1. Thesis Proposal
Ashley Mayor
College of Education
Teaching and Learning
Illinois State University
Fall 2013

2. Agenda
• Introduction
• Statement of the Problem
• Rationale for the Study
• Overview of Literature
• Methodology
• Study Disclosure

3. Introduction
• Technology Integration
• Inquiry-based teaching
• Fusion of technology integration within inquiry-based teaching

4. Introduction (cont.)
United States
European Union
Agenda
National Education Technology
Plan
Digital Agenda- Strategic Framework
for Education and Training ‘ET’
Concern
Gap in technology understanding
“prevents technology from being
used in ways that would improve
instructional practices and
learning outcomes” (NETP, 2010,
p.10)
“Although ICT is included in regulations
on teacher education, practical ICT
related pedagogical skills are rarely
addressed at central level” (Eurydice,
2011, p.14)
Projection
2020
2020
Goal
Focus on teachers’ effective use of technology to provide necessities of a
successful 21st Century skills based education

5. Introduction (cont.)
Teacher centered
and directed
instruction
Shift
towards
Subject area
content and specific
skills
Process of how to
learn = applicable
across any future
endeavor
Shift
towards
• Shift in education- redesign
Learners taking
ownership and
responsibility for
their learning
processes

6. Statement of the Problem
• Teacher practitioners are continuously expected to integrate technology
within the curriculum with little training, support, longitudinal research of
best practices conducted, or an implementation phase process
• Concerns are raised about the method of technology integration and the
use of technology within authentic and enriching ways rather than overlay
of technology devices upon the curriculum
• Teacher practitioner concerns translate to lack of effective technology use.
-Lack of integration due to lack of professional development and lack of time
(Sanchez, 2011)
- EU study around half encourage the use of ICT in math and science
(Eurydice, 2011)

7. Rationale for the Study
• To examine the optimal approach towards the integration of technology
considering the variable of setting, comparing technology integration
across traditional or inquiry-based settings
• To explore the technology integration habits of teacher practitioners
• To address concerns facing both technology integration and inquiry-based
learning

8. Rationale for Study (cont.)
1. Describe perceptions practitioners have towards technology
integration within an inquiry based setting.
2. Compare the perceptions of practitioners from the inquiry setting with
practitioner perceptions from a traditional setting.
3. Assess similarities and differences between practitioner perceptions in
varied settings.
4. Recognize variations of technology integration models.
5. Identify strengths and weaknesses of technology integration
models, based on practitioner feedback.

9. Overview of the Literature
Inquiry-based Learning
• Current Common Core movement towards the constructivist approach of
learning, research heightened on inquiry-based learning
• Studies of effectiveness – Inquiry-based learning only effective with level of
support / scaffolding
•
Chinn & Malhotra (2002), Littleton & Kerawalla (2012), Scanlon et al. (2012)
• Studies of varying models– compared to alternative open-ended learning
models, the process of inquiry
•
Morrison & Lowther (2010), Hickey & Flisecker (2012), Newmann et al. (2001)
• Studies of authenticity and engagement- active role in learning
•
Littleton, Scanlon & Sharples (2012), Wentworth & Monroe (2011)

10. Overview of the Literature
Inquiry-based Learning
Critics
Inquiry does not necessarily improve learning
Can lead to development of misconceptions or incomplete knowledge
Cannot assume knowledge is gained through the process
Teachers are ill-prepared for the level of improvisation necessary
Lack of resources
Kirschner, Sweller, & Clark (2006)
Alfieri et al. (2011)
Littleton et al. (2012)
Viilo et al. (2012)

11. Overview of the Literature
Technology Integration
Method of
learning vs.
technology is the
enhancement
Learning from
Technology vs.
Learning with
Technology
Clark vs. Kozma “Delivery
Truck Debate” (1983, 1994)
Study of Modes (TBL, TEL,
TELE)
Enhancement of
learning vs.
Transformation
of learning
SAMR Model
(Puentedura, 2013)
Consumers of
technology vs.
creators of
technology

12. Overview of the Literature
Technology Integration
Critics
Inadequacy of applicable technology skills of United States students
Inadequate teacher preparation
Appropriate technology use
Teacher knowledge, capabilities, and beliefs to use technology (TPACK)
INNER DRIVE and PERSONAL BELIEFS most influential technology
integration barriers (Ertner et al.,2007)
Mishra & Koehler (2009), Sanchez (2011), Kim (2012),
Morrison & Lowther (2010), Hsu, Ho, Tsai et al. (2012),
The Horizon Report (NMC, 2013), Fuchs & Akbar (2013)

13. Overview of the Literature
Fusion of Technology Integration within Inquiry-based Learning
• Technology can serve as an intervention for challenges that inquiry faces
• iNtegrating Technology for inQuiry Philosophy (Morrison & Lowther, 2010)
• Modeling Real World Situation otherwise impossible (van Joongen et al.,
2005)
• Open Resources (Scanlon, 2012)
• Scaffolding -Architecture for inquiry (Pea et al., 2012; Crippen &
Archambault, 2012)
• Versatility= successful and significant (Lakkala et al., 2005)

14. Overview of the Literature
Fusion of Technology Integration within Inquiry-based Learning
Personal Inquiry
Project
Progressive
Inquiry
The GLOBE
Project
Orchestration
iNtegrating
Technology for
inQuiry (NTeQ)

15. Research Questions
1.
Do differences occur between the beliefs/concerns about integrating
technology to enhance student learning of inquiry-based teachers and
traditional teachers?
2. Do differences occur between the perceived ability to use technology and
integrate it into the curriculum in an appropriated manner of inquiry-based
teachers and traditional teachers?

16. Hypotheses
• Null Hypothesis: The level of concern over technology integration and
perceived ability to integrate technology is neither significant in the inquirybased nor the traditional learning setting.
• Hypothesis: The level of concern over technology integration and perceived
ability to integrate technology demonstrates a significant difference within
the inquiry-based learning setting comparative to the traditional learning
setting.
• Possible alternative: The level of concern over technology integration and
perceived ability to integrate technology demonstrates a significant
difference within the traditional learning setting comparative to the inquirybased learning setting.

17. Methodology
•
•
•
•
Comparison Study
•
Subgroups comprised of teacher practitioners in two alternative settings
Quantitative Data Collection
•
•
•
Patterns of beliefs
Patterns of concerns
Patterns of effective perception
Dependent Variables
•
•
•
K-12 Settings
Teacher Practitioners
Technology integration
Independent Variables
•
Pedagogical Settings

18. Participants
Subgroup A
Subgroup B
Certified Teacher Practitioners
Certified Teacher Practitioners
Inquiry-based learning setting
Traditional learning setting
International Baccalaureate Program
Common Core Standards
K-12 Environment
K-12 Environment
International School
Public School

19. Instruments

20. Statistical Procedures Plan
Research Question
Data Source
Analysis
Do differences occur between the
beliefs/concerns about
integrating technology to
enhance student learning of
inquiry-based teachers and
traditional teachers?
Did differences occur between
the perceived ability to use
technology and integrate it into
the curriculum in an appropriated
manner of inquiry-based teachers
and traditional setting teachers?
Case study of a model using
technology integration within an
inquiry-based setting to support
justification of beliefs/concerns as
well as perceptions
Stages of Concern
ANOVA- 1 treatment x 7 (stage)
Technology Needs
Assessment Survey
ANOVA- F-value calculations per
each application (6 applications)
NTeQ response
survey
t-test conducted on quantitative
questions (1-5, 7-8, 10)
Themes will be derived from openended response questions (6,9,11)

21. Possible Limitations
• Teachers may be reluctant to report negative feelings towards the use of
technology within the classroom
•
Teachers self-reporting their own abilities base their perception on personal
variables
• Limited number of responses due to a low participation rate within the study
• Significant patterns may not be identifiable within the subgroups themselves
after analysis and thus a comparison between groups becomes null

22. Study Disclosure
•
•
•
•
•
•
•
All participant recruits are consenting adult, teacher practitioners
Written informed consent will be collected from participants with full disclosure on
the intent of the study
The researcher holds no influence over the participants in the study
No external incentives or coercion will be used in the recruitment process
Nominal physical, psychological, social risks involved for participants beyond
every-day risk
Participants benefit by benefit professionally from considering their abilities to
integrate technology and reflect upon their current practice of technology
integration
Participants will be provided with summative analytical results

23. A Comparative Study of the Practitioners’
Role to Integrate Technology within an
Inquiry-Based Learning Environment
Ashley Mayor
College of Education
Teaching and Learning
Illinois State University
Fall 2013