Cartwright

 Module 1: The Purpose of Dissertation Research Research Interests:

My research interests include technology integration and its impact on cognitive growth, constructivist learning theory and how it relates to technology in the teaching and learning process, multicultural education and its correlation to the digital divide. I am especially interested in innovative technologies such as web 2.0 tools and how they can be utilized in classroom instruction.

My research questions: 1. How does technology impact classroom instruction? 2. Are educators being properly trained to teach with technology? 3. Has technology been successful in the school system? 4. What effect has the digital divide had on technology in schools? 5. Has technology made a difference in how educators teach? Theoretical Foundations:

The concept of experiential learning appears to be very relevant to my course of study. It correlates with constructivism, which was the framework for my most recent KAM and an area that I want to pursue in my future research. The basic concepts of experiential learning: concrete experience, observation and reflection, formation of abstract concepts, and testing in new situationd (Morgan, 2008). These elements are required in the use of innovative technologies in classroom instruction In essence, it coincides with constructivists learning theories that focus on active participation, learning by doing, and taking ownership of one’s learning experience. Jonassen (2006) defined four components required for meaningful learning to take place: //meaningful purpose//, //conceptual engagement//, //conceptual development//, and //methods and strategies// to support the other three components; so there does seem to be a parallel pattern between the two learning theories.

References:

Jonassen, D. H. (2006). //Modeling with technology: Mindtools for conceptual change// (3rd ed.). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

Morgan, K. (2008). Experiential perspectives. In Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). Handbook of research on educational communications and technology (3rd ed., pp. 33-37). New York: Lawrence Erlbaum Associates.

Jonassen (2006) believed that learning is a process of actively structuring knowledge by incorporating personal experiences into the learners’ existing schema. Learning environments should sustain that process by offering various perspectives or explanations of reality. Learning experiences should also permit knowledge structuring in the learner by providing strong content and experienced-center activities.

Module 2: Literature Review

Literature Review Teacher Preparation: As a result of the increase of online courses being offered in K – 12 environments, there is a need to prepare teachers to acquire the skills that will be needed to function effectively in a virtual environment. It will require course planning and organization that will benefit from distance learning strong points and reduce limitations.

AMEN sister. Look at Dr. Jana Willis' research. She works in a teacher prep program in a Texas university. She is also a professor here at Walden. The methods used to develop courses online for adults are totally different from what K-12 needs. I have taught online high school for many years and have written 2 courses for this particular school. Unfortunately, they wanted the course design to mimic the college online courses. Frankly, that just doesn't work with an immature mind. So, a different set of parameters must be established for these categories of younger minds. There is not a lot of research available at this point. Ginger HI Ginger, Look at Sheehy's website. He's a high school teacher in South Dakota who has some great peer-reviewed articles. http://ateacherswrites.wordpress.com/ Jen This issue is near and dear to me, because I teach in a district that has spent tons of money upgrading from one version of Blackboard to another. Though it is widely used as a tool for virtually learning and creating hybrid classrooms, designing it effectively is not as easy as they make it out to be in the quick five minute training we get. I have used various versions for years, and it took me several weeks of reading the manual to figure out how to use the new version, and the new tools. I am still struggling to find ways to incorporate it impactfully. Rachel

Student Preparation: Methodologies need to be explored regarding the learning and study strategies K -12 students. Examine comparisons relating to strategies between distance and traditional learners.

Designing and Delivering Online Courses: The design and approach associated with distance education are complex endeavors. This is partially because the development process involves many interconnected elements that must work in unison to structure a particular system for learning. Each of these elements is vital to the success of the distance education environment and the learning experience that the student receives. Virtual Classrooms: To provide learning opportunities for students in K–12 learning environments. The implementation process has been accomplished with a limited research base, often drawing from research in adult distance education and policies modified from traditional learning environments.

Internet: To examine trends and issues regarding the use of the Internet in distance education. Some of these trends relate to charter schools, the extension of home schools, and private virtual schools.

Module 3: What Questions Should We Be Asking?** Gap in Research ** There appears to be a gap on how emerging technologies can promote cultural diversity in distance education. Another area that I think needs attention in research, are the challenges being faced by ethnic, religious, socioeconomic, cultural, gender, and disabled groups regarding technology acquisition, access, and utilization termed the digital divide. Research Questions **
 * 1. What impact will Web 2.0 tools have in online learning?
 * 2. How can Web 2.0 tools assist learners from diverse cultural groups?
 * 3. What effect has the digital divide had on distance education?

Problem Statement ** From my initial review of the literature concerning cultural diversity in online learning environment, much of the research was conducted in the late 1990s and very early 2000s. Since than distance learning has become more popular for adult and K-12 learning environments, which has caused our learning communities to become international with people from diverse backgrounds collaborating online, sharing information, exchanging ideas - all from different perspectives (Uzuner, 2009). In the last several years, Web 2.0 tools have been introduced to the academic community and further research needs to be conducted to determine their impact on distance learning in general, but more specifically on its impact in multicultural learning environments. As the world moves forward with the intermingling of cultures through global interaction there is a need to be able to communicate effectively and collaborate with individuals from diverse backgrounds. Reference: Uzuner, S. (2009). Questions of culture in distance learning: A research review. //International Review of Research in Open and Distance Learning,10// (3), 1-19. Theory ** Constructivism - Jonassen (2006)  established that his constructivist theory could effectively support the cognitive process of human development by assisting learners collect and analyze information from different perspectives, identify and solve problems, while developing critical thinking skills with the use of technology as a modeling tool. Reference: Jonassen, D. H. (2006). //Modeling with technology: Mindtools for conceptual change// (3rd ed.). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall. Sheila, you have a few interesting reseach questions. I have seen online education attempt to bridge the gap of the digital-divide particularly in overseas setting. It is fascinating how institutions are funding online education becuase it is less expensive when compared to the traditional setting. Do you think culture has an influence on the digital divide? Just thinking! David

David, Yes, I think that the digital divide is a challenge faced by low income and minority groups, mainly African Americans and Hispanic/Latino Americans. Culture, ethnicity, religion, gender, and individuals with disabilities, all impact the digital divide. The digital divide represents the disparity between those that have ownership of computers, access to the Internet, and the technological skills needed to pursue these avenues of knowledge and those that do not. In my opinion, this challenger hinders opportunities that could be made available to members of these groups by limiting their access to employment, educational, and social venues because of geographic location and/or socioeconomic factors. Sheila

Some interesting research questions, and more importantly, there should be some research available for you to access. David is right (above) when he said that funding online education is less expensive. I've often found it interesting to chase down an online university only to find a moderate sized office building. Ginger

I agree with David and Ginger, and would like to add a question: What about iTunesU? This is free, online education for anyone with Internet access. It crosses the cultural divide in ways not previously possible. I wonder why more people don't take advantage of this resource. Is it lack of awareness or desire? Yet another variable to account for.... Jennifer

Structured surveys, particularly those with closed ended questions, may have low validity when researching affective variables. || Ornstein, Shaughnessy, J. J., Zechmeister, E. B., & Zechmeister, J. S. || I will probably use a survey in my study to gather the opinions of experts in the field of emerging technologies. || Delphi studies were something that I had not heard of before this assignment, and it's an interesting option. Especially if you are going into an area with little existing research. Who would you recruit to be your "panel of experts"?
 * Module 4: Research Paradigms: Methodologies and Traditions **
 * **Research Methodology** || **Strengths** || **Limitations** || **Authoritative Primary Source for This Methodology** || **Why I Will or Will Not Use This Method** ||
 * **Delphi****Study**
 * (**** Quantitative Paradigm Methodologies ****)** is intended to get the consensus of experts’ opinions. || One strength of a Delphi study is since the participants are anonymous, they are free to express their honest opinions and to critique and revise their earlier opinions based upon the feedback from the facilitator. Another strength of a Delphi study is this technique eliminates the follow the leader syndrome and minimizes personal biases, and encourages open critique and the admission of errors. || A weakness of a Delphi study may generate limited feedback from the panel of experts and imminent developments are not always predicted accurately by the consensus of experts. || The Delphi method was developed by Project RAND in 1959 by Olaf Helmer, Norman Dalkey, and Nicholas Rescher. || I may consider this methodology because I am trying to establish the effect of web 2.0 tools and its impact on cultural diversity in an online learning environment. Since Web 2.0 is an emerging technology that is being used in instructional environments, limited information will be available concerning its potential influence in an online learning environment. ||
 * **Survey (**** Quantitative Paradigm Methodologies ****)** is used to collect quantitative information about items in a population. || A survey is an efficient way of collecting information from a large number of respondents. Surveys are flexible in the sense that a wide range of information can be collected. They can be used to study attitudes, values, beliefs, and past behaviors. Because they are standardized, they are relatively free from several types of errors. They are relatively easy to administer. Only questions of interest to the researcher are asked, recorded, codified, and analyzed. || They depend on subjects’ motivation, honesty, memory, and ability to respond. They may not be motivated to give accurate answers, but give answers that present themselves in a favorable light.
 * **Grounded Theory (**** Qualitative Paradigm traditions ****)** involves developing a theory grounded in data from the field; it draws its discipline background from sociology. The unit of analysis is studying a process, action, or interaction involving many individuals. || Grounded theory methodology provides an opportunity for presenting a different perspective in studying the process of educational change, compared to the perspective provided by the traditional preordinal approach. Grounded theory allows researchers to understand and apply its outcomes. || A major limitation of grounded theory is that it may be considered a predecessor to some other theory driven research. || Barney Glaser and Anselm Strauss || Grounded theory may be an option for my research since it is useful in exploratory and descriptive studies where little research has been done and further investigation may be required. It is also useful to clarify and explain major components of a social and psychological process for implementing change. ||

After reviewing the literature, I would make a list of researchers whose name constantly appears in the literature and who would be considered an expert by other researchers. They would be the people who are constantly being quoted in the literature.

I also had not heard of a Delphi study before this class. Finding that panel of experts might be quite a challenge for your study. Ginger

( Quantitative Paradigm Methodologies ) || Experts in the field of Educational Technology || Survey, questionnaires || N/A || References Carmean, C. M. (2008). e-learning design 2.0: emergence, connected networks and the creation of shared knowledge. ProQuest LLC. (UMI Number: 3311269) Crum, M. B. (2009). Constructivist online environments: A case study using adult students with learning disabilities pursuing a higher education degree. ProQuest LLC. (UMI Number: 3355035) Niederhauser, D. S. (2008). Educational hypertext. In Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (Eds.). Handbook of research on educational communications and technology (3rd ed., pp. 199-210). New York: Lawrence Erlbaum Associates.
 * **Research Questions** || **Methodology** || **Sample** || **Data Collection** || **Statistical Analysis** ||
 * 1. What impact will Web 2.0 tools have in online learning? || Delphi Study
 * 2. How can Web 2.0 tools assist learners from diverse cultural groups? || Grounded Theory ( Qualitative Paradigm traditions ) || Compare the perceived effectiveness of a constructivist theory on online learning environments || Literature Review in the past five years || N/A ||
 * 3. What effect has the digital divide had on distance education? || Survey ( Quantitative Paradigm Methodologies ) || 50-100 students || Survey, questionnaires, and observations || N/A ||

HI Sheila, Your table is clear and thoroughly done. Love it! I am curious as to why you chose survey over Delphi methodology. What draws you to survey over Delphi? Thanks, Jen

Thanks Jen for correcting me. I will be using a questionnaire with my Delphi Study. Sheila ** Significance of the Study ** There appears to be a gap on how emerging technologies can promote cultural diversity in distance education. My research will fill this gap by investigating emerging technologies more specifically Web 2.0 tools to determine how it can be utilized to support cultural diversity in distance education. Another area that needs attention in research is the challenges being faced by ethnic, religious, socioeconomic, cultural, gender, and disabled groups regarding technology acquisition, access, and utilization termed the digital divide. My study will examine the challenges being faced by these groups regarding technology acquisition, access, and utilization and seek to provide solutions to this dilemma. My study will add additional information to the body of knowledge regarding the utilization of Web 2.0 tools in an online instructional environment. My objective is to investigate ways that these social technological tools can advance e-learning for diverse groups so that a network can be established that allows participants to collaborate in order to express their ideas so that the members of the learning community can benefit from the opportunity to learn from disperse perspectives. In the learning community, everyone has a voice and they should be able to exercise that voice. As our learning communities are expanding to be more inclusive of an international membership, so should our ideals be expanded to include voices from individuals from diverse backgrounds based on socieconomics, culture, ethnic origins, religious beliefs, values, and lifestyles. To solve the problems that face all nations, we need to draw from everyone who has ideas to share to our learning communities. It was mentioned casually by Dr. Jason Huett at the Georgia Educational Technology Conference 2009 (GaETC) that one day in the not too distant future online learning will involve a conglomerate of universities whereby classes can be taken from various colleges to meet specific degree requirements. Imagine the possibilities that this type of learning environment can provide. Dissemination of Research ** Educational Technology Research and Development (ETR&D) is a peer-reviewed journal that focuses on current research that is directed towards educators, professionals, businesses, and the general public. The Journal of Research on Technology Education (JRTE) is a peer-reviewed journal that focuses on current research in the field of educational technology for K-12 educators. Learning and Leading with Technology would provide a wide audience of educators seeking information on advances in technology and ideas on technology implementation and integration.
 * 1) How will your study fill a gap in the current research? (You already answered this question previously in the course. If your work is still accurate, you can just copy and paste it here. You may want to modify what you wrote earlier.)
 * 1) How will your research advance the profession of educational technology?
 * 1) How will your research effect positive social change through the “improvement of human or social conditions by promoting the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, or societies” (Walden Dissertation Rubric, Chapter 1, criteria 9)?
 * Identify and justify your selection of three journals to which you would like to submit an article on this research. In one sentence, describe why you selected these journals.
 * Identify and justify your selection of two professional conferences where you would like to present your research. In one sentence, explain why you selected these conferences.

As an ISTE’s member, I would like to present at NECC, which attracts an international audience of K-12 educators and draws many leading professionals in the field of education. As a Georgia resident, I would like to present at GaETC, which is an annual conference that is a collaboration of the Georgia Educational Technology Consortium, Inc. and the Georgia Department of Education, which offers technological training to k-12 educators in the state of Georgia and educators from neighboring states.

HI Sheila, I really like NECC as well. I recently submitted a presentation proposal - hoping to go to Denver in June! Are you familiar with T.H.E Journal? Although only recently peer-reviewed, it has some great articles on emerging techologies. Jennifer

Hi Jen, Yes, I am familiar with T.H.E. Journal, but I have not used it very often. I wish you luck at NECC, what is your topic? Sheila

Sheila, I can identify with your selection of journals; JRTE is my top favorite journal. The variety of research and the scope of its readership make it as valuable as it is readable. What are observations in terms of the quality of articles that you have read and used in your area professional practice? Just thinking! David (11/13/09)

David, I have found JRTE to be very useful in my KAM work. I used several of the articles in my second KAM where I conducted research on using technology from a constructivists approach and its impact on the teaching and learning process. Many of the articles are very pertinent to what is going in education today and I have found the them to be very informative. Sheila