5 Research Questions: Dr. L

Here are some of the research questions I came up with from my 5 research studies. - Dr. L

Research Question(s)	Citations	Abstract
In what ways do teachers involved in a statewide technology integration initiative use technology in their classrooms during a cycle of action research?	Dawson, K. (2012). Using action research projects to examine teacher technology integration practices. Journal of Digital Learning in Teacher Education, v28 n3 p117-124 Spr 2012	This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide a macro-level view of the technology integration practices of more than 350 teachers within 16 districts. Specifically, it reveals the content and objectives, audience, classroom implementation strategies, hardware and software use, and outcomes associated with technology integration. This article discusses implications for this and similar initiatives, research, and professional development.
To what degree are graduates of a laptop-infused teacher preparation program prepared to integrate technology in their future classrooms? Subquestions: What levels of digital technology self-efficacy, attitude toward learning technologies, and constructivist pedagogical perspective do preservice teacher graduates possess? What were preservice teachers' personal and educational digital technology behaviors during the program? What digital technologies do preservice teacher graduates most value for future content-specific teaching and learning, and how do they use their knowledge to rationalize their choice(s)?	Hughes, J. (2013). Descriptive Indicators of Future Teachers' Technology Integration in the PK-12 Classroom: Trends from a Laptop-Infused Teacher Education Program. Journal of Educational Computing Research, 48(4), 491-516.	This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon graduation. Indicators of positioning toward technology integration included: digital technology self-efficacy, attitude toward learning technologies, pedagogical perspective, personal/educational digital technology behaviors during the program, and TPACK knowledge used to rationalize their most valued technologies for future teaching. Results indicated graduates held moderate digital technology self-efficacy, positive attitude toward learning technologies, and moderate constructivist philosophy. During their preparation, productivity software activities were used most widely for educational purposes. Their most valued technologies for teaching subject matter were predominantly productivity software as well as general hardware, such as computers, projectors, and document cameras. They described teacher-centric uses three times more often than student-centered. Graduates showed low depth of TPACK. Teacher education programs need to consider the degree to which their candidates are exposed to a range of contemporary ICTs, especially content-specific ICTs, and the candidates' development of TPACK, which supports future technology-related instructional decision-making. Such knowledge is developed across the teaching career, and technological induction programs may support continued TPACK development. Future research should employ longitudinal studies to understand TPACK development and use across novice and veteran teachers.
	Adoption and use of technology in early education.	The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators' access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children's learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.