Courduff

A steward is a scholar in the fullest sense of the term—someone who can imaginatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application. Stewardship also has an ethical and moral dimension; it is a role that transcends a collection of accomplishments and skills. A steward is someone to whom the vigor, quality, and integrity of the field can be entrusted. The most important period of a steward’s formation occurs during formal doctoral education. (Golde & Walker, 2006, Abstract) ​Jennifer, thank you for the clarification. I was intrigued by the use of the phrase "weaving technology." I agree that a seamless joining of technology with current practices of teaching is essential for effective teaching. Sometimes, I think, to our tech-svvy digital natives, the technology of paper and pencil may be the best intuitive solution to a teaching and learning situation. Just thinking! David
 * ​​​ Module 1: The Purpose of Dissertation Research**
 * **Research Interests:** My research interests include technology integration in the special education classroom. Specifically, what type of training/mentoring/coaching is most effective in increasing the frequency with which special education teachers weave technology naturally into instruction? What is the catalyst that will enable teachers and increase perceived value of technology integration into instructional practice? ( // Jennifer, what do you mean by weaving technology naturally into instruction? Abraham) David, Technology should be a tool that is used intuitively and naturally in the learning and teaching environments. It should not be considered a separate curriculum to teach, but rather as a vehicle to improve or increase content absorption and understanding that leads to higher level thinking and creation of applied and new knowledge. Jennifer //

I was listening to an interview just a few days ago about the value of using a computer that has the ability to rapidly repeat packets of information with an autistic child. This man created a company of temp workers using the computer to train for repetitive tasks. He claimed that this was ideal for autistic workers. I was amazed at his innovativeness. Ginger **Module 2: Literature Review**
 * **Theoretical Foundations: ** The theoretical framework for this study is based on the social learning theories of Wenger & Lave (1998) and the Concerns Based Adoption Model of Hall & Hord (1987). These theorists produced reliable research on the effective training and coaching that results in sustained change in the way adults apply learning to professional duties. Traditionally, their theories are referred to as situated learning, apprenticeship, mentoring, and community of practice models.
 * Communications theory aligns with Wenger & Lave's Community of Practice (CoP) model
 * Instructional Design and Development theory aligns with Hall & Hord's CBAM model
 * Complexity theory also aligns with the CBAM model.(Hall & Hord, 1987; Spector, Merrill, Merrienboer, & Driscoll, 2008, p. 29)
 * 4C/ID model involving recurrent and nonrecurrent tasks aligns with CoP and Psychology of Learning models. This is also addressed in George Siemens' Connectivism theory. (Siemens, 2006; Spector, Merrill, Merrienboer, & Driscoll, 2008, p. 25)
 * Find five areas of relevant research for review.
 * Adult Learning Theory - socio-cultural and knowledge acquistion perspectives + CBAM
 * The theoretical framework for this study is based on the social learning theories of Wenger & Lave (1998) and the Concerns Based Adoption Model of Hall & Hord (1987). These theorists produced reliable research on the effective training and coaching that results in sustained change in the way adults apply learning to professional duties. Traditionally, their theories are referred to as situated learning, apprenticeship, mentoring, and community of practice models.
 * When considered as a continuum, this is a holistic model that assumes that learning is situated, personal, and highly interactive. Learning takes place over time and among people.

>>  // Provide a justification for these five areas. //
 * ( Don't you think these two are broad areas that may need individual literature review? How does this align with specific research questions? David) **
 * **David - this is where I am baffled. In an academic review of the literature, one should begin with a theoretical framework in order to set a foundation. This would include current literature regarding the wider theoretical frame, would it not?** **Dawidowicz's book discusses simple, applied, and academic literature reviews. I am approaching this as an academic, rather than as an applied or simple, literature review. Therefore, a review of a broad topic such as CBAM would be necessary in the literature review. What do you think? Jennifer**
 * **jen; 10.02.09 - I am adding systemic change to this section because disruptive innovation is a different lens through which to view this topic.**
 * **Social learning** **and emerging technology - hybrid Communities of Practice**
 * As applied to this study, this framework proposes that technology effective integration is directly related to relationship through ongoing coaching and support rather than training. This model will influence the extent to which teachers integrate technology applications and skills into instructional practice consistently and over time.
 * **This is me again editing me. There is no literature (that I can find...that addresses blended CoP as a coaching/mentoring model in the special education population. Research is slim for regular ed and not really there at all in special ed. (When you hone it down to RSP - you find nothing....)**
 * **Challenges of teaching in an RSP pull-out setting** **+ technology integration**
 * **Jennifer, when you refer to a pull-out setting, are you talking about removing a student from a so-called "normal" classroom setting to another area for special services? This is a new area for me. Sheila**
 * RSP teachers service students who are main-streamed. This means that they are in a regular education classroom more than 60% of the day. These students can be serviced in RSP from 30 minutes twice a week, to two hours every day depending on goals as listed in Individualized Education Plan (IEP). Learning disabilities vary and include cognitive, visual, auditory, behavioral, and others. Students with autism and asbergers' syndromes also fit within this group. The challenge for teachers is to make accommodations to instructional practice that match the learning and social needs of the students, comply with student goals as listed on the IEP, and align with state laws as per IDEA. These factors leave very little time for RSP teachers to consider and plan for creative and appropriate ways to use technology to help students learn.
 * **Disruptive innovation** **+ complexity theory + implementation of technology in a relatively non-technological learning arena**
 * The arena is Resource Specialist Program (RSP) pull-out. Disruptive innovation theory suggests that we implement change where the need is great and there is no tools in place to fit the need. In this case, the need is time, ideas, coaching, and support through a Community of Practice. Assistive technology tools are plentiful and can be purchased with low incidence or other funds as specified on an IEP. The innovation here is the connection-making between tools and instruction, activities, learning, etc.
 * **Assistive Technology + E-Portfolios + incident intervention tools such as iPod Touch**
 * The goal of assistive technology is to level the playing field for students. The ultimate goal of such AT devices is to enable these kids to experience life that is independent, productive and creative with the help of AT devices. The gap here is that unless the teachers understand the value of integrating these resources into instruction, and, more importantly, unless they are supported in the management of integrating these technologies, they will never use them. The tragedy here is that the teachers can be absolutely convinced that the AT tools work, and are valuable. Still, without shoulder to shoulder mentoring regarding how to integrate the tools into specific instructional activities, and without the accountability that mentorship provides (i.e., she's coming so I better use this....) the integration will not be actualized authentically.
 * **I am interested in assisted technology, and lately more so in technology that can be used to assist students with Aspergers who are struggling. My question is, how do we define assistive technologies? Are we beyond the typical technologies we think of, such as voice activated software that types or software that reads or signs? Rachel**
 * **​** **I need to get the SETTS website to you Rachel - I'll work on that tonight!**
 * // AT - substantiate need / connection / stories to SpecEd students (notes and thoughts...) //
 * // when do we need to move from low tech to high tech devices //
 * // There is an APP out that performs text to speech and icon to speech similar to DynaVox and similar communication technologies //
 * // "True life becomes independent by using AT devices" such as DynaVox EyeMax (controlled with the eyes) //
 * // addresses need of students and teachers - gets rid of intervention by teaching "loudly and more slowly" (What about addressing communication between student and teacher? Would one need a constructivist environment to adddress active learning among Secial Ed. students? Just thinking! David) //
 * // not my focus at this time. my focus is teachers more than students. the students benefit from the change in teachers perceived value of technology and increased frequency of using the technology in intervention activities. Jennifer //
 * // think about level of cognition and means of access with the goal of student engaging people - authentic communication - real life happens with AT devices (direct access) //

Jennifer, Yes, I agree. Training is central to effective us of technology. Do you think that training both in the use and the selection of technology will be helpful for special education teachers? Often, teachers are not sure of the factors that help to choose technology. That translates to understanding how to associate learning objectives with available technology. Last week a teacher remarked, "I have this software tool at my disposal, I guess I will have to use it in my course!" I think it is upto us to help others in the field to refrain from using technology for technology's sake. Just thinking. David.
 * Module 3: What Questions Should We Be Asking? **
 * Gap in the research: Technology training and implementation in the Resource Specialist Program (RSP) pull-out classroom.
 * Refine your research questions.
 * Specifically, is a hybrid Community of Practice the most effective approach in increasing the frequency with which special education RSP teachers weave technology naturally into instruction?
 * When you say "hybrid" are you referring to a blended approach of distance learning and traditional classroom instruction, or do you mean computer based assistive technology?
 * What is the catalyst that will enable teachers and increase perceived value of technology integration into instructional practice?
 * Develop a problem statement for your research study.
 * There is a disconnect between technology integration training programs for special education teachers and the level to which these programs affect technology integration in instructional practice. The evolution of assistive technology has created a need for effective technology integration training programs that provide strategies for the development, implementation and management of technology into instructional practice, include a flexibility to evolve as technology evolves, and address the complexity of needs represented in the instructional day of the RSP teacher. This problem must be addressed in order to provide training methodologies that are sustainable, real, and applicable to the philosophy and practice of technology in special education.


 * Determine a theoretical base or a conceptual framework for your study
 * The theoretical framework for this study is based on the social learning theories of Wenger & Lave (1998) and the Concerns Based Adoption Model of Hall & Hord (1987). These theorists produced reliable research on the effective training and coaching that results in sustained change in the way adults apply learning to professional duties. Traditionally, their theories are referred to as situated learning, apprenticeship, mentoring, and community of practice models. When considered as a continuum, this is a holistic model that assumes that learning is situated, personal, and highly interactive. Learning takes place over time and among people.

What a wonderful description of how you are basing your study. This seems to be a sound framework for what you are describing above. Ginger

|| ** Strengths ** || ** Limitations ** || ** Authoritative Primary Source for This Methodology ** || ** Why I Will or Will Not Use This Method ** || || Creswell (2003, 2007); Johnson & Christensen (2008). || I will not use this method because the paradigm shift in the culture of education is not the focus of my inquiry. || Quantitative approach allows for results to be generalized to a broader population. || Researcher and participant perceptions and bias can skew results or create misunderstanding of survey questions and/or responses. || Creswell (2003, 2007); Johnson & Christensen (2008). || ** I will use this method because it provides an opportunity to study the data from two perspectives: the personal, up close look gained through coding interview, focus groups and non-participant data, and the wider perspective gained through coding and analyzing the codes for recurring themes and unique undertones. ** ||
 * Module 4: Research Paradigms: Methodologies and Traditions **
 * Complete a table on three possible methodologies that fit your research questions.
 * ** Research Methodology **
 * ** Case study ** || Interpretive, seeks to present a holistic, in-depth description of a total case or system. Focus on providing a detailed account of one or several participants. || Subject to bias in interpretation due to researcher perspective or frame of reference.  || Creswell (2003, 2007); Johnson & Christensen (2008).  || I will not use this method in its purest form. Rather, I will use the case study approach within a mixed methods methodology in order to quantify the qualitative data in focus group and observations. ||
 * ** Ethnography ** || Focus on aspect of culture. Seeks to understand people within the culture of the society in which they live, in this case, the sub-culture of special educators within the greater culture of education || Researcher must be involved with participants without going “native”, and must not influence a culture change.
 * ** Mixed-methods ** || Qualitative approach allows for description in rich narrative form. The researcher is able to tell the story behind the study.
 * Complete a table on the method of data collection for your study.
 * ** Research Questions ** || ** Methodology **

|| ** Sample **

|| ** Data Collection ** || ** Statistical Analysis ** || || Mixed methods || || || || 2. Non-participant observation through “stream-of-behavior” chronicles in the form of online threaded discussions, field notes, and perpetual contact via text messaging. This data will include read-think-aloud protocols to gain insight on the thought process used to integrate the technology. 3. Pre- and Post- participation surveys. || ** Coded recursively for themes and meanings, analyzed using descriptive statistics **
 * 1. Can a hybrid Community of Practice be the most effective approach in increasing the frequency with which special education RSP teachers weave technology naturally into instruction?
 * ^  ||^   || 10 elementary level Resource Special (RSP) teachers. || 1. Participant observation through recorded focus group interviews.

|| Mixed Methods || || || ||
 * Group process data, group product data analyzed using t-tests anova tests. ** ||
 * 2**.** What is the catalyst that will enable teachers and increase perceived value of technology integration into instructional practice?
 * ^  ||^   || 10 elementary level Resource Special (RSP) teachers. || 1. Participant observation through recorded focus group interviews.

2. Pre- and Post- participation surveys. || ** Coded recursively for themes and meanings, analyzed using descriptive statistics ** So, are you envisioning setting up an online class, so to speak, specifically for special education instructors to participate and get professional development? Would the participants all be from one school/district or would they be from a wider area?
 * Group process data, group product data analyzed using t-tests anova tests. ** ||

It might be interesting to conduct this in a rural school district as well.

References: Creswell, J. W. (2007). //Qualitative inquiry & research design choosing among five approaches (//2nd ed.). Thousand Oaks: Sage Publications.

Johnson, B., & Christensen, L. B. (2008). //Educational research quantitative, qualitative, and mixed approaches// (3rd ed.). Thousand Oaks, CA: Sage Publications.

Jennifer, I am intrigued by your choices of methods. If your independent variable is "hybrid Community of Practice" how would you quantify it? What is the theory you hope to use to frame you research questions? Thank you. David (10/31)

** Module 5: After the Data Is Collected: What Then?
 * //Notes to think about://
 * **What question/topic are you researching?**
 * **Why did you select this question? That is, what is your reasoning in selecting this question, and why is the question important?**
 * **Having used the free writing or clustering method to identify your research areas, what factors must you consider to create an objective literature review?**
 * **Since you cannot consider all of these research areas in your literature review, select the ones most relevant to the broad question you are going to examine. What are they, and why did you select them?**
 * **Using the clustering method again, what sub-factors must you consider regarding those four or five factors you selected to create an objective examination of those factors?**
 * **What sources will you use to begin your literature review? (Dawidowicz, p. 86)**
 * Determine the significance of your study.
 * Decide on the best way to disseminate your research.

**Significance of study:** This study is significant to the pedagogy and instructional practice of special education teachers in K-12 school districts. The community of practice support models studied and described as a result of this study are generalizable to special and general education teachers, administrators, and professional development departments in school districts across the nation.

Jennifer, I agree there is very little research on how special educators use and can use technology in their classrooms. I wonder if part of this might be due to securing permission from participants in special education.


 * Dissemination of study:** My research will be initially disseminated through the publication of the dissertation. The research will also be disseminated through presentations at technology and special education technology conferences, and through the Special Education Technology Trainers (SETTS) consortium in San Bernardino County. Our group provides training to local teachers and at conference workshops. We are currently developing an Assistive Technology Specialist certification program in partnership with a local university. The research will be submitted for publication to both peer and non-peer reviewed journals in the fields of special education, general education, and technology education.

Jennifer, Your study will definitely provide educational teachers in K-12 school districts with the models that they need to support specific pedagogical practice. Have you noticed a well-defined aspect of social change that your research will affect? What are few of the journals that capture your attention and attract your research leanings? Just thinking! David (11/14/09)

References: Bruner, J. (1986). //Actual minds, possible worlds.// MA: The President and Fellows of Harvard College. Bruner, J. (1962). //Essays for the left hand.// MA: The President and Fellows of Harvard College. Creswell, J. W. (2007). //Qualitative inquiry & research design choosing among five approaches (//2nd ed.). Thousand Oaks: Sage Publications. Dewey, J. (1910). //How we think.// MA: D.C. Heath & Co.Hall, G., & Hord, S. (1987). //Change in schools: Facilitating the process.// New York: New York Press. Hall, G., Loucks, S., Rutherford, W., & Newlove, B. (1975). Levels of use of the innovation: A framework for analyzing innovation adoption. //Journal of Teacher Education// //, 26// (1), 52-56. Johnson, B., & Christensen, L. B. (2008). //Educational research quantitative, qualitative, and mixed approaches// (3rd ed.). Thousand Oaks, CA: Sage Publications. Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Lawrence Erlbaum Associates. Wenger, E. (1998). //Communities of practice: learning, meaning, and identity.// New York, NY: Cambridge University Press.