Preproposal
Technology in the Classroom:
What Higher Education Instructors Really Use?
RSH 740
Summer 2020
Amie Smothers
William Carey University
Introduction
Purpose Statement
The motivation behind this study is to inspect what sorts of technology is being utilized by educators inside the classroom contrasted with what is being offered by the foundation.
Purpose of the Study
Educators have been offered different sorts of innovation that can be used inside the classrooms to advance student achievement. Be that as it may, not all teachers are using the technology being offered by their organizations. An ever-increasing number of educators have returned to traditional settings and paper handouts in their study halls. Therefore, students are done seeing how to utilize explicit online platforms, for example, Canvas and Library Resources. These educators no longer utilize programs such as Microsoft word, PowerPoint, and excel. It begs the question of what other tools are being utilized inside the classroom. As indicated by scientists Tareq Daher and Bojan Lazarevic, educators have issues with certain innovation databases due to “their level of education and training on the tools” (Daher and Lazarevic, 2014, pg. 42). They proceed to state that the “results clearly indicate that level of education and current use of web 2.0 technologies in instruction are major determinants of the instructors’ preferences toward different groups of Web 2.0 tools” and that “lack of faculty training opportunities was identified as the main barrier for using Web 2.0 technologies” (Daher and Lazarevic, 2014, pg. 42). It has become unmistakable that teachers are not being appropriately prepared on utilizing the types of innovation that has been brought into their study halls. Since they no longer skill to utilize the innovation in the study halls, the students have not been getting the full chance to utilize those legitimate types of innovation which makes them not realize how to appropriately do certain things.
Background
Some of the platforms that may be utilized during this study are Canvas and differentiated instruction. In this examination, innovation alludes to the kinds of advanced hardware or stages that educators are utilizing within their study halls. For instance, a few study halls have gotten progressively computerized by utilizing intuitive whiteboards, overhead projectors, and web stages among different methods for guidance. Canvas is one of those web-based reviewing frameworks that teachers can use to dole out and gather work from an understudy. Most school utilize this specific framework and requires all educators to have their classes and assignments set before the class starts; be that as it may, not all instructor use the whole online stage. Separated guidance alludes to utilizing an assortment of instructional methodologies to show a class. Inspiration is the drive to need to achieve an undertaking. Achievement is controlled by how well the students are getting along in the classes.
Research Questions/ Hypotheses
Because some educators have not been fully trained on some of these platforms, are they deciding not to utilize new technology into the classrooms? One of the main concerns that this study will bring focus on is whether or not students are being given the proper tool to allow them to learn and grow during their higher education experience. If these students are not being given the proper tools to allow them to succeed, what are the classroom instructors giving them?
Conceptual/Theoretical Framework
During my reading of the literature associated with this study, I noticed there is one significant issue for the utilization of technology inside the classroom. In spite of the fact that there is extraordinary measure of technology that is accessible for school educators to use in their classes, the majority of the teachers have not had appropriate preparing for the utilization of these tools. As per the vast majority of the exploration that has been done, these teachers have not been satisfactorily arranged to utilize the innovation that is being offered to them. Other people who don’t utilize innovation inside the classrooms like to remain to the more customary educating styles. Despite the fact that this can be compelling, the exploration demonstrates that different students in these conventional study halls would lean toward more separation in the introduction of the material.
For the classes that are using the innovation that is being offered to the teachers, a large portion of the student state that they are progressively more engaged in class with during the lectures. One specific occurrence incorporates how clickers were actualized into a study hall and how well the students reacted towards the material that was given to them. Different examinations have recognized that educators that utilizes innovation during lectures or labs have a higher pace of student inclusion as well as comprehension.
Definition of terms
The definition of terms that will be utilized during this examination are innovation/technology, Canvas, differentiated instruction, inspiration, and achievement. In this examination, innovation alludes to the sorts of computerized hardware or stages that educators are utilizing within their study halls. For instance, a few study halls have gotten increasingly advanced by utilizing intelligent whiteboards, overhead projectors, and web stages among different methods for guidance. Canvas is one of those internet evaluating frameworks that educators can use to dole out and gather work from an understudy. Most school utilize this specific framework and requires all educators to have their classes and assignments set before the class starts; be that as it may, not all instructor use the whole online stage. Separated guidance alludes to utilizing an assortment of instructional systems to show a class. Inspiration is the drive to need to achieve an assignment. Achievement is dictated by how well the students are getting along in the classes.
Assumptions/ Limitations
Because some educators have not been fully trained on some of these platforms, are they deciding not to utilize new technology into the classrooms? One of the main concerns that this study will bring focus on is whether or not students are being given the proper tool to allow them to learn and grow during their higher education experience. If these students are not being given the proper tools to allow them to succeed, what are the classroom instructors giving them? Do the students even understand how to use the educational tools that are being given to them? Although students are used to using differentiated instruction in their high school classrooms, they may not know how to use the platforms that they are being asked to use. These students may not understand how to navigate through Canvas or blackboard. For example, if a student is asked to use a particular platform that will allow them to work on their math skills, are they being taught how the program works? Some can even argue that because the instructor does not know how to properly use these platforms the student will not know how either.
Summary
Technology as well as specific platforms are being used within the classrooms more and more as the years pass. If education is supposed to evolve, the instruction inside the classrooms should be evolving right along with it. However, there are still classrooms that are not utilizing the technology that has been given to them. Some classrooms are still utilizing the traditionalist way of teaching. However, the previous research that is being done about technology in the classrooms are indicating that students are actively more engaged in classrooms that allow them to use various tools of technology and are being taught in the nontraditional sense.
Literature Review
According to the literature, there is one significant issue for the utilization of innovation inside the classroom. In spite of the fact that there is extraordinary measure of innovation that is accessible for schoolteachers to use in their classes, the greater part of the educators has not had appropriate preparing for these stages. As per the vast majority of the exploration that has been done, these educators have not been sufficiently arranged to utilize the innovation that is being offered to them. Other people who don’t utilize innovation inside the homerooms want to remain to the more customary instructing styles. Despite the fact that this can be successful, the exploration demonstrates that different students in these customary classrooms would incline toward more separation in the introduction of the material.
For the classrooms that are using the innovation that is being offered to the teachers, the vast majority of the students guarantee that they are more connected with during the talks. One specific occurrence incorporates how clickers were executed into a study hall and how well the students reacted towards the material that was given to them. Different investigations have distinguished that classrooms that utilizes innovation during talks or labs either by commitment implies or for half and half courses have a higher pace of understudy association just as a higher pace of comprehension.
Although most of the literature that is available states that educators have not been properly trained, there are many other factors that could be the reasoning behind the lack of innovation inside the classrooms. For example, the higher education institution could lack the funds needed for updated technology to be brought into the classrooms. Because of this, there have been many classrooms that do not have technology readily available for the students to utilize. For example, most students are Hinds Community College lack the funds to acquire laptops even though the need for them is great. This became a major issue given the recent events of COVID-19. Some students were left without a way to complete their assignments after they were asked to quarantine. Other classrooms across the campuses may have the appropriate funds and training to use the technology that has been given to them, the instructors just do not utilize them inside the classrooms. However, with how education has continued to grow, the need to utilize technology inside the classrooms to promote student learning has become more and more prominent.
Because of the amount of technology that is available to utilize inside the classroom, there have been various articles written about the types of technology that has been utilized inside high schools as well as college institutions. Priya C. Kumar, Jessica Vitak, Marshini Chetty, and Tamara L. Clegg discuss how higher educational institutions utilize these forms of technology. According to the article, innovation platforms, including learning management systems and monitoring tools, have flourished in schools. While seen as bringing effectiveness or development into classrooms, they likewise offer more prominent capacities with respect to observation. Drawing on discoveries from center gatherings with educators in the US, we investigate how instructors’ utilization of innovation stages produces reconnaissance. We contend that this positions educators as surveillant customers who use observing as an approach to satisfy their obligations to students. Educators depict two arrangements of monitoring in the classrooms: following student learning and keeping students on task. This study uncovers how innovation stages situate educators to consider student data to be as exchangeable with students, which we accept features the requirement for more noteworthy examination of innovation stages’ job in the study hall.
Another example is an article written by Grant M. Hill and Arturo Valdez- Garcia, the utilization of technology inside physical education classrooms have been addressed. According to the article, the study was to decide the impression of physical instructors with respect to their openness to instructive innovation, the accessibility of specialized assistance, and explicit hindrances to joining innovation in their homerooms. They survey conducted was given to 201 participants who were adjusted and general physical training educators who instructed at center and secondary schools in two huge school regions in the Southwestern United States. The participants finished three segments of a formerly approved overview used in a cross country 2011 instructive innovation study including proficiency educators.
Results demonstrated that the top accessible innovations for guidance were PCs, projectors, PC labs with Internet associations, iPods, and pedometers. High rates of respondents showed they had an adequate degree of accessible innovative help from library/media authorities, school heads (for acquiring assets), in-school and region innovation organizers, and different instructors in their structure. The top apparent hindrances to executing instructive innovation were absence of comprehension of how to coordinate innovation, absence of motivations to utilize innovation, absence of time as a result of high-stakes testing, trouble of dealing with a study hall when students are utilizing PCs, and absence of specialized help. A correlation of these outcomes with past examination shows a quick late increment in school utilization of instructive innovation and underscores the need to help physical training instructors’ better fuse new innovation in their classrooms. Results additionally give a pattern from which future investigations may follow the advancement of innovation use in physical education classes.
Another article that discusses the utilization of technology inside the classrooms was written by Sukonmeth Jitmahantakul and Piyaphong Chenrai. These two researchers discussed how virtual reality (VR) could be utilized inside the classrooms. According to the article, applying computer generated reality (VR) innovation to geoscience study halls gives another approach to draw in students. Picturing topographical data in 360-qualification permits students to encounter procedures of the Earth and causes them to feel like they are outside the study hall. The study depicts an advantageous procedure for making 360-degree VR situations explicitly for geoscience classes. In contrast with conventional classrooms, this training technique empowers students to all the more effectively appreciate how land highlights happen in nature through a progression of 360-degree outcrop scenes and 360-degree infographic pictures.
The gaining from utilizing this VR condition in geoscience classrooms at the secondary school level is evaluated. Results from three diverse secondary schools show that the learning increase of students is improved by 22 – 28% and the general normal post-test scores are altogether higher than pre-test scores at the p = 0.05 level in the wake of utilizing the VR condition in the study halls. This strategy might profit any science study hall and have applications in different orders requiring comparative representation procedures. Although this study discusses high school classrooms, a great deal of higher education classrooms is beginning to follow suit. There are a select few college institutions that are utilizing VR inside the classrooms to allow students to gain real world experience. These techniques are similar to what is done in Aviation programs. Aviation programs facilitate their students while they are given flight simulations in order to allow the students to see what they may encounter while flying. Although this type of technology requires a great deal of money, specific programs could greatly benefit both the student and the instructors.
Another means of technology that may be used within the classroom are the students’ own smart phones. Although it may seem as a bit of a distraction, an article written by Yen-ju Hou discussed the implications of using mobile devices with classroom instruction in Taiwan. According to Hou, cell phones have been utilized extensively as a method for improving learning in different fields. In English-learning classes, proficiency perusing can be mind boggling and hard for English students and may decrease their enthusiasm for perusing and considering the materials. Hou’s study expected to investigate the impact of coordinating addressing procedures utilizing an intuitive reaction system (IRS) such as Kahoot! and Socrative into English classes by perusing the advancement of English as a Foreign Language (EFL) students’ inspiration and appreciation among junior students. Students’ mentalities toward addressing methodologies and IRS were likewise talked about by quantitatively examining the reviews finished by seventy-five English-significant students at a lesser school in Taiwan.
The researchers uncovered that students supported the game-based IRS which was seen in their English capability levels. The results demonstrated that most students’ perusing perception was improved fundamentally in the wake of utilizing an IRS. Comparative with Kahoot!, all students finished their reactions inside the given time, and 76 percent expressed that responding to inquiries at their own speed while utilizing Socrative was less upsetting. However, although most students indicated positive and great perspectives toward the utilization of Kahoot! and Socrative, some of them displayed a disdain toward utilizing cell phones to give reactions.
Another article written by Teresa M. Ober, Jessica E. Brodsky, Francis D. Yannaco, and Patricia J. Brooks discussed the same as Hou’s. They surveyed the effects of using cell phones inside the classrooms during instruction. Online surveys inspected instructors and students’ mentalities about in-class utilization of individual cell phones and computers. Teachers who were touchier to conventional disturbances (e.g., showing up after the expected time) were more delicate to innovation related interruptions like students texting in class. Mentalities toward individual gadgets comparable to learning were contrarily connected with seen problematic behavior. Approaches to limit gadgets were identified with apparent recurrence, however not troublesome behavior, of innovation related disturbances.
Students announced that study hall interruptions from individual gadgets were rare and thought of it as more significant for teachers to set approaches for conventional disruptions than for utilization of individual gadgets. In Study 3, students announced mentalities about scholarly utilization of individual gadgets toward the start of an initial course and interruption from gadgets toward the finish of the course. Distractibility was related with lower test scores yet was irrelevant to mentalities about gadgets. Nontraditional students (24 years or older) detailed less media performing various tasks and had higher test scores than traditional students however did not vary in mentalities about gadgets. Given their different perspectives, teachers and students ought to convey more about the potential for individual gadgets to upset the learning procedure.
Unlike the previous studies, a study done by Lan Li, Eric Worch, YuChun Zhou, and Rhonda Aguiton discussed the mixed emotitions that instructors may have when utilizing technology inside the classroom. According to the article, while instructors’ moderate demeanor toward innovation has been distinguished as a boundary to successful innovation incorporation in classrooms, it is frequently hopefully accepted that this issue will settle when the advanced age enters the showing calling. Utilizing a blended philosophy approach, the study planned to analyze the current innovation use of computerized age student instructors and the effect of conceivable inside and outside obstructions, (for example, self-adequacy, chance taking, and innovation access and backing) on their utilization of innovation.
Seventy-one student instructors previously reacted to an online review with respect to their innovation use in classrooms. A short time later, six members were deliberately chosen, in light of their review reactions, to partake in follow-up interviews about their perspectives toward innovation and difficulties of incorporating innovation to instructing. Discoveries of the investigation recommended that advanced age student instructors’ utilization of innovation in the classroom was essentially related with their self-viability, saw PC aptitudes, and innovation access and backing. Nonetheless, the members’ apparent degree of hazard taking was not identified with their utilization of innovation in the class. Results of the investigation propose that advanced local student teachers have not really become more open to staying up with the quick pace of progress in innovation.
Like the previous article, Kenneth D. Snyder stated that Presumptions about instructive innovation as incomprehensibly complex for the normal educator or held for the individuals who may jump at the chance to experiment with a PC keep employees from completely considering manners by which the utilization of PC innovation can upgrade the educating learning process. Indeed, even the selection and variation of generally little advancements like the utilization obviously Web destinations or mindful utilization of PowerPoint can react in amazing manners to the necessities of diverse students while serving the scholarly and developmental objectives of a theological school study hall.
Maegen R. Williams , Wendy J. Warner , James L. Flowers , and D. Barry Croom also stated that agriculture instructors needed to adjust to an ever-changing instructive condition and should have what it takes important to coordinate innovation into their study halls. The reason for this investigation was to analyze the elements that impact North Carolina farming educators’ capacity to coordinate instructive innovation. This examination analyzed the distinguishing proof of sources adding to agribusiness educators’ innovative information, their perspectives towards innovation combination, and boundaries to the consideration of innovation in horticulture study halls. Farming instructors procured innovation aptitudes to a moderate degree from individual experimentation and association with other workforce/staff. Instructors felt innovation permitted understudies to be inventive, permitted understudies to get to course materials effectively, spoke to the learning styles of understudies, and gave chances to individualized guidance. The cost of innovation was recognized as the best obstruction to innovation mix.
Another study that was conducted discussed the implications of using technology in classrooms such as special education classrooms. Although this article was focused on students within secondary classrooms, students in a higher education setting may have disabilities that these types of technology can be helpful to. According to Rajiv Satsangia, Bridget Millerb, and Melissa N. Savagec, the utilization of assistive innovation in a specialized curriculum has become in the course of recent decades. In comprehensive settings, assistive innovation assumes a fundamental job in giving access to scholastic substance to students with disabilities. As the job of assistive innovation in special education classes grows, concerns in regards to student independence, individual inclinations, and the cultural ramifications associated with specific devices increment in criticalness. The article discusses significant contemplations for educators to factor in when making assistive innovation determinations and recognizes three dynamic assessment devices to help in the choice procedure for optional students with handicaps.
Although most students who have disabilities that interrupt their learning do not move on to obtain a higher education, there are students who have disabilities but are not seen a handicapped. For example, if a student enrolls in the classroom that is visually or auditorily impaired, are the teachers prepared to meet the needs of those students? Do they have access to the technology that may be needed to engage those students in the lessons? Although all higher educational institutions follow the regulations set aside for ADA compliance, what type of instruction or accommodations will be given to those students?
In another article written by Melvin Gill, educators must transition into the real world of teaching through survival, mastery, and impact. For instance, Gill’s article discusses how for new innovation and building instructors to be effective and remain in the showing field, they need support. Instances of territories in which instructors need support are exercise configuration, changing guidance, and assignment direction, drawing in guidance and ultimately prompting the accomplishment of understudies. Despite which lab setting they work in, educators should be aware of potentially perilous exercises and diminish understudy presentation to obligation while expanding security in their lab. Notwithstanding points canvassed in this article, it is significant for new instructors to recollect that, after a period, they will build up an affinity with understudies. Eventually, students will know the desires before they enter the educator’s class. As classroom management becomes more routine, consideration can be centered around understudy learning and techno-legitimate education. Setting up a solid routine will permit instructors to create different aptitudes to improve guidance. By following these rules, new instructors can change from the endurance phase of educating into the authority and effect phases of educating.
Like Gill, Arun W. Jones argues in his article that while instructive innovation is by all accounts at the administration of every discipline, the educator offers a reflection on how one’s order may set standards and desires for how one decides to utilize innovation as an asset for educating. This strategy develops as he considers the manners by which the intensity of representation gave by the new media doesn’t involve outlining a point being made in a course. Or maybe, the delineation itself turns into another content requiring mindfulness and care in its perusing and interpretation. However, an article by Valerie Shinas and Barbara Steckel states that it is the knowledge of the technology that they are using that allow the growth of learning by using technology to work well inside the classrooms. Their article centers around the utilization of innovation in classrooms by instructors to improve educating and learning among Students while keeping up the educational plan. It discusses the instructors having academic information, dynamic force and down to earth information while granting information among understudies. It tells about the utilization of innovation in K-12 classrooms so as to energize learning among the students which can be accomplished through preparing gave to educators who bestow information.
Shinas and Steckel goes on to argue that educators who use innovation in manners that increase the value of their guidance likewise plan for instructing with comprehension of the social idea of learning. In classroom settings, socially intuitive learning networks may comprise of students working with different others in homogeneous and heterogeneous gatherings, with accomplices, with educators, and with grown-ups who have particular information and aptitudes – these networks are made, partially, to guide students into more significant levels of proficiency and scholarly learning. Shinas and Steckel believes that interactive learning is extremely vital fo the foundation of important proficiency guidance and the establishment for viable innovation combination.
References
Gill, M. (2019). what do new technology and engineering teachers need to know? Technology & Engineering Teacher, 78(7), 14–18.
Hill, G. M., & Valdez-Garcia, A. (2020). Perceptions of Physical Education Teachers Regarding the Use of Technology in Their Classrooms. Physical Educator, 77(1), 29–41. https://doi.org/10.18666/TPE-2020-V77-I1-9148
JITMAHANTAKUL, S., & CHENRAI, P. (2019). Applying Virtual Reality Technology to Geoscience Classrooms. Review of International Geographical Education Online, 9(3), 577–590. https://doi.org/10.33403/rigeo.592771
Jones, A. W. (2007). Technology in the classroom: a missiologist’s perspective. Theological Education, 42(2), 11–18.
Kumar, P. C., Vitak, J., Chetty, M., & Clegg, T. L. (2019). The Platformization of the Classroom: Teachers as Surveillant Consumers. Surveillance & Society, 17(1/2), 145–152. https://doi.org/10.24908/ss.v17i1/2.12926
Lan Li, Worch, E., YuChun Zhou, & Aguiton, R. (2015). How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study. International Journal for the Scholarship of Teaching & Learning, 9(2), 1–9. https://doi.org/10.20429/ijsotl.2015.090209
Ober, T. M., Brodsky, J. E., Yannaco, F. D., & Brooks, P. J. (2020). College instructors’ and students’ views of the use (and misuse) of personal mobile devices. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000214.supp (Supplemental)
Satsangi, R., Miller, B., & Savage, M. N. (2019). Helping teachers make informed decisions when selecting assistive technology for secondary students with disabilities. Preventing School Failure, 63(2), 97–104. https://doi.org/10.1080/1045988X.2018.1483314
Shinas, V. H., & Steckel, B. (2017). Technology Integration for the 21st Century Classroom: Principles for Effective Planning. New England Reading Association Journal, 52(1), 1–6.
Snyder, K. D. (2007). Beyond entertainment: a rationale for the pedagogy of technology in the classroom. Theological Education, 42(2), 29–34
Williams, M. R., Warner, W. J., Flowers, J. L., & Croom, D. B. (2014). Teaching with Technology: North Carolina Agriculture Teachers’ Knowledge Acquisition, Attitudes, and Identified Barriers. Journal of Agricultural Education, 55(5), 1–15. https://doi.org/10.5032/jae.2014.05001
Yen-ju Hou. (2019). Thinking and Educational Technology in EFL Classrooms: Effects on Students’ Reading Comprehension and Engagement. International Journal of Literacies, 26(2), 19–34. https://doi.org/10.18848/2327-0136/CGP/v26i02/19-34
Method
Purpose Statement
The motivation behind this study is to inspect what sorts of technology is being utilized by educators inside the classroom contrasted with what is being offered by the foundation.
Research Questions/ Hypothesis
Since certain teachers have not been completely prepared to use some of the technology given to them, would they say they are choosing not to use new innovation into the classrooms. One of the principle worries that this study will discuss is whether students are being given the correct device to permit them to learn and develop during their higher education experience. In the event that these students are not being given the correct apparatuses to permit them to succeed, what are the educators giving them? Do the students even see how to utilize the instructive devices that are being given to them? Despite the fact that students are accustomed to utilizing technology in the classrooms, they may not realize how to utilize specific platforms that they are being encouraged to use. These students may not see how to explore through Canvas or Blackboard. For instance, if a student is approached to utilize a specific platform that will permit them to take a shot at their math abilities, would they say they are being shown how the program functions? Some can even contend that on the grounds that the teacher doesn’t have the foggiest idea how to appropriately utilize the technology in the classroom as well.
Design
The plan for this specific examination will be a descriptive-type design with the utilization of charts and diagrams to show the information gathered from surveys given to students. The overview that will be done in each class will give me the data to depict why certain instructors are or are not using specific sort of innovation. Toward the start of this investigation, I will pick four classes from various offices that will finish an examination that will figure out what innovation is being utilized inside the homerooms to help show the material. Every instructor and student will be given a survey that will pose inquiries relating to what innovation is being utilized. When the study concludes, information will be complied to figure out what kinds of innovation is accessible to the instructors to use in the classrooms contrasted with what innovation they are really utilizing to convey the material to the students.
Permissions/Participant Protection
Consent will be given by Hinds Community College’s Vice President and Dean to lead a quantitative report utilizing overviews given to the instructors and students. When authorization has been given to lead the review, structures will be offered out to students and instructors that will figure out what innovation educators are utilizing in their classrooms contrasted with what innovation is advertised.
Permission slips will be given to all students that will take an interest in the review. Introductory letter clarifying the study will be given to the grown-ups. When the reviews have been finished and turned in, the data will be spoken to in diagrams. Each member is allowed to pull back whenever without punishment. The studies will be finished namelessly and will be kept private.
Participants
Information will be gathered from a provincial Historically Black Community College (HBCU) in south Mississippi called Hinds Community College (HCC) in Utica, MS. Students’ and educators’ ages will contrast in ranges. Most students that are going to HCC are between the ages of 18-23; nonetheless, there are a few students that are more established in age. The segment cosmetics of Hinds Community College is around 90% African American and 10% Other (White, Asian, Etc.). A large portion of the student populace originate from low salary families.
The classroom setting is a similar with regards to socioeconomics. The normal classroom ranges from 15:1 in class size. Most classrooms are outfitted with a promethean board or shrewd board, projector, and classroom PC. Four separate homerooms will be studied with the end goal of this investigation. Each class will be a piece of an alternate scholastic study. For instance, one classroom from the English Department will be overviewed while the other three will originate from an alternate division.
Instruments
A survey will be given to the students and educators that will figure out what kinds of innovation that are being utilized in the classrooms. The two reviews will have various inquiries. For instance, the study that educators will finish will pose inquiries that will relate to what innovation the school has offered to be utilized in these classrooms just as what innovation they are really utilizing in the classrooms. The students’ overview will figure out what kinds of innovation that the students are seeing be used in the classrooms just as what they might want to see be used. Each class that will finish the overviews will be accumulated into diagrams that will effectively show what innovation is really being utilized inside the classroom.
Design
The design for this specific study will be an illustrative kind structure with the utilization of assembled graphs to show the information. The study that will be done in each class will give me the data to depict why certain instructors are or are not using specific sort of innovation.
Procedure
Toward the start of this study, I will pick four classes from various offices that will finish an investigation that will figure out what innovation is being utilized inside the classrooms to help show the material. Every instructor and student will be given a study that will pose inquiries relating to what innovation is being utilized. When the studies have been finished, information will be agreed to figure out what kinds of innovation is accessible to the educators to use in the classrooms contrasted with what innovation they are really utilizing to convey the material to the students.
Instrumentation
A survey will be given to both teachers and students to determine what types of technology is being used within the classroom. Because the studies will be researcher created, there will be a pilot study done. During the pilot study, the surveys will be given out to a test group in order to determine if the surveys were going to provide the proper amount of data that will show which types of technology is being used in the classrooms compared to what is being offered. One of the questions that will be involved on the teachers’ survey will determine whether or not they have been given proper training for the technology that is being used inside the classrooms as well as if they have been given upgraded equipment. It will also determine what the instructors think should be done to include more training for the various devices that the school is offering to each student. The students’ review will figure out what sorts of innovation that the students are seeing be used in class just as what they might want to see be used. Each class that will finish the studies will be arranged into charts that will effectively show what innovation is really being utilized. These surveys will also help describe how the demographics may be an impact on what is available to the students. Questions such as “is there a budget set up for your department to cover expenses that certain technologies require” and “are the instruments being used inside the classroom updated or is there a need for new technology” will be asked to each instructor within the study. Other examples of questions can be found in the appendix.
Survey Design and Procedure
Because the data will be collected using two surveys, one designed for the instructors and one for the students, and a teacher interview, the design for this particular study will be considered as a descriptive and qualitative study. Each class that will be selected will be given the surveys to determine which forms of technology is being used in terms of classroom instructions from both instructor and student perspectives. The instructor interviews will be done to determine what the instructors think can be done to add more of an array of technology inside the classrooms. All classrooms on the campus will be asked to participate within the surveys, but only a few select instructors from each department will be given the opportunity to participate in the interviews. This will allow for the study to have perspectives from all degree programs that are offered on the campus. Once the surveys are completed and returned, all data will be compiled to determine what students are using inside the classrooms to help promote learning, what training the instructors have been given in terms of this technology, and what both parties feel could be done to improve the use of technology within the classroom pertaining to instruction.
Example of Surveys and Interview Questions
University Faculty Survey
Technology used in Instruction
| 1. What kind of technology have you used within your classroom instruction to help promote learning?
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| 2. How satisfied are you with the availability of technological resources for teaching at this university?
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| 3. Has any of your equipment been updated since you have been at the institution?
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| 4. What type of finance resources does your department have to provide equipment to students?
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| 5. What other types of technology can be utilized inside the classroom during instruction?
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| 6. Have you been trained properly for utilizing the technology inside the classrooms? i.e. smart boards, clickers, tablets, etc.
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| 7. Is utilizing technology in the classrooms a teaching requirement at this institution?
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| 8. Does the college have any policies that deal with the utilization of technology inside the classrooms?
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| Question | Strongly Agree | Agree | Disagree | Strongly Disagree |
| 9. I feel certain about my capacity to coordinate numerous technologies into my instruction. | ||||
| 10. I have an assortment of thoughts and exercises for incorporating technology into my teaching. | ||||
| 11. I have sufficient opportunity to prepare for technology-based exercises. | ||||
| 12. I accept that incorporating innovation into my educational plan is significant for student achievement. | ||||
| 13. I don’t have the abilities to help the students when they use technology for a task. | ||||
| 14. I know about what innovation is accessible to my students. | ||||
| 15. I know about the copyright laws that oversee the worthy utilization of innovation (counting utilizing material from the Internet). | ||||
University Student Survey
Technology used in Instruction
| Question | Strongly Agree | Agree | Disagree | Strongly Disagree |
| 1. I can easily access the available technology in the school when I need it. | ||||
| 2. Our instructor frequently uses technology in the classroom during instruction. | ||||
| 3. I find that I learn better when technology is utilized during the class time. | ||||
| 4. I find the classroom more engaging when the instructor uses technology during the lesson. | ||||
| 5. The technology being used during the lessons is easy to use. | ||||
| 6. The instructor uses all resources that is available within the classroom. | ||||
| Technology Used | ||||
| Type | Never | Daily | Weekly | Monthly |
| 7. Internet access | ||||
| 8. Apps | ||||
| 9. Various tools
(digit timers, recorders, graphic organizers, clickers, etc.) |
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| 10. Test Preparation | ||||
| 11. Web Design | ||||
| 12. Management programs for student data | ||||
| 13. Computers Access | ||||
| 14. Active Board (e.g., White Board) | ||||
| 15. Laptops | ||||
| 16. Tablets (e.g., iPads) | ||||
| 17. Digital video cameras | ||||
University Instructor Interview
| 1. Do you feel like you have been given the proper resources to utilize within the classroom or do you think there could be more? | |
| 2. Do you feel that you need more time to integrate technology into your lessons? | |
| 3. Do you feel there should be more support from your department to assist with your technological needs? | |
| 4. Is there enough technical support to keep the computers and applications up to date or does there need to be more? | |
| 5. Do you need more access to technological tools to integrate in your classroom instruction? | |
| 6. Does there need to be faster internet access? | |
| 7. Do you feel that there is enough money budgeted for technology updates for your department? | |
| 8. Do you think there is more student engagement when using technology during the lessons? | |
| 9. Do you feel like technology has helped or hindered the way that you teach? | |
| 10. Do you feel like there has been enough training opportunities for the technology that you are using during your lessons? | |
| 11. Does technology improve the way you teach? | |
| 12. Do you prepare your lessons by thinking about how to incorporate technology into your lessons? | |
| 13. Do you feel like the students are adequately prepared to use the technology being incorporated into the lessons or does there need to be more training? |
Data Analysis and Procedure
Since there will be two surveys done for this study, the data will be complied into charts and compared to one another. Since every teacher on the campus will be given the survey, their answers will be compared by departments. As each of the surveys are compiled, the answers will be entered into a graph that compares them by department. The students, however, will be in a separate graph that will compare their answers to one another. Both graphs will be displayed after all data has been compiled. Since the instructors will be the only ones to do the interview, the answers to the interview will be displayed in a chart by department like the survey. Once all data has been collected, all data will be carefully analyzed and placed in charts. By comparing both of the charts, we will be able to understand what types of technology is being utilized by the students as well as what is available. As the surveys are handed in, they will be placed in their correct department in order to keep the departments together to better compare the data.
Summary
Because higher education institutions are given different forms of technology to use inside the classrooms, one can assume that all of the educators on campus are utilizing these tools to promote learning. However, there are some classrooms that are not utilizing those tools either because of lack of funds or training. This study will consist of a survey done by both the students and teachers to identify what types of technology has been utilized or given to these classrooms. Once permission has been given by Hinds Community College’s Vice President and Dean, a survey passed out to all instructors and students. After permission to do the study on the campus, permission slips as well as the surveys will be handed to all student. Specific instructors from all departments will be chosen to participate in an interview that will assess what can be done to provide more technology inside the classrooms. This will determine whether or not there needs to be more funds available to the departments or if there has not been proper training for the technology that is readily available. After all data is collected, it will be separated into the proper department and analyzed.
References
Daher, T., & Lazarevic, B. (2014). Emerging Instructional Technologies: Exploring the Extent of Faculty Use of Web 2.0 Tools at a Midwestern Community College. TechTrends: Linking Research and Practice to Improve Learning, 58(6), 42–50. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1042915&site=eds-live
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