Abstract: There is a present and growing need for Gold Standard research on the effects of educational technology on student performance. The purpose of this workshop is to gather together a group of interested researchers from a variety of backgrounds/content areas to formulate research plans, discuss instrumentation for data collection, and to create an agenda for a collaborative longitudinal study that focuses on the classrooms of experienced teachers licensed by technology-enriched teacher preparation programs. Results of a longitudinal study that employs a replicable research design and captures data from a large population can be used to inform teaching and professional practice at all levels of education. A collaborative research agenda can enrich the body of professional literature regarding collaborative distributed research as well as the impact of technology in teacher preparation and the impact on student performance.
Objectives
The objectives of this workshop are as follows:
•Provide a background for the need of this type of research
•Present the literature base for distributed collaborative research models and share lessons learned
•Work collaboratively to prepare an agenda for a longitudinal, collaborative research project on the effects of technology on PK-12 student performance in classrooms of experienced teachers licensed by technology-enriched teacher preparation programs
Topical Outline
Overview of Purpose and Need
Discussion of lessons learned from research on collaborative research
Presentation of web-based survey tool
Working session to establish a plan of action
Phases of research and time line for study
Institutional and collaborative contributions to study
Ground Rules
Meeting schedule and communication methods
Reporting and discussion
We anticipate this workshop will need to allow for a good bit of discussion about planning and procedures, but the goal would be to leave the meeting with a working plan outlining the next steps for the project. Some portions of the workshop would need to be addressed lecture-style (e.g. coverage of research on strategies for collaboration and an overview of a web-based software tool for collecting inter-institutional survey data). The working sessions would be facilitated by authentic task approach small group sessions led by the instructors who would then report out to the full group where ideas would be recorded via laptop and projected for all participants to see and discuss.
Prerequisites
The audience for this workshop is primarily technology and teacher education researchers who are either working in technology-enhanced teacher preparation programs, or are interested in learning more about collaborative research models. Prior knowledge of the current body of literature associated with educational technology research agendas and scientifically-based research is necessary.
Experience Level
Intermediate
Qualifications
Ann Cunningham is an Associate Professor of Instructional Design in the Department of Education at Wake Forest University. Her professional experience includes teaching, research and publication in the areas of K16 interdisciplinary technology integration as well as service in state and national technology organizations and educational technology initiatives.
Melissa Pierson is an Associate Professor in the Instructional Technology Program and the Director of Teacher Education at the University of Houston. Her current research interests include the integration of technology, pedagogy, and content in teacher education, and the use of inquiry and action research to inform novice teachers’ technology integration practices.
Denise Schmidt is an Assistant Professor in the Department of Curriculum and Instruction in the College of Human Sciences at Iowa State University where she conducts research about the use and integration of technology in teacher education and K-12 schools. Denise directs a number of grants that link K-12 teachers, area education agencies and university faculty and students in collaborations that support the diffusion of technology-supported innovations in schools.
Kristin Redington Bennett is an Assistant Professor in the Department of Education at Wake Forest University. Her experience as a teacher educator includes presenting and conducting workshops at state, national, and international conferences. Her research interests include technology integrated teacher action research and formative assessment.
Adam M. Friedman is an Assistant Professor and Director of Social Studies Education at Wake Forest University. His research interests include the effect of technology use on student learning in secondary social studies and the Internet’s impact on citizenship education and he has presented at regional, national, and international conferences.
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