1. 8. PROJECT OVERVIEW: Prepare an abstract that includes:
(400 word maximum, in language understandable to someone who is not familiar with your area of study):
I.) A summary of relevant research findings leading to this research proposal, (
II.) A brief description of the methodology,
III.) Expected and/or possible outcomes, and,
IV.) A statement regarding the potential significance of this research project.
I.)Most research on Technology Integration focuses on students. If that is not their focus, it is typically on
teachers in a K-­‐12 setting and not University faculty. In Breda, Clement, and Waeytens' (2003) study they do
use faculty members at a University. However, they use seminars and pre-­‐post tests as their arena to study
looking at the
& Waeytens, 2003). There is no experiential research on technology integration for college professors.
Therefore, there is a need to understand the experience itself of integrating technology for college professors.
In this study, the focus will be on two college professors who integrate technology in to their lessons every
day. Discovering what the actual process is like and discussing the positives and negatives will hopefully shed
new light on the field.
ure or need to do so. Through this
study, discovering the policies and regulations for using technology in the classroom, if there are any, will be
St
concern, as in other studies, is being confronted with issues of large class teaching (Hannon & Bretag, 2010).
The purpose of this study is to take this new situation in to account. Both professors who will be interviewed
and observed teach general education communication studies courses with this new number of students,
along with major-­‐related courses. Their previous technology integration in the class will be questioned, and
their new modifications will be observed.
II.) This Phenomenological study (Van Manen, 1997) will find out what the experience of integrating
technology for a college professor is like to help better understand this focus from another point of view.
Questions
Primary Question: What is the experience of integrating technology for the college professor?
Secondary Questions:
Is the experience overall more positive or negative for the professor?
ry/ies affect their integration?
Do the professors show an understanding of Technological Pedagogical Content Knowledge in the classroom?
Where on the S-­‐Curve do the professors lie? (Rogers, 1995)
First, the participants will be given an Informed Consent form to review and sign. Second, the professors will
be given a semi-­‐structured interview on their technology use in the classroom (Shulz, 2011). This interview will
as of using
technology. Third, after
professor teaches more than one subject to a couple of sections of students. Therefore, the researcher will
strive to observe at least one section of each subject and more, if possible. Fourth, throughout the process of
observing, the researcher will interview the professors according to what happens in the class that day. These
questions will not be pre-­‐planned. Fifth, after several observations have been concluded, the researcher will
perform a semi-­‐structured interview based on findings through the transcribing process in a focus group
setting. The professors will be able to ask their own questions as well. All interviews will be audio-­‐recorded
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2. and field notes will be taken for observations by the researcher. All data will then be transcribed to find similar
and differing views between the professors along with what their experiences are mostly made up of. Lastly,
the professors will be given part of the analysis to review for a member check to make sure they agree with
the data that has been published (Stringer, 2007) . This will conclude the research.
III.) I expect that the Professors will give honest replies to the questions. Actually observing their technology
integration will give a well-­‐rounded insight to their experience. I believe one professor's view will be different
form the other's. One will see it as more negative than the other. Also, I think the way they use technology will
be very different.
IV.) This research will see technology integration from a different perspective than has been already seen. It
will show the actual experience of the professor who integrates technology in their classroom.
9. PURPOSE.
a. Clearly state all of the objectives, goals, or aims of this project.
1.) To better understand technology integration in Higher Education.
2.) To see different points of view of technology integration in the same setting.
3.) To see a side of Technology integration that has been rarely studied.
b. How will the results of this project be used? (e.g., Presentation? Publication? Thesis? Dissertation?)
The results of the project will be presented to the Spring 2012 MCOM 581 class, taught by Dr. Beth Rajan
Sockman. The results will also be made in to a typed final report and possibly published.
10. KEY PERSONNEL. Describe responsibilities. Include information on research training or certifications related to this project. NIH tutorial
required. Be as specific as possible. (Attach extra page if needed.) All non ESU-­‐affiliated key personnel must attach NIH certificates of
completion.
Principle Investigator_Krista Hess___Title:____Graduate Sudent____E-­‐mail address_Kristamhess@gmail.com
Dept/ Affiliation: Media Communication and Technology__________________________________________________
Roles / Responsibilties:
As Principle Investigator I will be doing all research. I will interview both professors, observe their classes, and research some of ESU's
technology integration policies. I will then write a final report on my findings. I have completed the NIH certificate as of 2/2011.
Individual: Dr. Beth Rajan Sockman_ Title:_Professor, Faculty Advisor__ E-­‐mail address_bsockman@po-­‐box.esu.edu_
Dept / Affilitaion: Media Communication and Technology_________________________________________________
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3. Roles / Responsibilties:
Faculty Advisor. Dr. Sockman will help to guide my research though out its duration. Dr. Sockman has completed the NIH certification.
11. LOCATION OF RESEARCH. List all locations where data collection will take place. (School systems, organiszations, businesses, buildings
and room numbers, severs for web surveys, etc.) Be as specific as possible. Attach permission letters.
Interviews will take place in the professors' offices (in McGarry Communications building and Fine Arts
Building, respectively), and/or classrooms, which are located in Stroud, Fine Arts, or other classroom buildings.
Observation will take place in those classrooms on ESU's campus. Documentation review will depend on the
documents that are needed.
12. PARTICIPANTS.
a. Describe the participant population you have chosen for this project.
(If data are existing, check here and describe the population from whom data were collected.)
Two Undergraduate Communication Studies professors at ESU, both Caucasian and English first language
speakers. The researcher is a Graduate Student at ESU and does not have either professor in a class, currently.
Male = Around 50 years of age.
Female = Around 35 years of age.
b. Describe why is this participant population is appropriate for inclusion in this research project. (Include criteria for selection.)
There is a large enough age difference between these two professors that their experience and
knowledge of technology differs. Both professors use technology in their classrooms in different
ways and have different views of technology use. Two professors will give more room for an in-­‐
depth study of each professor's technology integration. Having two different views will also give
more perspective than if just one professor were to be studied.
c. Describe, step-­‐by-­‐step, all prodecures you will use to recruit participants. Include a copy of all e-­‐mails, flyers, advertisements,
recruiting scripts, invitations, etc., that will be used to invite people to participate.
Both Professors have already agreed to participate via e-­‐mail message communication.
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4.
What is the minimum number of participants you need to validate the study?___2_____
Is there a limit on the number of participants you will recruit? No X Yes-­‐ the number is_____2__
Is there a limit on the number of participants you will include in the study? No X Yes-­‐the number is ____2____
d. Describe the type, amount and method of compensation and/or incentives for participants.
(If no compensation will be given, check here X.)
Select the type of compensation: Monetary Incentives
Raffle or Drawing incentive (Include the chances of winning.)
Extra Credit (State the value)
Other
Description:
13. PROJECT DESIGN & METHODS.
a. Describe, step-­‐by-­‐step, all procedures and methods that will be used to consent participants.
Previous to the start of study, both participants were emailed to ask if they would like to
participate. Both readily agreed. Both participants will be given the IRB approved informed
consent form as per the example given by the IRB. The participants will have a few days to
review it. They are both aware of what the research involves and they will be able to resign
from the study if they decide to. At the first interview the participants will be able to ask any
questions and then if they still wish to participate, the participants and I will sign the form. The
participant will receive a signed copy and I will retain a signed copy.
(See attached consent form before Appendix A.)
b. Describe the procedures you will use in order to address your purpose. Provide a step-­‐by-­‐step description of how you will
carry out this research project. Include specific inform
language that would be understandable to someone who is not familiar with your area of study. Without a complete
description of all procedures, the East Stroudsburg University IRB will not be able to review this protocol. If additional space is
needed for this section, save the information as a PDF file and insert after page 6 of this form.)
1.) The participants will be given an Informed Consent form to review and sign before the
beginning of the study.
2.) The participants will be contacted to see when the best time is for them to meet face to face
for an interview.
a.) When a time is chosen, the researcher will meet with each participant individually. (1
hour per interview)
3.) The researcher and participant will agree upon class meeting times that the researcher will
be able to observe. The observations of the classroom will in no way take up any extra time for
the participant.
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5. * All class observations will be audio-­‐recorded, if the participant approves it.
4.) After each class observation, the researcher may ask the participant a few questions
regarding that day's class. This is depending on what type of experience the participant had. If
the participant does not have time at that moment, the researcher will communicate via email
with the professor, and they can respond when it is best for them.
5.) The researcher will ask the professors to meet again, face to face. This time, if the
participant approves it, they will meet together for a 'focus group' interview. (1 hour for the
interview).
a.) This counts as the final interview for both participants and ends their participation in
the research study.
6.) After all data has been collected, it will be transcribed by the researcher.
a.) All personal identifiers will be removed, and the participants will be made
anonymous with pseudonyms.
7.) After the final report has been made, the participants will be sent a copy so they can
approve of the material. The report will be edited if either professor disapproves of any
content.
c. List all data collection instruments used in this project. (e.g. surveys and questionnaires in the format that will be presented to
participants, educational tests, data collection sheets, interview questions, audio/video taping methods etc.)
1.) a semi-­‐structured interview.
a.) The participants will be audio recorded, if they approve.
b.) They will be able to see a paper form with all the questions, used as a guide of the
researcher.
2.) class observation
a.) field notes will be taken by the researcher.
3.) after-­‐class questions,
a.) also audio recorded
4.) final focus group interview with a format like the first interview. (This interview has not
been created yet due to the questions depending on the research done to that point.)
a.) The participants will be audio recorded
b.) They will be able to see a paper form with all the questions, used as a guide for the
researcher.
*All tape recording will be done with a digital mp3 recorder that will sit on the desk, visible to
the professor at all times.
d. Data analysis: Explain how the data will be analyzed.
All mp3-­‐recorded sessions will be played back and transcribed by the Principle Investigator. Common themes and other important
details will be put in to the final report. Once all the data taken from each participant has been separated, all personal identifiers will
be removed. The participants will be given pseudonyms in the final report.
(All recordings of students during observations will be automatically deleted and not used in this study.)
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6.
14. RISKS & DISCOMFORTS: List and describe all of the risks that participants might encounter in this research. If you are using
deception in this study, please justify the use of deception and be sure to attach a copy of the debriefing form you plan to use .
There are no serious risks associated with this research. Participants may withdraw at any time.
15. PRECAUTIONS. Identify and describe all precautions you have taken to eliminate or reduce risks as listed in #14. If the participants can be
ion, please describe additional safeguards that ou will use to assure the ethical treatment of these
individuals.
Regardless of if the participants disclose information that could put them at risk, the PI will remove
identifiers. In addition, the audio-­‐recordings and field notes will be kept on the PI's computer, which is
password protected and destroyed in 2019. The audio recordings will be destroyed by putting them in
the trash on the computer and then emptying the trash. The field notes will be shredded by the
researcher.
If using the Internet to collect data, what confidentiality or security precautions are in place to protect (or not collect) identifiable
data? Include protections used during both the collection and transfer of data.
(These are
n/a
16. BENEFITS.
a. List all realistic direct benefits participants can expect by participating in this specific study.
Check here if there are no direct benefits to participants.
The participants will receive a copy of the final report and may be able to benefit from the
information they will learn about a professor's perspective on technology integration.
b. List all realistic benefits for the general population that may be generated from this study.
1. A better understanding of what technology integration is.
2. Understand the differences between technology integration in a K-­‐12 setting and Higher
Education settings.
3. See a different point of view of technology integration that has rarely been studied.
4. To see different points of view of technology integration in the same setting.
5. The researcher plans to be a Communication Professor herself and will gain personal insight from
this data.
17. PROTECTION OF DATA.
a. Will data be collected as anonymous? Yes X No
not collect any identifiable data.)
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7. b. Will data be collected as confidential? X Yes No
will collect and protect identifiable data)
c.
X Yes (If so, describe how linked.) No
When video recordin
only two of them and their names may be said during interviews or class observations.
Also, class content may link to the department these participants teach in.
d. Justify your need to
part of the final report. Also, class content will change the type of technology needed and
deciphering between the professors is important.
e. Where will code lists be stored? (Building, room number?)
f. Yes X No
(If you will maintain identifiable data, protections should have been described in #15.)
g. Describe how and where the data will be stored (e.g. hard copy, audio cassette, electronic data, etc.), and how the location
where data is stored will be secured in your absence. For electronic data, describe security. If applicable, state specifically
where any IRB-­‐approved and participant-­‐signed consent documents will be kept on campus for 3 years after the study ends.
All written and audio data will be kept on the PI's computer. The computer is only accessible
with a password know by the PI alone. The signed consent forms will be kept by the PI in her
home as well as with Dr. Beth Rajan Sockman in her office in Rosenkrans East.
h.
(The faculty advisor should have full access and be able to producd the data in the case of a federal or institutional audit.)
Only the PI and faculty advisor will have access to the data. This data will be freely shared with
the faculty advisor when needed.
i. When is the latest date that confidential data will be retained? (Check here if only anonymous data will be retained X)
j. How will the confidential data be destroyed? (
indefinitely.)
All identifiers will be removed from the audio recordings and written documents once the two
professors' data have been written in a way that the PI can decipher between the two without
names.
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8. PROTOCOL REVIEW CHECKLIST
All protocols must include the following items:
1. X Research Protocol Review Form (All signatures included and all sections completed)
FROM THIS SECTION ON, FOR FULL BOARD REVIEW,
PLEASE NUMBER YOUR APPENDICES FROM THIS PAGE ON, BEGINNING WITH PAGE 11.
2. X Consent Form or Information Letter and any Releases (audio, video or photo) that the participant will sign.
3. X Appendix A,
4. Appendix B if e-­‐mails, flyers, advertisements, generalized announcements or scripts, etc., are used to recruit
participants.
5. X Appendix C if data collection sheets, surveys, tests, other recording instruments, interview scripts, etc. will be used
for data collection. Be sure to attach them in the order in which they are listed in #13c.
6. Appendix D if you will be using a debriefing form or include emergency plans/procedures and medical referral lists
(A referral list may be attached to the consent document).
7. Appendix E if research is being conducted at sites other than East Stroudsburg University or in cooperation with
other entities. A permission letter from the site / program director must be included indicating their cooperation or
involvement in the project.
NOTE: If the proposed research is a multi-­‐site project, involving investigators or participants at other academic
institutions, hospitals or private research organizations, a letter of IRB approval from each entity is required prior to
initiating the project.
8. Appendix F Written evidence of acceptance by the host country if research is conducted outside the United States
10

9. Krista M. Hess
610-­‐360-­‐2377
kristamhess@gmail.com
(NOTE: DO NOT SIGN THIS DOCUMENT UNLESS AN IRB APPROVAL STAMP WITH CURRENT DATES HAS BEEN
APPLIED TO THIS DOCUMENT.)
INFORMED CONSENT
For a Research Study entitled
: Perspectives of Technology Integration in Higher Education
You are invited to participate in a research study to discover the often-­‐ignored professor perspective of
technology integration. The study is being conducted by Krista Hess, Instructional Technology M.Ed student,
under the direction of Dr. Beth Rajan Sockman, faculty advisor, in the East Stroudsburg University Department
of Media Communication and Technology. You were selected as a possible participant because you are a
professor at East Stroudsburg University who integrates technology in the classroom and you are 19 or older.
What will be involved if you participate? If you decide to participate in this research study, you will be asked
to sit in a one on one interview, allow the researcher to observe your classroom at most once per section,
answer observation follow-­‐up questions, and sit in a focus group interview with one other professor. Your
total time commitment will be approximately 6 hours, including classroom observation. All interviews will be
audio recorded in Mp3. You may choose to not have your participation audio recorded.
Are there any risks or discomforts? The risks associated with participating in this study are no more than
those experienced in everyday life. Some questions are personal and might cause discomfort. You may choose
to not answer any questions that the interviewer asks.
Are there any benefits to yourself or others? If you participate in this study, you could learn more about
yourself and your integration of technology. You will also help the researcher in studying a different side of
technology integration.
If you change your mind about participating, you can withdraw at any time during the study. Your
participation is completely voluntary. If you choose to withdraw, your data can be withdrawn as long as it is
identifiable. Pseudonyms will be used to retain confidentiality in research. Your decision about whether or not
to participate or to stop participating will not jeopardize your future relations with ESU, the Department of
Communication Studies or Media Communication and Technology.
Participants Initials ________ Page 1 of 2
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10. Your privacy will be protected. All data collected will be stored on a password protected laptop. Any
information obtained in connection with this study will remain confidential and then become anonymous after
data collection. Information obtained through your participation will be used in a final report and presented to
the Spring 2012 MCOM 581 Research class and possibly published. You will receive a copy of the final report.
If you have questions about this study, please ask them now or contact Krista Hess at 610-­‐360-­‐2377 or
kristamhess@gmail.com. A copy of this document will be given to you to keep.
If you have questions about your rights as a research participant, you may contact the East Stroudsburg
University Institutional Review Board by phone (570)-­‐422-­‐3336 or e-­‐mail at sdavis@po-­‐box.esu.edu.
Please place a check mark next to the following statements that apply to audio-­‐recording:
___ I give my permission to be audio recorded during the interview.
___ I do not give my permission to be audio recorded during the interview.
Unedited audio recordings will be destroyed 2019.
HAVING READ THE INFORMATION PROVIDED, YOU MUST DECIDE WHETHERE OR NOT YOU WISH TO
PARTICIPATE IN THIS RESARCH STUDY. YOUR SIGNATURE INDICATES YOUR WILLINGNESS TO PARTICIPATE.
____________________________ _______________________________
Participant Signature Date Investigator obtaining consent Date
____________________________ Krista Hess_________
Printed Name Printed Name
_________________________________
Co-­‐Investigator Date
_________________________________
Printed Name
Page 2 of 2
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11. Appendix A
(literature review)
Breda, J., Clement, M., & Waeytens, K. (2003). An interactive training programme for beginning faculty: issues
of implementation. International Journal of Academic Development, 8(1/2), 91-­‐104. doi:
10.1080/1360144042000277964
Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible neablers of icts integration into pre-­‐
service teacher education programs. Educational Technology & Society, 12(1), 193-­‐204.
Hannon, J., & Bretag, T. (2010). Negotiating contested discourses of learning technologies in higher education.
Educational Technology & Society, 13(1), 106-­‐120.
JAMIL, M., & SHAH, J.H. (2011). Technology: its potential effects on teaching in higher education. New
Horizons in Education, 59(1), 38-­‐51
Rogers, E.M. (1995). Diffusions of innovations. (4th ed., pp. 161-­‐203). New York: Free Press.
Rogers, R.K., & Wallace, J.D. (2011). Predictors of technology integration in education: a study of anxiety and
innovativeness in teacher preparation. Journal of Literacy and Technology, 12(2), 28-­‐61.
Schulz, L.L., & Rubel, D. (2011). Phenomenology of alienation in high school: the experiences of five male non-­‐
completers. Professional School Counseling, 14(5), 286-­‐298.
Stringer, Earnest T. (2007). Setting the Stage: Planning a Research Process. Action Research 3rd Edition.
Thousand Oaks, CA: Sage Publications, Inc.
Van Manen, M. (1997). Researching lived experience: human science for an action sensitive pedagogy (2 ed.).
London: Althouse Press.
13

12. Interview
(To be given to both Professors, separately.)
Name_____________________________Title________________________________Date_________________
Years Teaching__________Phone______________________Interview given by Krista Hess
As you may know, much research has been done on the effect of technology integration in the classroom. This research
has been conducted in Kindergarten classes through to Higher Education classrooms. However, the subjects of the
research are more often than not, the students. Very rarely are the teachers or professors given an opportunity to
express their feelings on, or be the focus of research regarding technology integration.
To shed further light, the research I am doing is solely focused on two Professors in a Higher Education setting. One part
of that research is this interview. The information you provide will help me to focus on the most important factors of
your integration of technology and mold the other research instruments I will be using.
This interview will take up about 1 hour and focus on your experience with technology integration from your own
education to your current professorship.
Education
1.
Where did you earn your Bachelors?
What year?
What was your degree?
Where did you earn your Masters/ PhD?
What year(s)?
What is your degree?
What year did you earn each degree, respectively?
2. Your experience as a student is different from what a current
What types of technologies were used in your college classrooms when you were a student?
Did you take any classes that involved learning how to use new technologies of the time?
If so, what were they?
Did you take any classes that involved learning to integrate technology in to your classroom?
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13. Professorship
1.
12
When you were earning your Masters/ PhD, were you an adjunct or Teaching Assistant?
What was that like? Was there technology involved?
When did you begin your first job as a Professor and where was it?
What was your technology integration like then?
When did you begin at East Stroudsburg University?
What type of classes have you taught?
Technology Expectations
1.
to take a look at the technology expectations of different parts of your career.
When you were working on your Masters/ PhD, what were the technology requirements of you as a
student? (Did you need to type your papers instead of write them?)
(If you had other professor jobs before ESU) Were there any technology integration
expectations/rules there?
2. Now at ESU, as a student, we are required to type our papers and hand in a lot of our assignments electronically
(via D2L for example).
Did any of your previous experiences involve requirements like this? (If so, what?)
Have you or do you have requirements of your own students like this? (If so, what?)
What do you think are the negatives or positives of this type of requirement?
3. Would you rather use technology in the classroom, or not use it at all? (Why, why not?)
Technology Integration
1. Your current younger and future students are what they call st
for K-­‐12 settings that involve a No Child Left Behind requirement that all students be by the
8th grade. There are even standards that are solely technology requirements, that states and districts take up as
they see fit. So, the majority of students use technology in the classroom on an everyday basis before they come
to college. And many of them learn and do better in that type of setting.
Does this new type of student effect how you prepare and teach your lessons now? (How?)
How long have you been integrating technology in to your classroom? (How?)
Have you noticed a difference between your classes where you may use more technology than one
where you may not?
What type of technologies do you use in the classroom?
13
technology and its integration. How would you describe your relationship with technology?
15

14.
I will continue to have semi-­‐structured interviews with the interviewee after witnessing technology integration
experiences. All interviews will be audio recorded digitally and transcribed. There will also be one time when both
, after all observations have been completed. These
interviews cannot be pre-­‐planned, as they will depend on the data collected through out the research process.
Observations
Both professors will be observed in all their classes at least once. All classes will be audio-­‐recorded and the observer will
take notes of observations that can not be captured on tape. Observations ). The students will be
in the classroom, but their participation will not be taken in to account. (All student voices will be erased.)
Observations I am looking for
Classroom arrangement
Technologies available to Professor
What software and hardware are used by Professor
Any internet use
Any technical difficulties
How the Professor solves technical difficulties/ works around them
Are the technologies up to date?
Are the technologies working?
Does the Professor know how to use the technologies?
Is the Professor integrating the technology or just using it as an add on to instruction?
Does the teacher facilitate learning with technology?
Is the technology doing all the work?
Document Analysis
Information of the school and its newest education building have been taken from the East Stroudsburg University
website. Other helpful documentation would be: possible technology requirements for Professors at ESU and other
technology integration documents that the Professors are required to read.
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15.
17