RESEARCH PROPOSAL: THE ADVANTAGES OF UTILIZING TECHNOLOGY IN THE CLASSROOM By: Ronnica Young Liberty University / EDUC 518 ABSTRACT This study is a research proposal that is aimed at establishing the advantages of implementing technology in the classroom. A sound education is the paramount for success in the future. In general, the literature seems to indicate that the use of technology in a classroom setting not only prepares students for a successful learning experience, but also prepares students for their future. With the changing times students are utilizing technology more than ever, operating iPads, iPods, Cellphones, and laptop computers as young as age three. Katsioloudis said it best, , many young people today understand the use of technology at a very early age (Katsioloudis 2015). Students who are well versed in technology are struggling with basic Mathematics, English, and Science concepts. Students must get a firm grasp on these subjects at an early age to be successful. One learning strategy that can be implemented and be a defining factor of the success of technological savvy students is the use of technology in the classroom. This research proposal is to offer awareness of the importance of utilizing distinct types of technology in the classroom at any age since it can help offer motivation to students, help students get in depth understanding of the content they’re studying, engage students in learning processes, and have students to be more accurate in problem solving and researching material. Growing up in a world dominated by computers it is a concern that students today, if they are not equipped with 21 st century knowledge of computer applications, networking, or technology in general they will automatically fall in second place to their peer counterparts. The study started as a project to encourage teachers in a local school district to campaign for smart boards in every classroom, to advocate for the supply of iPads and laptop computers for every student, for the teachers themselves to seek the training needed to operate these devices and attend professional development, with the support of their principals and superintendents to get the knowledge and support needed to structure their lesson plans around using technology. There are two equally important reasons for integrating information technology in teaching. Students must become familiar with the use of information technology, since all jobs in the society of the future will depend on it, and information technology should be used in teaching to improve its quality and make it more effective (Cervenanská 2013). Technology in the classroom offers both flexibility and adaptability to differentiated learning. Using technology in the classroom, therefore, can help combat the "lecture style" system of education, which does cater to a variety of learning processes and ensure that students are prepared to meet the demands of the 21st century (Boundless 2016). The purpose of this study is to show student achievement across the board in a technological rich environment vs. an environment with little to no technology use. RESEARCH QUESTIONS 1. What is the impact of ‘computer-literacy’ instruction in schools? 2. Are some school subjects better suited for technology integration than others? 3. What are successful examples of how technology has been introduced and maintained in schools? 4. What are the most successful and relevant strategies for using technology to change classroom practices? 5. Some rural school districts rely heavily on tax base to supply funding to schools. How can public-private partnerships be used to ‘cut costs’ and what are the resulting cost savings (if any)? Integrating technology into teaching has a significantly positive effect on learning effectiveness. Keywords: engaging students, classroom, communication, education; technology integration; education; cognitive development VARIABLES OPERATIONAL DEFINITIONS REVIEW OF LITERATURE In a 2015 research article, Aligning Technology Education Teaching with Brain Development, by Petros Katsioloudis one main question was addressed. Is there considerable evidence that shows direct alignment between technology education curriculum and theories of intellectual development and brain growth? The following hypothesis was analyzed to find a solution to the question: Hypothesis 1: There is no considerable evidence of direct alignment between technology education curriculum and theories of intellectual development and brain growth. Hypothesis 2: There is considerable evidence of direct alignment between technology education curriculum and theories of intellectual development and brain growth. In the Summer of 2012 a study was conducted at Old Dominion University using Piaget's stages of intellectual development and comparing the findings to the Technology Education curriculum from three countries. Epstein's growth spurt theory, Piaget's stages of intellectual development, and Huitt and Hummel's cognitive development stages all suggest that the curve of growth between brain functioning development and learning ability are not smooth and continuous (Katsioloudis 2015). In concluding this study when comparing Epstein and Piaget's theories to the Standards for Technological Literacy, it appears that an opportunity may have been missed. These theories suggest that student s may have the capacity to become technologically literate at a very early age (Katsioloudis 2015). Teachers are in control over how they present material in their classroom they must be well informed of brain functioning and consider technology education curriculum to support brain growth. In discussing brain development and aligning cognitive functioning to utilizing technology in the classroom, in a 2017 article by Ruth Swart entitled, “Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study, is a very informed article that expands the importance of cognition on brain development. This article informs the college nursing student. In comparing the content of both articles, it is concluded that brain functioning can be stimulated from the use of technology at any age. We live in an information age so with staying abreast with what’s going on around us we utilize technology in a manner that stimulates our cognitive functions. Participants in this quantitative study were 127 registered 2nd year nursing students consisting of 11 males and 116 females, with most students in the 18-22-year age range. In conclusion of this study the students' comments showed they appreciated the questions developed for the teaching because they were relevant to course content and professional practice (Swart 2017). Many students identified that the inclusion of technology to enhance their learning was appreciated, as was having the variety of in-class and online technology to facilitate their development of critical thinking (Swart 2017). Another article that did not focus on the age of the student when thinking about technology is an article by Mihaela Giurgiulescu and Alina Turculet, titled Digital Technology in Education-Skills Development Through Play the argument that cognitive development through technology is apparent. This study concluded that using educational software for children produced several advantages including: Understanding abstract concepts, phenomena that can be easily understood through virtual experiments, Obtaining immediate feedback, quickly and efficiently, Reducing the time to research and study, Reducing routine activities, Stimulating intellectual activity, improving competitiveness, the development of logical thinking, the spirit of observation, visual memory, and voluntary attention, Stimulating active involvement of children in learning, reading, writing, Emerging opportunities for individual learning, self-paced (Giurgiulesu & Turculet 2015). Advantages for teachers included: Getting attention and increased concentration of children due to animation and sounds, Increase student motivation for learning concepts, Increasing the performance of children, Reduction of time in order to provide training materials to support teaching, Able to accommodate the rapid changes and new knowledge in various fields and their use through educational software, Creation of interdisciplinary in teaching and assessment, and Reducing routine activities (Giurgiulesu & Turculet 2015). Accordingly, the study focused on understanding complicated processes, describing students’ problem-solving processes with computer tools, and providing rich contextual descriptions (Marshall and Rossman 1995). The primary reasoning behind the studies presented in the articles referenced is to show a correlation between the use of technology and its advantages and brain functioning at the specified age. In another 2011 article by David V. Loertscher, Unleash the Power of Technology in Education, informs the reader that we are in the midst of a technology revolution and this is the means to stay abreast of the ever changing world. The article also outlines 2 major issues in every school when it comes to spending money on technology. One of the issues is Access (Loertscher 2011). Every child and teen needs around the clock access to fast networks on reliable devices. To create this, tech directors need to build bandwidth, wireless access to any device, and open those networks to all possibilities of instructional computing (Loertscher 2011). The second issue is to maximize learning, the speed at which technology has been used to boost teaching and learning has been agonizingly slow in most schools. (Loertscher 2011). In a 2016 article by Perihan Korkut, The Dispositions of Student Teachers Regarding the Use of Technology in Education focuses on identify the student teachers' dispositions regarding the use of technological devices for teaching purposes (Korkut 2016). In this qualitative study the participants were 20 junior ELT students in 2015-2016 academic year, spring term at a state university in Turkey. There were 12 females and 8 males in the group. From this group all participants agreed that technology was a vital part of their everyday life and without it in the student teaching classroom there would be a limited amount of resources to aid them n the classroom. Quantitative and Qualitative approaches to research are inevitable to inform any research project. A qualitative approach to this research is found in the 2011 article by Minchi C. Kim and Michael J. Hannafin, Scaffolding 6th graders' problem solving in technology-enhanced science classrooms: a qualitative case study concluded that to support scientific inquiry in problem-solving contexts, technology-enhanced scaffolds are effective when supported by clear project goals (Kim & Hannafin 2011). Another qualitative informed research article, Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education written by: Hannelore Montrieux, Ruben Vanderlinde, Tammy Schellens, & Lieven De Marez concludes that the introduction of tablet devices entails a shift in the way students learn, as the devices provide interactive, media-rich, and exciting new environments (Montrieux, Vanderlinde, and Schellens 2015). The quantitative research method was used in a 2002 research project by M.O. Thirunarayanan, the title of this article is Comparing Web-based and classroom-based learning: A quantitative study. It was concluded and noted that students scored slightly higher on web-based instruction than classroom-based instruction. Summary of Significant Themes Found In Literature Review Research Design Sampling Methods of Data Collection Data Analysis Procedures ETHICS AND HUMAN RELATIONS TIMELINE The research suggests that learning how to effectively implement technology in the classroom is paramount to the overall success of students. Students learn better when they have are given a chance to learn something new in a new and inventive way. When students are offered a new outlet to learn it sparks an interest in them and it becomes something great for them. Students today already are exposed to things that allow them to incorporate technology in their everyday lives. It does not have to stop when they enter the classroom. Students do not like to be bored, they are like sponges ready to soak up all of the information that they can receive. Students need to be engaged in their learning, and it is a necessity that educators use methods in the classroom that will help in the process of student engagement to help motivate the students to get a deeper understanding of the subject matter. Studies suggest that using technology in the classroom not only increases student engagement, but students feel like they are in control of what they are learning since technology offers a bigger world that spans far outside of the classroom. REFERENCES Boundless. "Advantages of Using Technology in the Classroom." Boundless Education Boundless, 26 May. 2016. Retrieved 23 Aug. 2017 from https://www.boundless.com/education/textbooks/boundless-education-textbook/technology-in-the-classroom-6/edtech-25/advantages-of-using technology-in- the-classroom-77-13007/ Cervenanská, M. (2013). NEED AND IMPORTANCE OF TECHNOLOGY IN EDUCATION.Technologia Vzdelavania, 21(1), 1-2. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-com.ezproxy.liberty.edu/docview/1399318522?accountid=12085 Giurgiulescu, M., & Turculet, A. (2015). DIGITAL TECHNOLOGY IN EDUCATION-SKILLS DEVELOPMENT THROUGH PLAY. Research and Science Today, (1), 237-245. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1706374979?accountid=12085 Katsioloudis, P. (2015). Aligning technology education teaching with brain development. Journal of STEM Education : Innovations and Research, 16(2), 610. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1698632445?accountid=12085 Kim, M., & Hannafin, M. (2011). Scaffolding 6th graders' problem solving in technologyEnhanced science classrooms: A qualitative case study. Instructional Science, 39(3), 255-282. Retrieved from http://www.jstor.org/stable/23882802 Kokus, P. (2016). The dispositions of student teachers regarding the use of technology in education. Cumhuriyet International Journal Education, 5, 44-57. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest.com.ezproxy.liberty.edu/docview/1892564473?accountid=12085 Loertscher, D. V. (2011). Unleash the power of technology in education. Teacher Librarian, 39(1), 46. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/902627384?accountid=12085 of RERENCES (continued) Marshall, C., & Rossman, G. B. (1995). Designing qualitative research (2nd ed.). Thousand Oaks, CA: Sage. Perkmen, S., Antonenko, P. & Caracuel, A. (2016). Validating a Measure of Teacher Intentions to Integrate Technology in Education in Turkey, Spain and the USA. Journal of Technology and Teacher Education, 24(2), 215-241. Chesapeake, VA: Society for Information Technology & Teacher Education. Swart, R. (2017). Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study. Nurse Education in Practice, 23, 30-39. doi:http://dx.doi.org.ezproxy.liberty.edu/10.1016/j.nepr.2017.02.003 Montrieux, H., Vanderlinde, R., Schellens, T., & Marez, L. D. (2015). Teaching and learning with mobile technology: A qualitative explorative study about the introduction of tablet devices in secondary education. PLoS One, 10(12) doi:http://dx.doi.org.ezproxy.liberty.edu/10.1371/journal.pone.0144008 Thirunarayanan, M. O., & Perez-Prado, A. (2002). Comparing web-based and classroom-based learning: A quantitative study. Journal of Research on Technology in Education, 34(2), 131-137. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquestcom.ezproxy.liberty.edu/docview/274700304?accountid=12085
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