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Making the Grade: Reporting Educational Technology and Teacher Knowledge Research

Copyright © 2012. 10 pages.
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DOI: 10.4018/978-1-60960-750-0.ch014
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MLA

Ronau, Robert N. and Christopher R. Rakes. "Making the Grade: Reporting Educational Technology and Teacher Knowledge Research." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. IGI Global, 2012. 323-332. Web. 23 Oct. 2014. doi:10.4018/978-1-60960-750-0.ch014

APA

Ronau, R. N., & Rakes, C. R. (2012). Making the Grade: Reporting Educational Technology and Teacher Knowledge Research. In R. Ronau, C. Rakes, & M. Niess (Eds.) Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 323-332). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-750-0.ch014

Chicago

Ronau, Robert N. and Christopher R. Rakes. "Making the Grade: Reporting Educational Technology and Teacher Knowledge Research." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, ed. Robert N. Ronau, Christopher R. Rakes and Margaret L. Niess, 323-332 (2012), accessed October 23, 2014. doi:10.4018/978-1-60960-750-0.ch014

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Abstract

This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of principles for education research that has not been applied consistently to teacher knowledge and education technology research. Although some studies address reliability of measures, few adequately address validity or threats to validity or the trustworthiness of their designs or findings. Special attention is given to the need for explicit connections between the study purpose and guiding theoretical frameworks and previous research. This volume provides examples of studies addressed these design issues and includes a checklist of questions and additional resources to aid future researchers in developing rigorous, scientific research.
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Introduction

This handbook shares a variety of educational technology research studies to demonstrate not only current trends in educational technology, but also current practices of educational research. Education research is a highly contested field (Shavelson & Towne, 2002) and has been criticized for a lack of structure and rigor (Brickhouse, 2006; Levine, 2007; National Academy of Sciences –National Research Council [NAS-NRC], 1999): “In no other field are personal experience and ideology so frequently relied on to make policy choices, and in no other field is the research base so inadequate and little used” (NAS-NRC, 1999, p.1). This chapter examines evidence standards for reporting research and presents a checklist to help future researchers adhere to the National Research Council’s six principles for conducting rigorous, scientific research.

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Complete Chapter List

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Table of Contents
Preface
Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess
Chapter 1
Margaret L. Niess
Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and... Sample PDF
Teacher Knowledge for Teaching with Technology: A TPACK Lens
$37.50
Chapter 2
Matthew J. Koehler, Tae Seob Shin, Punya Mishra
In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent... Sample PDF
How Do We Measure TPACK? Let Me Count the Ways
$37.50
Chapter 3
Thomas C. Hammond, R. Curby Alexander, Alec M. Bodzin
The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e.... Sample PDF
Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research
$37.50
Chapter 4
Robert N. Ronau, Christopher R. Rakes
In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis.... Sample PDF
A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions
$37.50
Chapter 5
Lynn Bell, Nicole Juersivich, Thomas C. Hammond, Randy L. Bell
Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations... Sample PDF
The TPACK of Dynamic Representations
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Chapter 6
Erica C. Boling, Jeanine Beatty
This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when... Sample PDF
Overcoming the Tensions and Challenges of Technology Integration: How Can We Best Support our Teachers?
$37.50
Chapter 7
John K. Lee, Meghan M. Manfra
To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to... Sample PDF
TPACK Vernaculars in Social Studies Research
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Chapter 8
Stephen J. Pape, Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Owens, Jonathan D. Bostic, Soon Chun Lee
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to... Sample PDF
Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge
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Chapter 9
Christopher J. Johnston, Patricia S. Moyer-Packenham
Multiple existing frameworks address aspects of teachers’ knowledge for teaching mathematics with technology. This study proposes the integration of... Sample PDF
A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching
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Chapter 10
Joseph M. Piro, Nancy Marksbury
With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in... Sample PDF
Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education
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Chapter 11
Travis K. Miller
This chapter details a theoretical framework for effective implementation and study of technology when used in mathematics education. Based on... Sample PDF
A Theoretical Framework for Implementing Technology for Mathematics Learning
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Chapter 12
David A. Slykhuis, Rebecca McNall Krall
In this review of recent literature on the use of technology to teach science content, 143 articles from 8 science education journals were selected... Sample PDF
Successful Implementation of Technology to Teach Science: Research Implications
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Chapter 13
Irina Lyublinskaya, Nelly Tournaki
A year-long PD program was provided to four NYC integrated algebra teachers. The PD comprised of teacher authoring of curriculum that incorporated... Sample PDF
The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire™ Handheld
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Chapter 14
Robert N. Ronau, Christopher R. Rakes
This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council... Sample PDF
Making the Grade: Reporting Educational Technology and Teacher Knowledge Research
$37.50