Bradley's+Page

Bradley's Page
** Significance of the study ** T** he integration of handheld devices in the K-12 classroom has been overlooked. Defining handheld technology as any device which is internet capable, contains a micro-processor chip, and contains a memory chip provides a gap in handheld technology use in the classroom. Smart phones, handhelds and iPads have yet to be studied in the K-12 classroom environment in regard to high stakes test preparation. ** Understanding how technology has and will affect future test takers in education is important to developing future pedagogy. More tests are becoming computer based every year. Educators need to be prepared to undertake the changes in regard to this media. By fulfilling this research project Education Technology will have a new piece of the technology puzzle which until now has been missing. This piece of the puzzle will allow insight to the significance technology can make in high stakes testing. This piece of the puzzle moves Education Technology forward by providing further insight to the technology upheaval now being experience in K-12 classrooms today.
 * Gap in the Research **
 * Advancing Education Technology **

Students require positive experiences and knowledge acquisition to effect social change. By creating this environment students leave the classroom with the skills to create change in their environment. Change begets change. When students leave a positive learning environment, they have the ability to utilize the skills they have learned to help their community and in turn create a better world. Students who learn in such an environment have greater self-esteem which provides a positive outlook in which they believe any achievement they pursue is possible.
 * Social Change **

JRTE or the Journal of Research on Technology in Education is the magazine of ISTE or International Society for Technology in Education. JRTE is a peer-reviewed journal so I will have access to a group which is respected and who I respect with regard to their mission.The Journal of Computing in Teacher Education or JCTE is journal of the ISTE or International Society for Technology in education. This journal is peer-reviewed so I would have the benefit of defending and learning different aspects of Education Technology.
 * Dissemination of Research **

The Association for the Advancement of Computing in Education’s Journal of Technology and Teacher Education is also peer-reviewed. These educators will have great pool of knowledge in the area of technology and education. Publishingmy research with this journal will have a great effect on technology and education.

JRTE, JCTE, JTTE are all respected peer-reviewed journals whose missions of bringing technology education to the forefront of educational pedagogies would allow me to have access to a large network of peers who could guide my career in the direction I seek. AECT and the FETC are both highly respected conventions whose draw increases every year. Held in Jacksonville and Orlando respectively, each year these conventions extol the virtue of technology for education and industry alike. Speaking at these conventions would allow for the exchange of my ideas while incorporating the ideas of my peer group.
 * Rational **

**Methodology Analysis ** **Descriptive Table** Data sets define categories differently, Space and time differences. || Deutsch, K. || The data sets are from the same location and not being compared to different cultures or countries. || Errors are recurrent Implied interview || Campbell, D.T. and Stanley, J.C. Chapin and Queen || Too many weaknesses and an implied interview portion on archival data. Memory fades. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research Methodology ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Strengths **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Limitations **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Authoritative Primary Source for This Methodology **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Why I Will or Will Not Use This Method **  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Experimental ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Can provide evidence to prove or disprove hypothesis or questions of interest. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Limitations are different depending of the type of experimental method. Any experimental design contains weaknesses with regard to bias, how the variables are selected and treated. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Campbell, D. T. and Stanley, J.C. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">At this juncture it appears a Quasi-experimental design is most appropriate since archival data will be investigated. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Comparative ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data is inexpensive, already collected and ready to test || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Different countries or cultures.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Ex-post facto/Causal Comparative ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">May provide understanding when comparing two different groups with different independent variables. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Cannot provide cause of the phenomenon being studied. Weakness are group inherent

<span style="display: block; font-family: 'Arial','sans-serif'; text-align: center;">Methodologies Table

<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">ANCOVA and Regression analysis. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">ANCOVA and Regression analysis. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">ANCOVA and Regression analysis. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research Questions ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Methodology **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">You may use the same methodology for each question, or not, depending on the questions you are asking.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Sample **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">You may only have one sample for your study, or several different groups/individuals.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data Collection **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc.  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">If there are multiple forms of data for one research question, list them all.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Statistical Analysis **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">If you are able to provide this, please do so.  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1. **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> Will the use of handheld technology in the classroom have an impact on state mandated math test scores in K-12 education? || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">Quasi-experimental ||   ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Grade 5 FCAT scores from a specific school in Orange County Florida. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Archival Data from past and present FCAT assessments. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">t-test for differences between groups.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2. **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> Will the use of handheld technology in the classroom have an impact on state mandated testing in K-12 education? || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">Quasi-experimental ||   ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Grade 5 FCAT scores from a specific school in Orange County Florida. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Archival Data from past and present FCAT assessments. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">t-test for differences between groups.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3. **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Will the use of handheld technology in the classroom have an impact on state mandated reading test scores in K-12 education? || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">Quasi-experimental ||   ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Grade 5 FCAT scores from a specific school in Orange County Florida. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Archival data from past and present FCAT assessments. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">t-test for differences between groups.

**<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Gap in the Research **


 * <span style="font-family: 'Arial','sans-serif'; font-weight: normal;">The integration of handheld devices in the K-12 classroom is basically untouched. Smart phones, handhelds and iPads are untapped in the K-12. **

**<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Research Questions **

<span style="font-family: 'Arial','sans-serif';">Will the use of handheld technology in the classroom have an impact on state mandated math test scores in K-12 education?

<span style="font-family: 'Arial','sans-serif';">Will the use of handheld technology in the classroom have an impact on state mandated reading test scores in K-12 education?

<span style="font-family: 'Arial','sans-serif';">Will the use of handheld technology in the classroom have an overall impact on state mandated testing in K-12 education?

**<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Problem Statement ** <span style="font-family: 'Times New Roman',Times,serif;">** Research of handheld devices in K-12 education has been overlooked. Studies have not utilized this area to investigate handheld technological devices and high stakes testing. An investigation considering handheld devices and high stakes testing will be the area of focus. ** Studies utilizing handheld technology have overlooked internet capable devices ( Gado, &Ferguson 2006; Wu & Zhang 2010; Lai & Wu 2006; Parson, Reddy, Wood, & Senior 2009). Studies indicate students prefer technology; increased scores where applicable; and increased student’s over-all performance (Jianjun, & Yixin, 2010, Lai & Wu 2006). In a closely related study, Jianjun, W., & Yixin, Z. 2010) utilized handheld devices in grades 4-5 to identify if handheld computers could increase scores in math and English. This paper will investigate the use of Internet capable devices in middle school environment to indentify the effects of technology on high stakes tests.  **<span style="font-family: 'Arial','sans-serif'; font-size: 19px;">Theory ** <span style="font-family: 'Arial','sans-serif';">These studies lacked an epistemology as the basis for the studies. All studies utilized educational technology as a framework to develop the underlying theme/s to rationalize these studies. The use of connectivisim would provide a theory for the study this author seeks to carry out. <span style="font-family: 'Arial','sans-serif'; font-size: 19px;">References

Gado, I., Ferguson, R., & Van 'T Hooft, M. (2006). Using handheld-computers and probeware in a science methods course: Preservice teachers' attitudes and self-efficacy. //Journal of Technology & Teacher Education//, 14(3), 501-529. Retrieved from EBSCO//host//.

Jianjun, W., & Yixin, Z. (2010). Examining potentialities of handheld technology in students' academic attainments. //Educational Media International//, 47(1), 57-67. doi:10.1080/09523981003654977

Lai, C. Y., & Wu, C. C. (2006). Using handhelds in a Jigsaw cooperative learning environment. //Journal of Computer Assisted Learning//, 22(4), 284-297. doi:10.1111/j.1365-2729.2006.00176.x

Nicholas, A. J. (2008). Preferred earning methods of the millennial generation. //International Journal of Learning//, 15(6), 27-34. Retrieved from EBSCO//host//.

Parson, V., Reddy, P., Wood, J., & Senior, C. (2009). Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use. //Learning, Media & Technology//, 34(3), 215-228. doi:10.1080/17439880903141497

Literature Review **1. Research interest**:

** 1. Intranet **
==== Handheld technologies require restriction to protect teachers and students. Intranets make it easier to keep students on track, safe, and ease the workload of educators. Studies I expect to find include: case, quantitative, there may be some quantitative studies but this seems unlikely due to the nature of the topic. ====

** 2. Internet **
While the internet has beneficial properties with regard to research, teachers must contend with negative issues associated with the internet in the classroom. Studies I expect to find are limitless, covering all aspects of internet integration in the classroom environment.

Obviously this needs to be narrowed though definition. Technology: Any handheld device with internet capability shall be synonymous with the term technology. Quantitative and qualitative studies will be found on this subject. Everything from smart phones to I-pods and psyco/social aspects will be uncovered. I need to dig further to find what new studies have been conducted to gain further information of the gap in the handheld technology genre.
 * 3. Technology in the classroom **

While this sounds close to the previous area of investigation, collaboration is added. Effective education includes a collaboration element. Studies will provide support/information for the investigation of handheld devices in the classroom.
 * 4. Collaboration and technology in education or classroom **

I believe this area of investigation will provide a gap in the body of information. While at this time I do not want to gather national information for my study, I believe there is a lack of sufficient information to provide me a path for a local investigation with-in my state. Effects of technology in this area will provide further insight to my question.
 * 5. State mandated testing and technology **

Research Interests =I would like to explore conncetivism as the theory of note but need more information than was delineated in 8845.=
 * ===Technology integration in a specific middle school increased state test scores===
 * ====Identify increase/decrease in scores based on archival data====
 * Identify another middle school in the same district for comparison
 * ====Interview stakeholders and project mangers to find background information====
 * ====Cull data to identify weaknesses and strengths====
 * ===Formulate hypothesis and/or develop possible case study //**(with regard to one specific state test)**//===
 * ====//**Questions Of Interest**//====
 * ====Has the integration of handheld devices (Technology) at XYZ MIddle had an effect State Examination Scores?====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">What is the impact of handheld devices (technology) in comparison to the scores of midldle schools within the same district? ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Theory Foundations of Interest ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Other Constructs : Identification of related constrcructs ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Interactions with learning materials: Explain and identify current and past relevent interactions with materials ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Human-Computer Interactions: Identify current interactions ====

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Reference
====<span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Spector, J. M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (Eds.). (2008). //Handbook of research on educational communications and technology// (3rd ed.). New York: Routledge. ====