I have worked on survey questions as a preliminary study to help guide my work for the official study that I can do with the target population at my own school




НазваниеI have worked on survey questions as a preliminary study to help guide my work for the official study that I can do with the target population at my own school
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I have worked on survey questions as a preliminary study to help guide my work for the official study that I can do with the target population at my own school. I do plan on a 2nd part to this survey as soon as I compile the information and see what the data suggests. I plan on creating a qualitative open ended questionnaire and/or interview about the classroom uses of technology of my participants.The real study will be tweaked based on preliminary data responses to the survey #1.

I do plan on asking more Quantitative open ended questions to the teachers and students about their understanding of uses for mobile technology in their classroom.Ideally, the qualitative and quantitative data will be collected by surveying students and teachers in my school as this is my target population- I am looking to do a local study on a smaller scale for the school of fine arts teachers that I work with to show them the benefit of utilizing technology into ALL classrooms.


The summer months make it difficult to accomplish this so I will test with this class and get an idea from this population as a sample representation!


.

Some concerns and comments I have encountered from other teachers about the study in which I hope to address with this research!



  • I am having a hard time figuring out how cell phones in the classroom will have enough benefits to outweigh the negatives.




  • I understand that most students already have them and use them in school even when they are not supposed to. The question that comes to mind is who pays for it.

  • The school I teach at is a Title I school and if we many of the students there do not have Smartphones.

  • If cell phones in the classroom is going to work the first thing that has to happen is to have both teachers and students on board with what is the proper use of phones at school.

  • teachers need to address this issue of using phones inappropriately, but how do the teachers enforce it?

  • You are absolutely right about starting the discussion on smartphone integration in the classroom!

  • The mobile technology introduced the tablet and pad which is now becoming more widely used in the schools for many great reasons.

  • There are so many useful tools in utilizing this technology.

  • The cost factor is most certainly a variable that I am concerned and interested in learning about.


In my experience with the middle and high school students at least 85% of the classes had the mobile technology available. That means students most likely had use of their own mobile device. I cannot say the same about our computer lab as we had 4 computers in the classroom. 

Students that did not have an available phone are able to partner/group up with someone that does. In regards to your concerns about phone etiquett, that has always been a matter of teaching students proper phone etiquette and having good classroom management skills.

The main thing I am learning is that we will never expect to teach children how to respect these devices if we force them to keep them turned off and away at all times! We must start early and agree that their truly are some worthwhile uses in the classroom if we provide the proper education on them!


I hope to be able to show the many positive attributes to utilization to the stakeholders of mobile technology in my school with the data results from my research!


Barry

Good points!


Just wondering if the technology can be the motivator to make students read. So if that is the case, what is that technology?

Have you thought what kind of questions you would like to ask your participants? Remember that you need your a sample of your instrumentation in your appendix.

expand/collapse In Reply to: J.Smith- Methods, Data and Instruments

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Subject: Reply:Case Methods and Data Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:43 PM

Good question! There should be enough literature out there to get you started. I guess, from my end, I wonder why administrators don't pay attention to what is already written and research about lack of use of the technology in the classroom.

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Subject: Reply:Bartlett_methods, data and instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:45 PM

Interesting question. How does your field define technology? It is easy to assume that when we think of technology, we think of computers. But the basic premise of technology as a tool opens the door wide for lots of interpretation.

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Subject: Reply:Fishel Methods, Data, and Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:47 PM

Good thinking. Now you got to operationally define integration of technology so everyone is in the same page. I like the idea though that it is making a difference by making students learn new material.

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Subject: Reply:Martin Methods

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:50 PM

There are several things in this question that you need to define so that others are in the same page with you. What do you mean by available technology? How about "effectively"? Does primary classroom include kindergarteners? Quite a big different between the K and 3rd graders.

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Subject: Reply:McDowell-Methods, Data, Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:53 PM

After reading your posting here, it looks like your subquestion 1 proves to be interesting to me. Why are the students struggling with AR? Once you know the answer to this question then you can proceed in finding the right strategy.

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Subject: Reply:Bishop-Methods, Data, Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:55 PM

I believe that "how" as a question lends itself better to the qualitative approach. However, if you ask "how much" then it is more of a quantitative approach.

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Subject: Reply:Hensley - Methods, Data, and Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 4, 2011 11:56 PM

This is a big question -- a good one though. Maybe difficult to measure? How do you control confounding variables.

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Subject: Re:Stephenson - Methods, Data, Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:00 AM

Big question! You need to choose 1 or 2 technology to study. Can't overwhelm yourself with too many things.

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Subject: Reply: DSmith-Methods, Data, Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:03 AM

I think you have 2 questions in 1. First -- What is the influence of unlimited user access to ebooks in a high school setting?

Second, Which program better serve high school students, unlimited user access or limited access?

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Subject: Reply:Crawford-Methods, Data and Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:04 AM

Good question but not sure where is the technology in it.

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Subject: Reply:Munoz- methods, data, and instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:05 AM

Like my comments to Milton -- I need you to define your technology as well as the task it supports.

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Subject: Reply:Conner-Methods, Data, and Instruments

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:07 AM

Interesting question. Looking forward to how your research plan shapes up.

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Subject: Reply:Levie - Methods, Data, and Instruments - Post 3

Topic: Post 3: Methods, Data and Instruments

Author: Danilo Dr. B Baylen

Date: July 5, 2011 12:10 AM
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