Quantitative Article Review
Research Commodity Critique 1 Running Head: RESEARCH ARTICLE CRITIQUE Assay Commodity Critique of “The Abstraction of Abecedary Perceptions of Advisory Technology Affiliation in the Classroom” by Lynette Molstad Gorder The purpose of this appointment was to assay a associate advised account commodity that is assay based, and is adumbrative of one of the assay methodologies we discussed in class. The architecture of the commodity has the actualization of a argument because it has abounding of the aforementioned components. It starts with an abstruse that discusses the capital credibility of the assay and the results.
After account the article, I begin that the abstruse bootless to acknowledgment that the assay was based on agents who abounding a technology advance at South Dakota University. Afterwards activity through a basal and avant-garde technology course, the agents were beatific a assay to assay whether those agents were amalgam technology into teaching and learning. The assay alignment acclimated in this abstraction were surveys analyzed in a quantitative design. Added specifically, two assay instruments were alien in the article, but alone one was used. Both were advised by Mills and Tincher (2003).
They call the Technology Affiliation Standards Configuration cast (TISC) as the aboriginal tool. This looked at technology as a apparatus to enhance apprentice acquirements and a apparatus for able productivity. The additional apparatus declared by the aforementioned artist developed the Technology Affiliation Cast (TICM). This apparatus was added convenient and aloof declared what the abecedary does and what the acceptance do in a technology outfitted classroom. Later in the commodity we ascertain that TICM is assay based on a calibration rating; (1)never, (2)seldom, (3)sometimes, (4)often, and (5)always.
Using this tool, the columnist approved to acquisition out to what amount agents accommodate technology into their classroom and into teaching and acquirements afterwards demography two technology affiliation classes. Application the assay the abstraction additionally appear comparisons of abecedary perceptions of uses and affiliation based on claimed characteristics. These characteristics are age, gender, cardinal of years in the teaching field, brand akin taught, agreeable area, and apprenticeship level. The assay questions the abstraction offered were 1) How do agents currently use and accommodate technology for teaching and acquirements in the classroom? ) How do agents alter in the admeasurement to which they accommodate advisory technology based on the characteristics of gender, age, teaching experience, brand akin taught, agreeable area, and educational level? The characteristics are advised factors and were compared to the affiliation of technology in the classroom. The abased capricious in this abstraction is the affiliation of technology in teaching and acquirements in the classroom. The absolute capricious is the basal and avant-garde training advance that agents took at South Dakota University.
Two courses were accustomed at South Dakota University. The capacity for this abstraction were all the acceptance who alternate in the two courses. The columnist acclimated agents in K-12 who abounding both a Basal Technology for Teaching and Acquirements Academy, and the Avant-garde Technology for Teaching and Acquirements Academy at Dakota State University in Madison, South Dakota. A accessible affair accompanying to sampling may be that the columnist acclimated agents who abounding a specific able development experience. What if the courses did not account the students?
A assay was mailed to the 300 South Dakota agents who abounding the classes. Of the 300 agents who took the classes, 174 alternate the survey. This was a 58% acknowledgment rate. As we discussed in chic 50% is a acceptable response. The allegation were based on the participants use and affiliation of technology in the classroom for teaching and learning, and the differences in perceptions based on the demographic and claimed characteristics. Of the thirteen folio article, seven pages were adherent to the findings.
Demographic abstracts calm were gender, age, teaching experience, brand akin teaching, agreeable area, and educational level. Assay catechism one, “how do agents currently use and accommodate technology for teaching and acquirements in the classroom” was disconnected into three phases. Appearance one adherent to able productivity, appearance two adherent to carrying apprenticeship application technology, and appearance three adherent to agents amalgam technology into apprentice learning. The after-effects were displayed APA appearance in a blueprint that displayed Mean and Standard Deviation.
For this question, the allegation address that agents do not accommodate technology able-bodied for teaching and learning, but do for able abundance and abetment of commitment of instruction. The additional assay catechism compared technology affiliation to anniversary appropriate factor. For the aboriginal agency of macho vs. female, a t-test was acclimated to compare. There was no cogent aberration in gender and the use or affiliation of technology. Anniversary agency was compared application a one-way ANOVA (analysis of variance).
ANOVA is acclimated back you accept factors and a abased variable. For anniversary of the characteristics or factors a agency was displayed for anniversary of the differences of acumen regarding, age, years teaching experience, brand akin taught, agreeable area, and educational level. From the allegation of this analysis, alone brand akin accomplished had a cogent aberration in technology affiliation and uses. Agents of Grades 9-12 use and accommodate technology into acquirements added than agents in lower grades. The abstraction was authentic in their assay and their findings.
The abstraction does not call the agreeable of the courses the agents abounding at the South Dakota University, or adjustment of delivery. It alone food the appellation of the course. References Gorder, L. (2008). A Abstraction of Abecedary Perceptions of Advisory Technology Affiliation in the Classroom. The Delta Pi Epsilon Journal, L (2), 63-76. Mills, S. C. , &Tincher, R. C. (2003) Be the technology: A adorning archetypal for evaluating technology integration. Account of Assay on Technology in Education, 35(3), 382-401.
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