reading and mathematics
from the fourth and fifth grade students.
Data analysis
The test data from the students was analyzed using the mean scaled scores. The data from
the teachers LoTi survey. This information was used to categorize teachers by levels of
technology usage and then compared with One-Way ANOVA procedures with student test
data.

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Findings
The findings of the analysis of data showed a strong correlation between teacher use of
technology and fifth grade student scores in mathematics, but not in fourth. Also, a
significant correlation was found between teacher use of technology and fifth grade reading
scores. This was attributed by the researchers to the higher use of technology by fifth
grade teachers versus that of fourth grade teachers, therefore hindering the correlation for
fourth grade technology.
Value of the articles content
The evidence presented by this study further boosts the case for increased use of
technology in the classroom. Our culture values test scores over student learning and if the
use of technology in the classroom will have benefits in both arenas then it helps to justify
the investment of money and time in the acquisition of equipment and training of teachers.
Article 5
Shirley, M. L., Irving, K. E., Sanalan, V. A., Pape, S. J., & Owens, D. T. (2011). The
Practicality of Implementing Connected Classroom Technology in Secondary
Mathematics and Science Classrooms. International Journal Of Science And
Mathematics Education, 9(2), 459-481. doi: 10.1007/s10763-010-9251-2
Research question
The researchers of this article were interested in the infusion of technology, specifically
connected classroom technology through the use of a TI-Navigator system. The researchers
focused on how the systems fit into the existing school infrastructure, what teaching
practices were congruent with successful connected classroom technology, and how the
teachers viewed the cost and benefits of such a system.
Data collection strategies
Data was collected as part of a Classroom Connectivity in Promoting Achievement in
Mathematics and Science Achievement research project. Quantitative data was collected on
100 mathematics teachers and 20 science teachers. As part of the study teachers received

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training with the Navigator system and follow-up professional development sessions.
Interviews were conducted with six participants and that additional data was used for the
purpose of this study.
Data analysis
The study participants were given interviews in the fall before implementation of the system
and again in the spring after implementation. The research method provided for use of
coders who used comparison models of the data. One coder analyzed the complete data set
and the second applied congruence codes to the data set. Both coders identified
cost/benefit ratios.
Findings
The findings of this study were that lack of infrastructure or mandate against use of
calculators would prevent implementation of a Navigator system. The findings of this study
also pointed to difficulties with initial set up of the system and the difficulties that arose
from the layout of the class once the system was in place. Also the initial programming of
the calculators took time and installation of software onto existing computer systems.
Participants found that having support within the building was very beneficial and
collaboration on lessons helped with implementation. The congruence aspect addressed the
integration of the technology into normal teaching practices. Many teachers found that they
could integrate the technology to use a quick assessment of student understanding with
standards found on test testing. The technology could also be used to monitor off task
student behavior and class progress which leads to data driven teaching. Mathematics
teachers saw a strong correlation between use of this technology as a tool for preparation
for standardized tests and success on state mandating testing.
Value of the articles content
As leaders look to implement technology into classrooms, they may want to approach
different subjects in different ways. This article focused on the use of connected classroom
technology in the form of a TI-Navigator system. The TI-Navigator connects all student

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calculators to a main hub where the teacher can see on one screen all student submissions.
The teacher can select submissions to share and discuss with the class. I would love to
have the ability to see all of my students work at once and with a system like this I could
have that instant feedback on understanding of standards covered in my math classes, such
as transformations of functions, modeling data with functions, statistical analysis of data.
The researchers found that the success of the program was due in part to professional
development teachers received. They also benefitted from working with a community of
teachers who also were using the technology. The technology not only aided in teaching,
but teachers also saw increased test scores.
Objective 3: Discuss state and federal laws and programs as they relate to school
instructional technology programs and their funding
Article 1
Davidson, L. J. (2014). Teachers' Perspective on Using Technology as an Instructional
Tool. Research in Higher Education Journal, 24. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1064110.pdf
Research question
The writers of this study based the questions off the mandates from No Child Left Behind
that require use of technology in the classroom. They pointed out the specific goals for the
EETT Title II, Part D section of NCLB are to improve student academic achievement through
the use of technology in K-12 classrooms and to assist in eliminating the digital divide and
ensuring that every student is technologically literate by eighth grade. This study focused
on English Language Arts classes. The research questions that they sought to answer
involved how teachers are currently using technology in ELA content lessons. How does
technology integration aid in learning and what are the barriers to use of technology?
Data collection strategies
The researchers used face-to-face interviews to collect data from open ended questions.
Those interviews were then transcribed and the transcription were analyzed.

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Data analysis
To analyze the data, the researcher not only looked at transcribed interviews, but they also
looked at documents that teachers provided to validate the study. They performed a
typological analysis of the data and looked for emerging themes to sort the data. When
coding the data, they used a cross-case analysis comparing both schools.
Findings
The cross-case analysis revealed that most teachers were currently using technology for
PowerPoints or to show short video clips. Some teachers did make use of clickers or smart
boards, but that depended on how available technology was for use in their school. Teacher
responses showed understanding of other technologies, but they had not received any
training on use of smart boards, digital cameras, story boards, or digital projectors. The
survey results indicated that with training teachers would integrate more technology. The
responses for barriers to technology were lack of training and technical support.
Value of the articles content
As mandates are past down from government, whether local, state, or federal, the support
structure needed to be put in place before requiring teachers to make changes in their
classrooms. Without the support structure of professional development or training,
acquisition of materials, and technical assistance for problems, new technologies will not
produce the gains in student achievement because the technology is not a plausible
resource for teachers.
Objective 4: Identify professional organization and publications that focus on instructional
technology, administration, and media
Article 1
Avery, Z. K., & Reeve, E. M. (2013). Developing Effective STEM Professional Development
Programs. Journal Of Technology Education, 25(1), 55-69. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1020199.pdf
Research question

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This study was conducted in partnership with the National Center for Engineering and
Technology Education (NCETE). NCETE is an organization that supports technology
education and promotes efforts to improve learning and teaching of engineering concepts
through technology. The study concentrated on the effects of professional development on
teaching practices, challenges faced by teachers as they implemented new knowledge from
professional development, and what benefits professional development provided teachers.
Data collection strategies
Data was collected for this study through teacher interviews, teacher documents, and
through classroom observations. The teachers followed in this study had participated in
professional development two to three years prior to this study being conducted.
Data analysis
Analysis of the data was performed after teacher interview, teacher documentation was
collected, and classroom observations were made to find convergence of the data. The
interview focused on seven questions, the documentation was examined and compared with
a seven-step engineering process model that was presented during the professional
development. Classroom observation gave insight into student behaviors during STEM
activities.
Findings
Three common themes arose in the analysis of the data, incorporating PD content into
classroom, challenges incorporating PD content, and benefits of incorporating PD content.
All participant acknowledge using the educational model learned during the PD. The
challenges ranged from evaluation of group work, to developing STEM lessons, to
standards-based pressures not allowing time for investigation required for STEM lessons.
The beneficial findings of PD implementation was increase student motivation and
engagement and improvement of problem-solving skills and student learning.
Value of the articles content

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The support that the NCETE provided by providing professional development in STEM and
giving teachers models to base their lesson on is a great tool for teachers. The researchers
of this study relied on the help of NCETE and the findings of this study validate the
importance of professional development and the partnerships teachers can form with
organizations to better their craft.
Objective 5: Describe and discuss effective instructional technology management and
supervision techniques in educational settings
Article 1
Berrett, B., Murphy, J., & Sullivan, J. (2012). Administrator Insights and Reflections:
Technology Integration in Schools. The Qualitative Report, 17(1), 200-221.
Research question
The researchers in this study wanted to know the perceptions of the administrator in their
role of an Enhancing Education Through Technology grant. They also looked into the
tensions perceived by administrators and any internal or external goals that motivate them
to participate.
Data collection strategies
Researchers presented open ended questions during participant interviews to gather data.
They also held both formal and informal observations of administrators to denote how they
interact with faculty and to discover the atmosphere of the school.
Data analysis
The data from the individual administrators was categorized and analyzed. The research
question answers were coded based on common ideas and organized into specific themes.
The themes were then broken down into subcategories. Each action or statement was
studied and categorized based on its theme. All interviews were coded by two different
researchers and analyzed until a consensus was reached.
Findings

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The study revealed two major findings. There was no perceived community between
administrators. They did not share lessons learned or use the district technology specialist
as a person who could share insights between schools. The technology specialist was used
more as a trouble shooter. Another finding was school administrators were pleased with
improved writing results.
Value of the articles content
The value of this article for me of more of a trouble nature. The lack of communication
between administrators left everyone to learn the hard way. If an administrator sees
something working in the field of instructional technology, then that process should be
shared with other. If a school is struggling in an area where another school is thriving, then
the county should set up times for teachers from the struggling school to observe how the
thriving school operates. It also points out another aspect of technology in schools. The
county technology specialist should act more as a manager of the program and less as a
technician. When counties invest in technology, not only should they hire a technology
specialist, but also technicians who can trouble shoot equipment issues, connection issues,
and software issues, giving time for the specialist to keep the bigger picture in mind.
Article 2
Johnston, M. P. (2012). School Librarians as Technology Integration Leaders: Enablers and
Barriers to Leadership Enactment. School Library Research, 15. Retrieved from
http://files.eric.ed.gov/fulltext/EJ978840.pdf
Research question
The research questions discussed in this study pertain to factors enable or constrain school
librarians in the role of technology instruction leader. The study looked at the connections
between librarians who are involved with higher level integration of technology and those
who were at schools with a low level integration of technology.
Data collection strategies

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The researcher chose to use answers to two open-ended questions for the end of a media
specialist and technology integration survey. The questions asked participants to respond
with barriers and supports to technology leadership.

The survey also gave demographic

data and sixty statements related to technology integration that participants rated on a
scale of 0 to 4 as it pertains to their current job responsibilities.
Data analysis
The data from the surveys was then coded into categories and divided into domains. The
content analysis of the data determined the enablers and barriers that school librarians face
in the role of technology leadership. Nonparametric tests on the data were performed and
an association measure was used to determine the degree of association between variables.
Findings
The findings of this study were broken into domains. The first domain dealt with
relationships. Principals were frequently cited as an enabler of the librarian leadership role,
as well as district administrator and teachers. Interestingly, instructional technologist were
seen as a barrier and competition to the leadership role of librarian. This problem was
blamed on the lack of definition of the differing roles. Another domain sited was
institutional structure. In this area, leadership opportunities and professional development
opportunities were seen as enablers with lack of resources being the biggest barrier.
Value of the articles content
Once again the value of this article lies in the structure that counties initially employ as they
begin the instructional technology evolution. School librarians or media specialist can be
great resources and may even make great administrators of instructional technology if
proper framework is in place before the introduction of technology and roles of employees
are clearly defined.
Objective 6: Develop a proposal and budget for technology funding
Article 1

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Griffith, J.D., Hart, C.L., & Goodling, M.M. (2006). Teaching Grant Writing with Service
Learning. International Journal of Teaching and Learning in higher Education, 18(3),
222-229. Retrieved from http://files.eric.ed.gov/fulltext/EJ1068055.pdf
Research question
This study involved college students taking a grant writing class in a masters program. The
study followed students as they submitted grants for different local organizations. The
researchers hoped to address the shortcoming of using qualitative methodology to assess
service-learning experiences by answering how the organizations involved benefitted from
the student grant writing project and how the students benefited.
Data collection strategies
Students completed a three-question open ended questionnaire at the end of the semester.
Organizations also completed a questionnaire and were given formal and informal
interviews. Along with this qualitative data, the grant proposals of the student were scored
by four faculty members on a scale of 0-10. Students were also given a pretest and
posttest regarding knowledge of grant writing process.
Data analysis
The qualitative data from both students and organizations was analyzed for pre-identified
theme. Themes that were reoccurring were then analyzed for subcategories or units. The
emergent themes were used to categorize the data and detect patterns. Data was analyzed
until a consensus was reached.
Findings
The findings of this study address the benefits for both the organizations and the students
involved in the grant writing process. The common themes that emerged from student data
were acquisition of a marketable skill, knowledge, community service, and workload. The
first three were positive benefits for the student, but the forth theme of workload was a
negative aspects. From the organizational aspect, the benefits were organizational
resources, real world experience, and support. The organization appreciated the student

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involvement and most acknowledge that without the student their organization would not
have had the resources to complete the grant. The organizational also felt the students
gained a lot of real world experience by partnering to write the grant. The final theme of
support was a negative aspect. Most organization needed more support or felt the students
should work in teams to tackle projects of this size.
Value of the articles content
This article was not only a research study of a grant writing project, but it also gave great
background information on best practices on grant writing. The organizers of the grant
writing project gave the students a well-defined structure for writing the grants and good
feedback throughout the process. The budgets for the organizations proposals were fairly
realistic and ranged from $5,000 to $52,000. The value for me was not only in the
outcomes, but more precisely in the structure and how the students were taught in very
specific terms about each step in the proposal process. This type of instruction by the
instructors led to proposal that more in line with the expectations.

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