Documente Academic
Documente Profesional
Documente Cultură
J.B. Campbell
10/1/2015
Annotated Bibliography
Objective 1: Provide leadership to the schools to facilitate the successful infusion of technology.
Dndar, H., & Akayr, M. (2014). Implementing tablet PCs in schools: Students attitudes and
Research Questions
This study was designed to investigate student attitudes and expectations of using tablet
technology in the classroom. The researchers wanted to determine if there was a significant
difference in tablet usage between student genders. They also wanted to see how computer use
and internet access would influence students opinions of tablet use. Finally, the researchers
were interested in the teachers perspective of the tablet use in comparison to the students
position.
Data Collection
Both qualitative and quantitative data was gathered during the research, including student
Data Analysis
The survey responses were represented as numerical values in order to interpret mean and
Findings
After analyzing the information gathered from the surveys, the researchers could not identify any
measureable difference in gender attitudes towards the use of tablets. In addition, since the
surveys showed most students had outside of school access to computers and the internet, a
conclusive analysis of the use of tablets for this purpose was not possible. Teachers and
students did agree that this technology would make learning more efficient. Most students
reported that the tablet was an enjoyable way to study and found the tablets to be a better
alternative for textbooks. While the majority of students reported an increased interest in classes
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with the use of tablets, some students reported that the tablets were a distraction to their learning.
Students were not pleased with the restrictions placed on their tablet usage by the school network
administration and felt this limitation hampered their ability for independent exploration using their
tablets. Teachers felt unprepared to make the best use of the tablet technology and requested
continual and in-depth professional development on how to best utilize tablet technology in the
classroom.
This research study is another example of how classroom learning through technology can
motivate and encourage both teachers and students alike. Both groups wanted additional
resources that could be used with their tablets. In writing a grant proposal, this article
demonstrates the need for focused professional development for teachers on how to use web-
based applications and tools on a tablet platform. The grant could focus on the funds needed to
buy the appropriate technology for classroom use as well as the funds needed to attract
educational innovators and content experts to design and develop lesson plans using the tablet
platform. Without the proper professional development, teachers will not be supported in their
Kay, R. (2014). Exploring the use of web-based learning tools in secondary school classrooms.
Research Questions
The purpose of this study was to determine how web based learning tools (WBLTs) impact
student learning in secondary schools. Specifically, the study wanted to see the perception of
WBLTs from the teacher perspective and the student perspective. The study also wanted to
determine the effect, if any, of WBLTs on student performance with pre and post assessments.
Data Collection
Using surveys and open ended question forms, data was collected on teacher perceptions in the
area of learning quality and engagement of WBLTs, their overall impact, and advice for future
teachers in using WBLTs. Using similar methods, data was also collected to analyze student
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perceptions of the effectiveness of WBLTs on their learning as well as their likes and dislikes in
using WBLTs.
Data Analysis
In both cases, survey responses were given numerical scores in order to analyze pertinent data
including the mean and spread of the responses. In order to analyze the pre-assessment and
post-assessment data, multiple t-tests were used to determine what proportion of the sample
Findings
This study concluded that the WBLTs used for this project were of good quality and supported an
increase in student learning and enjoyment of learning. Students also reported that the WBLTs
included in this study helped them to be more engaged in the learning process, but to a lesser
degree than teachers. In addition, not all students were in favor of WBLTs as a learning tool,
This particular study showcases a real need for a grant proposal for professional development of
teachers in my school building. Each lesson in this study was paired with specific WBLTs that
were interactive and visual appealing. This collaboration of content and instruction requires time
and content knowledge to create, so professional development would be necessary to guide and
help teachers accomplish this goal. In addition, the WBLTs themselves were not designed to
deliver the full content but to provide additional explanation of the specific content areas.
Therefore, specific topics of concentration for using WBLTs would need to be identified using
assessment data and teacher feedback before any professional development could begin.
Keppler, M. K., Weiler, S. S., & Maas, D. D. (2014). Focused ubiquity: A purposeful approach to
providing students with laptops. Journal of Educational Technology & Society, 17(4), 278-288.
Research Questions
The purpose of this study was to determine the impact of laptops in the hands of teachers and
students on instruction and learning at Littleton Public Schools, specifically in the area of student
produced writing, while also looking at how expenditures to implement the LPS program fared
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with other similar initiatives. The study wanted to answer three questions: how has the LPS
model influenced learning through technology, how has this model influenced the teachers, and
Data Collection
A mixed methods design was used to analyze both quantitative and qualitative types of data
generated by interviews, focus group discussions with students and teachers, classroom
observation tool, and a cost analysis formula. The interviews were conducted at the beginning
and halfway points of the semester using key questions to evaluate their experiences with
technology. The observation tool was broken into three sections including use of technology,
Data Analysis
The scores on this observation tool were then compared to a similar instrument tool (North
Carolina teacher evaluation tool) to determine the effect, if any, on teacher effectiveness as
measured by the teacher evaluation tool. The cost analysis formula took into account the
expenditures of the program per student involved, comparing this value to other per student
program.
Findings
This study concluded that the use of laptops supported students efforts to revise and edit their
work, while simultaneously helping teachers differentiate instruction for students and providing
opportunities for prompt and timely feedback. Teachers also indicated a need for professional
development in the use of the laptops and quick support for technology issues to prevent teacher
frustration. In addition, the laptops provided students with a greater audience for their writings,
leading to an increase in effort by those students. In classrooms where teachers used the
technology most effectively, there was an increase in student engagement, as opposed to those
classrooms where teachers were not using the technology as frequently or effectively.
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Value of the Articles Content
This article is a great example of the type of study which could support a grant proposal for new
technology in a school system. The article points out the need for continued professional
development for teachers to best implement the new technology, as well as the positive impact of
technology on student achievement and motivation. In addition, a grant proposal could highlight
the cost savings of a proposal similar to this study for laptop use in an entire school district.
Parr, J. M., & Ward, L. (2011). The teacher's laptop as a hub for learning in the classroom. Journal of
53-73.
Research Questions
The purpose of this qualitative study was to investigate the role of school issued teacher laptops
on learning and teaching in the classroom. This part of the study was conducted in the final year
of a four year study about the impact of teacher laptops on teacher confidence, skill, and
professional practice. Three schools in New Zealand were picked from a much larger pool of
candidates for this part of the study. The authors wanted to know how and why teachers used
technology to enrich the learning of their students, how laptops were being used to plan and
develop learning activities, how the laptop was being used during classroom activities, how the
laptop influenced student the student learning experience, and what the learning context for the
Data Collection
The authors spent time in specific teacher classrooms making field notes and observations in
addition to interviews with both students and teachers in each school building.
Data Analysis
The observations and field notes were crosschecked, reviewed daily, and analyzed to identify
similarities and differences between the teachers use of laptops to support their professional
practice.
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Findings
This study demonstrated that even though the laptops were used differently in all three schools,
the use of the laptops was in line with the goals and vision put forth by the school at the beginning
of the technology implementation. Teachers agreed that their laptops were gateway devices to
using other instructional tools within the classroom and allowed them to work anywhere, not just
in their classroom. The use of their laptops to prepare lesson plans and activities had become so
embedded, teachers had to be prompted to consider this as a use of their technology. Clearly,
teachers had learned to use a variety of technologies in conjunction with their laptops to improve
and enrich the typical learning experiences of their students. Special emphasis was also given by
the authors to the school leadership at each school that supported teachers and contributed to
This article could be used in a grant proposal to provide professional development for teachers to
better use the technology in their classroom. In addition, by providing teachers the same
technology, the professional development could overcome any barriers that might exist from
using different operating systems found on teachers personal laptops. Finally, the support of
administration and a clear vision for the use of the technology within each building contributed to
the success of the program. With this in mind, the grant proposal would need to include the
schools mission plan or goals for implementing technology within a building or classroom, and
how the administration can support the initiative from the front office.
Rogers, G. E. (2007). The perceptions of Indiana high school principals related to Project Lead the
Research Questions
The purpose of this study was to determine the perceptions of Indiana high school principals on
the effects of implementing the Project Lead the Way curriculum at their schools. The study was
designed to answer two main questions: what effect did PLTW have on the schools, students,
and teachers of these high school principals and if there is any relationship between the
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principals personal characteristics, experience, and school demographics that might influence
Data Collection
The bulk of the research was conducted using a survey sample of Indiana high school principals
who had implemented PLTW in their schools. The survey consisted of five sections, four of which
contained quantitative data over school demographics, principal years of experience, effect of
PLTW on teachers, and effect of PLTW on students. In each of these categories, participants
would rate the effectiveness of the program in different areas on a scale of 1 to 5. The final
category (qualitative) consisted of open responses to questions about the effects of PLTW on
Data Analysis
The results of the quantitative categories were analyzed using ANOVA tests to measure the
Findings
The study concluded that principals perceptions of PLTW on students were very favorable and in
support of the program to increase student motivation and enthusiasm for learning. The same
positive results were seen in teachers motivation and enthusiasm for a relevant curriculum
utilizing industry leading technology and software. The overall effect of PLTW on the schools was
overwhelmingly positive in the eyes of these high school principals, regardless of gender, years of
This particular study highlights the effect a principal can have on the success of a new initiative.
The amount of preparation by teachers to implement the new PLTW curriculum would be a
daunting task, especially without the support of principals within the school building. In addition,
this study demonstrates how a well-designed program utilizing new technology can alter the
perception of the principal of a high school. The results of this case study could alter the
perception of school level personal as to the necessity and value of adding a new technology
based program to our school curriculum. The demonstrated increase in student engagement,
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teacher involvement, and overall enthusiasm for the new curriculum and innovations from both
Objective 2: Identify and promote awareness of the importance and the role of instructional technology
Bottge, B. A., Toland, M. D., Gassaway, L., Butler, M., Choo, S., Griffen, A. K., & Ma, X. (2015). Impact
158-175. doi:10.1177/0014402914551742
Research Questions
This purpose of this study was to assess any effects of enhanced anchored instruction (EAI) on
students. The study looked at both general education students and students with math
disabilities (MD). To summarize, EAI implements technology to anchor knowledge into the
students learning. This study wanted to answer specifically what effects, if any, did EAI
performances of students in inclusive math classes (those containing students with and without
MD). In addition, the study asked if collaborative instructional strategies moderate the math
Data Collection
The study was conducted using 25 math classrooms containing both MD and non-MD students.
Each class was given pre- and post-test, administered immediately before and after instruction to
assess the effects of EAI on fraction computation, problem solving, Iowa Test of Basic Skills
Computation and Problem Solving. Project personnel were trained to conduct observation of
classroom activities and specific teachers were identified during initial observations to determine
which ones employed more supportive collaborative models before analyzing the test data for the
project.
Data Analysis
In each school, one inclusive math class was sampled employing a two-level multilevel model to
determine the effect, if any, of the EAI model on student performance, using pre-test and post-
test data for comparison for level 1. For level 2, the comparison between quality of support,
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interaction of EAI model, and student post-test data was examined. For control, corresponding
data was also found in classrooms using only traditional teaching practices (no technology).
Findings
Student scores in classes using EAI were higher on the fraction computation test and problem
solving test than those in the control group which used traditional teaching practices. Students
with and without MD both outscored their counterparts in the control group, and the gains by
students with MD using EAI even outpaced the gains of students without MD in the control group.
The second question was answered less conclusively. The practice of co-teaching only
moderated student performances on the fraction computation test, but did not have a significant
difference in the other tested areas. Generally, the practice of special education teachers co-
teaching with the regular math teacher is not the norm due to content barriers. The content
barriers were addressed before this study as both teachers underwent the EAI training, however,
the most observed practice in this study was still a one teach/one assist model.
For my grant proposal, this article focuses in on the effects of using non-text problem scenarios
inclusion classroom. My school has a very strong students with disabilities program and many
students are in inclusion classes with the support of special education teachers. This study gives
data to support the gains made by all students when introduced to new topics through thoughtful
lessons using technology (tablets, laptops, etc.). When both teachers are using these tools in the
classroom, the opportunities for impacting student performance increases regardless of the roles
Eyyam, R., & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student
achievement and attitudes. Social Behavior & Personality: An International Journal, 4, 231-242.
doi:10.2224/sbp.2014.42.0.S31
Research Questions
This study is looking to find a link between educational technology and the learning experiences
and possibly student success in a mathematics classroom. The study is asking what the effect of
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using education technology in mathematics lessons has on student achievement. In addition, the
study wants to know the attitude of the students towards math instruction when educational
technology is used. The study is limited due to its small sample size, where all students attend
Data Collection
A quasiexperimental design was used to select heterogeneous groups of students from an entire
grade level. Two different groups of students (experimental and control) of equal sample size
were selected at random from five classes. All groups were given a pre-test and post-test after
instruction. The experimental group and the control group were given all materials for the
mathematics lessons, with the experimental group receiving instructional technology for use and
the control group receiving no technology. Student attitudes towards technology were measured
by a two-factor educational technology perception scale which was only completed by the
experimental group.
Data Analysis
An analysis of covariance was used on the students pre- and post-test results to answer the
question of the effect of educational technology on student achievement. Any gains from pre-test
to post-test were compared to previous term scores in order to compare the experimental and
control groups. The student responses on the educational technology survey were also analyzed
by equating responses to a three point scale and finding the mean score for each category.
Findings
As expected, the use of educational technology in mathematics lessons did have a measureable
increase in the success of students on post-test assessments compared with those students who
did not use educational technology. However, a more meaningful conclusion was reached in
regards to the second research question. Even though students were not sure if educational
technology would actually improve their performance, they were positive that they preferred to be
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Value of Articles Content
The last conclusion of this studys research I believe is one of the most vital pieces of information
in this study. One of the bigger issues in education is how to engage students in the learning
they saw an immediate difference in student attitudes. Students want to be taught using
technology when applicable, even if they are not comfortable with all aspects of that technology.
These effects may only be short term, but any change from disinterest to engagement in the
classroom is a positive outcome. Teachers need to be able to facilitate one engaging lesson
using technology after another, but this takes planning and developing time that cannot be
Grundmeyer, T. (2014). Adopting technology: Using student qualitative data and Gartner's Hype
Cycle. Journal of Education and Training Studies, 2(1), 207-216. Retrieved from
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1055167
Research Questions
The purpose of this study is to determine how technology experiences at the high school level
have affected the next wave of college freshman. This study is asking for the perceptions of
college freshman on their 1:1 laptop experiences and their college readiness. In addition, the
researcher wants to know the perceptions of these students on the uses of technology for
Data Collection
A small group of fifteen students in their first-year of college were interviewed for this qualitative
study. These students had all been in a 1:1 laptop program in high school for a minimum of two
years. The research methods included purposive sampling, open-ended interview questions, as
Data Analysis
The researcher reviewed interview transcripts looking for information that was relevant to the
study, occurred regularly among interview participants, and could be separated into consistent
categories. These interviews were coded and cross referenced between categories looking for
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similarities within the data. Finally, the results were compiled together with one another until
Findings
The researcher points out the use of Gartners Hype Cycle in helping school leaders invest in the
correct instructional technology based on its usability within the school. Since none of the
research questions for this study addressed the Hype Cycle, these particular findings are not
included in my summary. However, the student interviews did yield information concerning
student attitudes about using laptops in high school. Student responses provided the following
conclusions concerning technology initiatives: initiatives need to be well timed and be supported,
they need to have clear goals and measureable outcomes, and they must include effective
This article looks at an often forgotten group of students in research studies. The students with
the most experience and knowledge of the effectiveness of our teaching methods have already
left the building. This study analyzes feedback from college students about best practices in the
high school setting. These students can answer freely and give an honest assessment unlike
students in the building who may perceive that we are looking for a specific answer. This article
highlights the same needs we keep discussing in our class for more timely and effective
professional development of the new technology in our schools. Any grant proposal addressing
the learning of students needs to first focus on the teacher learning required to have the greatest
impact on the learning of the students. As evidenced in this study, teachers need more time to
Kyu Yon, L. (2011). What does the tablet PC mean to you? A phenomenological research. Innovations In
Research Questions
This study examines teachers who are currently using tablet personal computers (PC) in their
teaching practice. The study attempts to answer what live experiences a teacher has while using
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a tablet PC to teach a course. In addition, based on teacher perceptions, the study tries to
determine the eventual implications for educational use of the tablet PC.
Data Collection
This study uses Heiderggerian phenomenology which uses both descriptive and interpretative
analysis to address the experiences and opinions of the teachers using tablet PCs. The
researcher must be an active interpreter of educational application during the research process
as well. Participants in the study had to provide a written application, submit to one-on-one
interviews, classroom observations, and participate in discussion board postings. The researcher
compiled all of the participants provided data together with observational studies of the classroom
Data Analysis
In order to identify common themes from the interview data, the researcher was required to
collect, analyze, and interpret data simultaneously using the notion of hermeneutic
phenomenology. Interviews were converted to transcripts which could be analyzed for recurrent
themes. Once these 12 themes had emerged, the themes were then compared to observation
notes and discussion threads for refinement. Draft findings were shared with the study
Findings
Four major themes emerged from the data analysis. More and more teachers are transferring
their lecture notes to a digital format, although most participants agreed that a digital format did
not make them more efficient in some areas. The handwriting feature of a tablet was a second
major theme for these teachers, as this feels more natural to many of the participants than typing
out their notes. Third, these teachers did experience frustration with technology in the beginning,
and many still find it difficult to adopt. Finally, the majority of the teachers in the study simply
enjoyed working with their tablets, but much of this had to do with previous knowledge.
This particular study once again identifies some of the barriers for teachers using technology in
their instruction. These teachers did not have enough time to create lessons for everything they
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wanted to do in the classroom with their tablet PCs. At the same time, these teachers make use
of the technology they have on hand, even to the point that their tablet PCs become a part of their
teaching on a daily basis. A grant proposal could identify the barrier these teachers had with time
to prepare content and address this need using professional development designed to make
more efficient use of their tablets for instruction, but also include ways and strategies to get
Pritchett, C. C., Wohleb, E. C., & Pritchett, C. G. (2013). Educators' perceived importance of web 2.0
33-38. doi:10.1007/s11528-013-0643-3
Research Questions
This study wants to investigate the perceived importance of online technology applications by
education professionals. In particular, the study attempts to answer how important education
professionals feel interactive online technology applications are and to what extent this view is
different or shared amongst different sub groups of certified educators. Finally, this study wants
to determine if any differences in perception could be attributed to the demographics for the
group.
Data Collection
A quantitative survey instrument was developed to gather demographic information and data
concerning perception of Web 2.0 applications from certified education professionals. Additional
technology training and professional development in the area of implementing Web 2.0 tools was
provided to schools and school systems that returned surveys on an individualized basis.
Data Analysis
Descriptive statistics including an analysis of variance and correlation procedures were used to
examine the data from the surveys. There were 842 surveys returned from seven school
Findings
According to the survey data, certified education professionals felt strongly about the importance
of virtual learning networks, video sharing, and online event scheduling. The least important tools
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in the survey included social bookmarks, social networks, and music. There was no significant
difference in the perceived level of importance for Web 2.0 applications between any of the sub
groups and the entire group of professional certified educators, however, administrators, media
specialists, and female participants had a higher overall score for perceived importance.
Participants with a higher certification level as well as business educators also reported a higher
overall score for perceived importance. In addition, those participants in a city school system
indicated a greater importance on Web 2.0 applications than those participants in county schools
systems.
This study looked at several online applications that teachers use to improve the quality of their
students learning. However, not all applications are useful in their current form. Many of the
unimportant tools could become a vital instructional resource if developed properly. A grant
proposal could address the different types of online applications available to teachers, offering
content specific uses for five of these applications over a one week period. At the end of one
week, teachers would not only have a useful learning experience of creating new lessons using
the applications, but would also have a better idea of what types of applications will work best in
their classroom.
Objective 3: Discuss state and federal laws and programs as they relate to school instructional
James, L., Pate, J., Leech, D., Martin, E., Brockmeier, L., & Dees, E. (2011). Resource allocation
Research Questions
This study seeks to answer the following two questions: Which of the seven predictor variables
(teacher salary, instruction, pupil services, improvement of instructional services, media services,
achievement? Does the resultant equation from a subset of variables predict student
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achievement? In doing so, the study is asking whether or not school systems are spending
money on items that will increase student achievement as measured by test data.
Data Collection
All test data was retrieved from the Georgia Department of Education web site. System financial
information was retrieved from the Georgia Department of Education Financial Review Office.
Data Analysis
A one-way analysis of variance, Mahalanobis Distance, and forward multiple regression analysis
on the seven independent variables (system level spending) and four dependent variables (test
data from CRCT and GHSGT) from 180 school systems over two years in the state of Georgia.
The forward regression analysis looked at the influence of the independent variables on student
achievement. An analysis of variance was run on the eighth grade CRCT Mathematics and
Reading test results as well as on the eleventh grade GHSGT Mathematics and English test
results.
Findings
According to this study, the only independent variable that had a significant positive effect on any
of the student achievement variables was teacher salaries and benefits. In addition, monies
on student achievement. This could be due to the traditional professional development model of
a one-time workshop with little to no follow-up experiences. This study only looked at financial
data of a school system to predict student achievement, however, the results emphasize the
importance of school systems allocating resources in the proper areas in order to impact student
achievement.
With school system budgets constantly being cut, decisions must be made on how best to spend
funds within the county. This article makes the case for cutting funds from professional
development in order to increase teacher pay and benefits in order to attract and retain the best
quality teachers. But if professional development monies are allocated elsewhere, how will
teachers receive the training that they need to become better educators. This is where the grant
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proposal comes in. A grant could provide the funds needed to conduct professional development
at a system level for one or two initiatives a year. This professional development would be
focused on specific content and would not be crowded out by numerous other professional
Overbaugh, R., & Lu, R. (2008). The impact of a NCLB-EETT funded professional development program
Research Questions
This study is looking at the effects of a particular professional development program on the self-
efficacy of participants in learning and implementing technology into the classroom. In particular,
the study wants to know if the professional development program sponsored by the Enhancing
Education Through Technology (EETT) program increased self-efficacy for technology integration
in the classroom for participating teachers and if the differential effects of the program on the
Data Collection
A quantitative design method was used with three stages: pre-, post-, and follow-up. Qualitative
data was collected through interviews with program participants. All program participants were
required to complete a pre-training course survey, a post-training survey, and a follow-up survey
Data Analysis
Survey data was analyzed using an analysis of variance test and the demographic variables
differential effects were investigated using a multiple regression technique followed by a one-way
analysis of covariance. The transcripts of the interviews were analyzed to establish categories,
themes, and patterns from the responses of the participants. The transcripts were also coded
Findings
implementing technology into their classrooms after going through this optional training.
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However, of particular note, the data suggests that teachers feel more confident in their ability to
produce higher level learning strategies, such as problem-based learning or technology learning
communities, for their students after receiving this training. The only demographic information of
the participants in this study that had a significant impact on the self-efficacy of teachers was
This particular training was not a one hour workshop but rather a six week series of online
education courses. The lessons learned by teachers increased their confidence in teaching using
technology as well as their desire to create and utilize technology more often. I believe that this is
a direct result of the length of time spent in professional development to address specific
technology needs in the classroom. Funding for this professional development program was
awarded to the Consortium for Interactive Instruction from the EETT program which was
established by the No Child Left Behind Act of 2001. Although my grant proposal is not the type
to receive such a large federal grant, the same ideas implemented by this group in their program
could be utilized in my smaller scale version. Additionally, there are other state and federal funds
Objective 4: Identify professional organizations and publications that focus on instructional technology,
Jones, W. S., & Dexter, S. (2014). How teachers learn: the roles of formal, informal, and independent
doi:10.1007/s11423-014-9337-6
Research Questions
This study wants to see how different types of teacher professional learning can be combined and
supported by technology to create a better teacher learning experience. The study will examine
the perceptions of teachers on formal, informal, and independent modes of learning in regards to
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Data Collection
Two middle schools were selected inside a very large school district serving 60,000 students.
These schools were selected intentionally because of their history of being strong technology
schools. Focus groups were formed from the math and science teachers at both schools, and six
focus group interviews were conducted. The main questions of the interview focused on how
teachers learned about integrating technology, what type of technology support they received,
how did they share information, and what kinds of constraints they had in their work.
Data Analysis
The focus of this study was on teacher opportunities to learn, generate ideas, and share. This
particular theme identified in the focus group transcripts was then broken down into formal
professional development (PD), teacher initiated learning with colleagues, and independent
teacher learning. The transcripts of the focus groups were then coded and analyzed.
Then the use of technology in each of these three settings was also categorized. Then the focus
groups transcripts were coded again using the NVIVO software application and the resulting
Findings
Most teachers found their formal PD sessions to be informative, but restrictive in their application
to the classroom. For this reason, teachers greatly valued their time to work in professional
learning communities (PLC) within content areas. The informal learning that takes place through
email and face-to-face conversations is better served to address specific questions on a need-to-
know, spur of the moment basis. Given the time needed for research, teachers commented that
their independent learning was highly efficient and allowed for personal ideas to be brought to the
classroom. These ideas could require technical support from someone with outside expertise, so
This article supports my grant proposal by once again highlighting the need for a more focused
approach to professional development that is on-going and content specific. The teachers in
these schools are used to working with technology but still need help in integrating it into the
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classroom in specific ways, not general ones. In addition, some of their best learning time was
not spent in a meeting session, but on their own time exploring and learning for themselves. This
is hard to do unless an administration is on board with a plan to provide teachers with PLC time to
although not specifically stated, independent learning of teachers takes place through many
professional organizations. For math teachers, we often use Mathematics Teacher as a resource
for ideas as well as the National Council for the Teaching of Mathematics (NCTM) website. This
article also highlights professional learning communities within a building, but these do not have
to be limited by physical space with the proliferation of technology within schools today.
Furthermore, the journal which contains this article is one of many research journals for how to
implement technology specifically into classrooms and what is needed to support that effort.
Objective 5: Describe and discuss effective instructional technology management and supervision
Erdoan, M., Kurun, E., man, G. T., Saltan, F., Gk, A., & Yildiz, . (2010). A qualitative study on
classroom management and classroom discipline problems, reasons, and solutions: A case of
information technologies class. Educational Sciences: Theory & Practice, 10(2), 881-891.
Research Questions
This study is looking at the problems faced in an information technology classroom to determine
possible solutions for these issues. The study has four questions including what classroom
management problems are experienced, what discipline problems are witnessed, what are the
reasons for these problems and what are some possible solutions.
Data Collection
A qualitative research method was used in the design of this study. Family members, teachers,
and administrators were interviewed in similar manners by the researchers. The purpose of the
interviews was to identify problems with classroom management and discipline issues as well as
propose reasons and solutions to these problems. Demographic information was also collected
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Data Analysis
The analysis process was similar to other qualitative studies mentioned here. Transcripts of the
interviews were cross-referenced, coded and divided into themes. Then, a random selection of
Finally, the prevalent codes and themes were analyzed and interpreted by the researchers.
Findings
After reviewing the data, the main problems with classroom management were lack of student
motivation, rule and routine breaking, and lack of infrastructure to support the class goals. The
main discipline problems seen were misbehaviors related to being off-task and not engaged in
the lesson. The possible reasons behind the problems were attributed to the nature of the course
curriculum, crowded classroom, lack of software, and several other classroom management
issues of the teacher. The proposed solutions to these problems were increasing teacher content
knowledge, revising the curriculum of the course, developing activities to increase student
Many of the issues seen in this study are due to poor classroom management by the teacher.
These are issues separate from the technology issues in my opinion, but the solution to some of
the issues may be realized through technology. The problems experienced in this setting mirror
many of the difficulties faced in todays high school classroom. Students do not feel involved in
the learning experience for many reasons and therefore exhibit behaviors that are
counterproductive to learning. Teachers do not always have the time or ability to create engaging
lessons using technology for students without help from outside the classroom. One of the
conclusions from this study was increasing student devices in the classroom in order to diminish
non-engaged time. In addition, creating lessons utilizing the technology on hand is a task that is
best addressed through professional development with professionals who have expertise in this
content area. A grant proposal could use this article to illustrate how students are not properly
engaged in learning even with the technology right in front of them unless the teacher can use the
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available technology to grab their attention. Teachers need assistance in learning how to do this,
Sorensen, B. J., Shepherd, C. E., & Range, B. G. (2013). Implications for educational leaders as they
Research Questions
This study is focused on the technology assistants within a school system or school building. In
particular, the study wants to identify who assists others in technology integration for curricular
purposes. In addition, the study wants to answer how formal and informal technology assistants
get hired as well as how they stay current in their roles within the school or school system.
Data Collection
Two data collection instruments were used in this study. Participants were asked to complete an
identification questionnaire and a professional background survey. The survey had both forced-
Data Analysis
The quantitative data collected was coded and analyzed using a descriptive statistics package.
The answers to the open-ended questions were coded and re-coded, as well as categorized into
themes by researchers.
Findings
Most of the respondents to the survey identified themselves as teachers who assisted others with
technology support. More than half of those surveyed responded that they had volunteered for
their positions while another 20% were appointed by their administration to the role. The majority
of those surveyed did not have any technical degrees but rather had gained their knowledge
through professional development. Participants in this study reported that they stay current in
their field through advanced degrees, professional development, and even trial and error
experimentation. For principals, the research suggests that greater attention needs to be given to
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Value of Articles Content
As this article points out, many of the technology leaders in our school are in that position by
accident. Very few teachers have had the technical training to be considered experts in the use of
instructional technology for classroom use. However, many teachers have become leaders by
being innovators in their own classrooms with technology and are willing to share their
experiences with others. This article makes suggestions of how principals can help focus these
creative people and assist those who are behind the curve. New professional development
should be focused and on-going. The professional development needs to be teacher driven to
address teacher needs and have a long-range plan of implementation and practice. The results
over time. These are all conclusions from this article and should form the basis of the rationale
McAlpine, L., & Gandell, T. (2003). Teaching improvement grants: what they tell us about professors
instructional choices for the use of technology in higher education. British Journal of Educational
Research Questions
The purpose of this study is to analyze teacher improvement grants to determine how technology
is being used in education. This study will investigate which innovative proposals are introducing
instructional technology, if this technology proposal emphasizes higher learning strategies, if the
technology promotes student-centered learning, and what patterns of change where seen over a
Data Collection
Data was collected from the abstracts of award-winning proposals of the Teaching and Learning
Innovation Fund from 1994 through 1999. Research assistants then sorted the abstracts into
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Data Analysis
Each technology proposal was coded by cognitive domain and further coded by learning strategy
employed. Abstracts were also categorized by the level of learning expected, either lower level or
higher level. The proposals were grouped into two-year segments in order to increase sample
size and frequencies of levels of learning and learning strategies were tallied to determine trends
or patterns.
Findings
Over the six-year period, the proposals that included instructional use of technology increased
from 67% to 90%. The awarded proposals also had higher levels of learning than those
proposals which were not funded. In addition, the awarded proposals had a focus on active
there is a trend over the six year period of award winning proposals becoming focused on higher
levels of learning using active learning strategies that are student-centered and technologically
based.
Although the information in this article is somewhat dated, there is still value in its findings
concerning my grant proposal. This article focused on the proposals which received awards for
innovation and use of technology in instruction. In addition, the vast majority of the award-
winning proposals involved active learning strategies as well as opportunities for students to use
higher level learning skills. In my grant proposal, I need to include the same kinds of experiences
for both teachers and by proxy, for their students. By incorporating the use of technology and
their applications into professional development, I can increase the level of learning for teachers.
By designing and modeling these experiences for teachers, they can then return to the classroom
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