Research Presentation

CITI Certification

 Master Educator Outcome 3

Implement a cycle of quantatative and qualatative research that leads to improved technology integration and teacher adoption. 

Course

IDET 580   - Action Research Design

Standard iii.B.

Integrity and ethical behavior, professional conduct as stated in Pennsylvania’s Code of  Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations.

Summary

The process of preparing to do research in the field of education consisted of several important steps to ensure it would meet professional and ethical standards. I have researched my topic of professional development and technology integration in elementary education with over ten professional articles. I organized and synthesized my findings to support further research and created a proposal and presentation. Additonally, I compled a course that reviewed ethical requirements when performing research involving human participants. The course culminated with a CITI certification. On this page are the written proposal, the presentation, and the CITI certification.

Reflection 

Informational Poster

Research Poster

IRB Final Report

 Master Educator Outcome  

Implement a cycle of quantatative and qualatative research that leads to improved technology integration and teacher adoption. 

Course

IDET 581 - Action Research Implementation

Standard iii.B.

Integrity and ethical behavior, professional conduct

as stated in Pennsylvania’s Code of Professional Practice and Conduct for Educators; and local, state, and federal laws and regulations. 

Summary

The implementation of the research design included using the research proposal from the design process to create a set of questions and complete an IRB application. Once approved, conducting the research could commence. 

The application included the purpose of the research, how it would be implemented, what questions were asked, who it would be researching and how it would be completed. This applies to standard iii B. because as a researcher, I am utilizing the professional conduct of complying with state and federal laws involving the research of human participants and following the required process from East Stroudsburg University. 

This study used a quantitative survey design to examine teachers’ experiences with technological professional  development and their self-reported levels of technology integration. A questionnaire-based survey was distributed online in Facebook teacher groups. Items included 5-point Likert scale questions, checklist questions, and open-ended questions. The open-ended questions were used as a triangulation method to add depth to the study and elaborate on insights not captured by the closed-ended section.

The survey was organized into four sections:  PD Experiences,  Teacher Self-efficacy in using Educational Technology, Technology Integration Practices, and Teacher’s perceived support after a PD to implement it.

Respondents indicated their interest in technology PD, with 50% attending 1-2 sessions a year. Additionally, 50% of respondents would feel uncomfortable with new technology introduced into the classroom even after PD. However,  75%  of participants indicated there was no PD offered to them, or it was integrated in with other PD. These findings show that it would be beneficial to include more individualized professional development to educators. However, due to the limitations of this study, further research is needed.

Reflection