GUIDE FOR THE WRITTEN CRITIQUE OF AN EXPERIMENTAL …



Reference: Bauer, John, Kenton, Jeffrey (2005). “Toward Technology Integration in the Schools: Why it Isn't Happening”. Journal of Technology and Teacher Education v13 i4 p519 (28).

URL:. Retrieved February 8, 2006

Principle: The purpose of this study was to examine the teaching practices of 30 teachers.

Both as learning and teaching tools in the classroom and to identify the obstacles they faced. Teachers were selected from two elementary schools, one middle school & one high school. They were profiled to be technology proficient, issues and concerns that they encountered were reported, and the overall level of technology integration in their teaching practice was reported.

Type of Design: A mixed-method approach served to bring the findings together and extend the breadth of the inquiry (logical & experimental). Qualitative methods were used because of its broad approach towards understanding social phenomenon and Quantitative methods were employed to analyze Likert-like scale data, found on survey-questionnaires. The study is best represented by the one group pre-test/post-test design (O X O).

Data was collected through (i) a survey questionnaire that each teacher filled out after being selected (ii) classroom observation and (iii) post observation informal interview using a constant comparative method to categorize findings.

Obstacles: Equipment (outdated hardware, lack of printers), software compatibility & inability to run programs, time constraints for using technology with the curriculum, varying level of teacher and student skills for computer use, scheduling difficulties in the computer labs, connectivity to the Internet, lack of technical support were some of the difficulties encountered.

Factors Jeopardizing Internal Validity: Responses were based on teacher’s perceived level of confidence and teacher’s perceived level of skill for using technology.

Factors Jeopardizing External Validity: The sample size of teachers was limited. The 30 teachers came highly recommended from their school administrators as being tech-savvy in the classroom. They were identified by purposeful sampling method on the basis of good examples for study. However there was no definitive set of characteristics to guarantee their proficiency.

Adequacy of Statistical Procedures Used: Using a Likert-like scale teachers were asked to rate their perceived confidence level and perceived skill level for using technology, on a scale of (1=low & 5=high). Skills and confidence levels were at the high end of the scale. Means calculated are statistically close and depict strong levels of confidence and technological skill among respondents. (Confidence Level: Mean = 4.1; Skill Level: Mean=3.9) At the high end of the scale (4 or 5) the difference between confidence and skill was just one teacher (22 vs. 21). This was an interesting statistic and is likely to skew the results. Also, there was a notable difference among teachers who rated themselves highly confident (14) and those who rated themselves highly skilled (9). The Pearson correlation between teacher skill and confidence level was .856 and showed a significance at the .01 level (two tailed). So teachers considered themselves more confident than skilled when using technology. Thus, confidence level seemed to be a key factor for determining technology use in the classroom. A post-observation informal interview was used to cross reference findings.

Briefly Summarize Logic (Inductive): When participants were asked to approximate the instructional time spent using CT on a weekly basis, a full 80% of them reported that they used CT less than 50% of the time. Thus, results suggest that technology was less utilized as an educational tool than was previously assumed. Clearly suggesting that real integration had not taken place.

Design Improvement: The sample size should be increased with random assignment of participating teachers rather than purposeful assignment.

Extension of the study: School administrators should be surveyed on their perceptions of the CT instruction practiced in their schools. The research question could be made more specific “what kind of technology is used the most?” i.e. word processing, email vs. databases & spreadsheets.

Technology integration in the classroom should be considered based on the curriculum structure of the school and teachers should receive support and training in those areas.

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