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Impact of technology on school
Impact of technology on school
Impact of technology on school
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I will collect quantitative data through a survey administered to all teachers at Bethel Middle School. In quantitative data analysis, a researcher analyzed the data collected using statistics in order to break down the data into smaller segments that aim to answer the research questions. Researchers also interpret the data in light of what past research noted and past predictions or assumptions they, and others, have made (Creswell, 2015).
I will utilize the Teacher Technology Questionnaire (TTQ) instrument. I will utilize the Statistical Package for the Social Sciences (SPSS) software for the descriptive statistical analysis of the quantitative data resulting from the TTQ. Once I administer the survey, I will prepare and organize the data
Minorities, African American and Latinos, in America are faced with challenges daily in white society. There are many obstacles minorities experience such as: being judged based on race, stereotyped, or worst being discriminated against by peers. Sadly, minorities can’t seem to escape to harsh realities society created. Citizens in the white society categorize humans by their race to socially construct the achievements and legitimate political goals. Minorities struggles with these goals due to the challenges they experience. The location of these challenges can occur in various places including on the job and/or at school. You may be under the impression that such challenges occurs within the adult minority groups. However, this applies to minority children as well. When the children are face with
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
The technology learning process can help teachers manage information in their daily work more effectively. Word processing software allows text-based documents to be entered, edited, formatted, and printed. This is a helpful tool for creating recital programs, handouts, and tests. Database software stores and retrieves records for instrument inventories, class lists, and attendance.
If one were to glance into the classrooms of Timberlane Middle School, in Pennington, NJ, one would observe 90 master teachers, educating more than 850 students, valiantly attempting to conduct instruction utilizing Google’s G Suite for Education applications. However, with an increased teacher workload and class sizes, new educational programs and initiatives, and an emphasis on preparing for high stakes testing, the full use of G Suite for Education applications by teachers have not been universally implemented beyond a cursory level. Furthermore, each student at Timberlane receives a Chromebook and instruction on G Suite for Education applications in a computer technology class, with the expectation they will utilize this knowledge to complete
The father of quantitative analysis, Rene Descartes, thought that in order to know and understand something, you have to measure it (Kover, 2008). Quantitative research has two main types of sampling used, probabilistic and purposive. Probabilistic sampling is when there is equal chance of anyone within the studied population to be included. Purposive sampling is used when some benchmarks are used to replace the discrepancy among errors. The primary collection of data is from tests or standardized questionnaires, structured interviews, and closed-ended observational protocols. The secondary means for data collection includes official documents. In this study, the data is analyzed to test one or more expressed hypotheses. Descriptive and inferential analyses are the two types of data analysis used and advance from descriptive to inferential. The next step in the process is data interpretation, and the goal is to give meaning to the results in regards to the hypothesis the theory was derived from. Data interpretation techniques used are generalization, theory-driven, and interpretation of theory (Gelo, Braakmann, Benetka, 2008). The discussion should bring together findings and put them into context of the framework, guiding the study (Black, Gray, Airasain, Hector, Hopkins, Nenty, Ouyang, n.d.). The discussion should include an interpretation of the results; descriptions of themes, trends, and relationships; meanings of the results, and the limitations of the study. In the conclusion, one wants to end the study by providing a synopsis and final comments. It should include a summary of findings, recommendations, and future research (Black, Gray, Airasain, Hector, Hopkins, Nenty, Ouyang, n.d.). Deductive reasoning is used in studies...
On the other hand, Quantitative research refers to “variance theory” where quantity describes the research in terms of statistical relationships between different variables (Maxwell, 2013). Quantitative research answers the questions “how much” or “how many?” Quantitative research is an objective, deductive process and is used to quantify attitudes, opinions, behaviors, and other defined variables with generalized results from a larger sample population. Much more structured than qualitative research, quantitative data collection methods include various forms of surveys, personal interviews and telephone interviews, polls, and systematic observations. Methods can be considered “cookie cutter” with a predetermined starting point and a fixed sequence of
A).Quantitative data is a numerical measurement expresses not by means of a natural language description, but rather in terms of numbers, however not all the numbers.
“Educational technology for educators includes any media that can be used in instruction,” (Lever-Duffy & McDonald, 2008). These individuals view educational technology as items like; audio, video, and digital media items. Educators that are more computer-oriented see educational technology as computers and related software used for teac...
Wright, Vivian H. and Elizabeth K. Wilson. "Teacher’s Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom." 20.2 (2011): 48-58. Web. 13 Nov. 2013.
One of the advantages of quantitative research is a shorter time requirement. That is: data can be collected in easier way, e.g. sending or receiving by e-mail or/and post, distributing or collecting by particular persons so that data can be analyzed fairly quickly. A survey in this method can also be quickly generalized to the whole population by statistically random samples. Quantitative can provide a trusted set of data that give confidence if the information is constant and reliable. The survey can be conducted in the way of anonymous when it is related to sensitive topic. It protects privacy. Certainly, the goal of generalizing findings in target group can be achieved.
Traditional research may use quantitative or qualitative research method. According to Hendricks (2009), quantitative research is a general conclusion based on hard data. Hen-dricks describe quantitativ...
In fact, the teacher leader stated that the team has a unified goal, “We have a common goal: across any type of data analysis is student achievement and increasing student achievement.” As this quote illustrates, the teacher leader supports teachers and motivates them to use data through a common goal: student achievement growth. Theme Two: Clarifying the Path by Removing Obstacles First, it was evident in the response of the teacher leader in this interview, that there is a need to remove barriers for classroom teachers. As stated by the teacher leader, “making sure they understand what data they are looking at and is it relevant data to support their bigger vision,” is a critical component to continue to motivate teachers’ use of data.
This is one of the two main ways that data is collected when doing research. Quantitative data has a focus on obtaining a specific goal and has objectivity. These goals are obtained through numerical measurements and contain control groups and variables in the experiments to help provide answers that show relationships. (McMillan, 2012, p. 11)
Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp. 1-8, viewed 15 Jan 2014, retrieved from Sage Online Article.
Many describe Quantitative research method as the oldest form of social research and trusted by most researchers as they believe that anything that has been proven with the help of numbers cannot be wrong (Alston & Bowles, 2012, p. 10). Basically Quantitative method deals with numbers, the researcher 's own presence is minimal and has deductive approach. It is most commonly used when, one began with a Hypothesis and that needed to confirm or reconfirm through research. It is a type of research in which the researcher decide what to study, ask specific questions, collects quantifiable data, analysis these data and conducts the enquiry in an objective manner. Generally, quantitative research is to gather or collect information that can be inferred to large populations of