New Directions in the Research of Technology-Enhanced Education

This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a research design framework, a teacher knowledge framework (CFTK), and a technology integration framework (TPACK). The research design framework revealed a low percentage of papers that were actually research studies (41.2%), favoring qualitative design (70% of the 41.2%). Consequently, educators may have difficulty sifting through high proportions of non-research to find the most informative, up-to-date instructional technology research. Three CFTK aspects of teacher knowledge were addressed less than others in the research studies: Individual Context (16%), Subject Matter (33%), and Discernment (29%). Pedagogical Knowledge was addressed the most (65%). The TPACK developmental framework revealed an emphasis on the lowest three levels of instructional technology integration (60%), indicating a gap in the research at the upper two levels. Mathematics studies accounted for almost half of all research addressing TPACK developmental stages (47%). From these findings, the authors conclude that pedagogical knowledge alone is not enough to ensure high levels of technology integration and offer recommendations for improving the disjointed nature of research on instructional technology.

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Research Design for Mixed Methods

Organizational Research Methods ◽

10.1177/1094428115610808 ◽

2016 ◽

Vol 20 (2) ◽

pp. 243-267 ◽

Cited By ~ 47

Author(s):

Scott F. Turner ◽

Laura B. Cardinal ◽

Richard M. Burton

Keyword(s):

Mixed Methods ◽

Research Design ◽

Mixed Methods Research ◽

Theory Development ◽

Theory Testing ◽

Design Framework ◽

Design Guide ◽

Core Elements ◽

Research Questions ◽

Research Studies

All methods individually are flawed, but these limitations can be mitigated through mixed methods research, which combines methodologies to provide better answers to our research questions. In this study, we develop a research design framework for mixed methods work that is based on the principles of triangulation. Core elements for the research design framework include theoretical purpose, i.e., theory development and/or theory testing; and methodological purpose, i.e., prioritizing generalizability, precision in control and measurement, and authenticity of context. From this foundation, we consider how the multiple methodologies are linked together to accomplish the theoretical purpose, focusing on three types of linking processes: convergent triangulation, holistic triangulation, and convergent and holistic triangulation. We then consider the implications of these linking processes for the theory at hand, taking into account the following theoretical attributes: generality/specificity, simplicity/complexity, and accuracy/inaccuracy. Based on this research design framework, we develop a roadmap that can serve as a design guide for organizational scholars conducting mixed methods research studies.

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Barriers in Instructional Technology Integration in Teachers in Social Studies at Jordan Elementary School

PEDAGOGIA Jurnal Pendidikan ◽

10.21070/pedagogia.v9i1.124 ◽

2020 ◽

Vol 9 (1) ◽

pp. 35-44

Author(s):

Mohammad Abed-Latif Mohammad Smadi ◽

Abdul Halim Mohammad ◽

Faizahani Ab Rahman

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Technology Integration ◽

Instructional Technology ◽

Social Studies ◽

Education System ◽

Social Studies Teachers ◽

Female Teachers ◽

Integrate Technology

The purpose of this paper is to identify the importance of using Instructional Technology(IT) in teaching social studies in elementary schools in Jordan. This paper explores theobstacles faced by female teachers in teaching social lessons in classrooms in Jordan.Lack of competence to apply technology to teach social lessons in class. is a problemthat occurs among female teachers in Jordan. Those with little experience find it difficultto apply because of the unavailability of equipment. the results of the discussion of thispaper can teach teachers to integrate technology into the education system, integrate ITinto classrooms and integrate IT in teaching social studies in Jordan elementary schoolsto improve the performance of female social studies teachers.

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A Design Framework for Guiding Integration of Instruction and Assessment

Optimizing Higher Education Learning Through Activities and Assessments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4036-7.ch008 ◽

2020 ◽

pp. 139-164

Author(s):

Michael D. Hamlin

Keyword(s):

Instructional Technology ◽

New World ◽

Learning Activities ◽

Integrative Approach ◽

Design Framework ◽

Changing Environment ◽

Integration Of Learning ◽

Critical Competencies

Educators are increasingly urged to integrate instructional technology into the curriculum to enhance learning. While it may be that providing more options for delivering instruction in different formats provides instructional benefit for educators, achieving the goal of linking activities and assessment requires a systematic and integrative approach. This chapter will develop a framework that educators can use to guide the integration of learning activities, assessment, and instructional technology in a manner that provides instructional affordances for students to develop critical competencies for success in an ever-changing environment that is the new world of work.

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Internal Validity of Group Experimental Research

Exceptional Education Quarterly ◽

10.1177/074193258300400310 ◽

1983 ◽

Vol 4 (3) ◽

pp. 77-83

Author(s):

Jean R. Harber

Keyword(s):

Research Design ◽

Experimental Research ◽

Internal Validity ◽

Experimental Designs ◽

Causal Relationships ◽

Control Groups ◽

Quasi Experimental ◽

Research Studies

This article stresses the importance of controlling extraneous variables when studying educational problems. Various types of research studies are described. The experimental research design, which is ideally suited to detecting causal relationships if proper controls are used, and quasi-experimental procedures, which are employed when true experimental designs cannot be used, are discussed. Threats to internal validity are presented and hypothetical examples are given to illustrate these threats and the means of controlling them. The importance of utilizing control groups is illustrated.

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Qualitative Diary Research Design

10.1093/oso/9780190256692.003.0003 ◽

2018 ◽

Author(s):

Lauri L. Hyers

Keyword(s):

Research Design ◽

Past Research ◽

Basic Design ◽

Design Considerations ◽

Diary Research ◽

Participant Selection ◽

Diary Studies ◽

Research Studies

This chapter discusses basic design considerations for qualitative diary studies that involve either archival or solicited diaries. After a brief overview of the unique types of data diaries can provide, a separate discussion is provided for archival and solicited diary studies. Archival diary researchers will need to locate diaries that have already been written for personal reasons or for past research studies. They will not have any say in the format of these pre-existing diaries. Solicited diary researchers, in contrast, must plan for participant selection and recruitment and the structure and timing of the diary entries. The chapter concludes with a discussion of potential supporting documents for both archival and solicited diary studies.

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Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts

Journal of School Leadership ◽

10.1177/1052684619884783 ◽

2019 ◽

Vol 30 (3) ◽

pp. 257-274

Author(s):

Thomas Edelberg

Keyword(s):

Technology Integration ◽

Instructional Technology ◽

School District ◽

School Districts ◽

School Leadership ◽

Technology Use ◽

Core Curriculum ◽

Educational Experiences ◽

Technology Leadership ◽

K 12

Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

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Is Digital Inequality a Part of Preservice Teachers’ Reasoning About Technology Integration Decisions?

American Behavioral Scientist ◽

10.1177/0002764220919141 ◽

2020 ◽

Vol 64 (7) ◽

pp. 994-1011 ◽

Cited By ~ 1

Author(s):

Jiyoon Jung ◽

Ai-Chu Elisha Ding ◽

Ya-Huei Lu ◽

Anne Ottenbreit-Leftwich ◽

Krista Glazewski

Keyword(s):

Preservice Teachers ◽

Technology Integration ◽

Teacher Knowledge ◽

Teaching Practices ◽

Limited Attention ◽

Knowledge Use ◽

Digital Inequality ◽

K 12 ◽

Multiple Domains

Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers’ knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technology integration decisions. We analyzed interviews with and documents of a group of preservice teachers ( N = 14) who completed a technology integration task in a technology integration course. Findings showed that although they used multiple domains of teacher knowledge throughout their reasoning processes, they paid limited attention to sociocultural aspects of teaching that demonstrated the ability to care about digital inequality issues. Implications are discussed in terms of ways to better prepare preservice teachers to deal with digital inequalities.

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