Important please:
This study a qualitative study, but the pervious author did a mistake and didn’t follow the instructor, please make sure it’s a qualitative, and I will do 4 interview with a teacher and 3 observations
Literature review needs to improve and add theoretical frame with digram please
Add one page please with all reference attached please.
Methodology needs to follow the order dawn
Midterm Exam ( 2 pages ) regarding my project.
Please make the instructor for each part, all instructor
The following instructor to improve the paper:
Relevant Literature:
Please add one page or the literature review with theoretical frame and make sure cover all the following instructor:
Relevant Literature (5-7 pages): Write a brief discussion of background literature that is relevant to your topic/phenomenon. What have other researchers who have studied this phenomenon found out about this topic? What are some of the limitations of the existing research?
Some have asked for a set number of articles/books you should cite. In an article or masters/dissertation study, you want to have a fairly comprehensive lit review. For some of you, this will be no problem as you have already done lit reviews on topics relevant to your project for other classes. Others may have less to work with if they are new to the program. In this course we devote most of our attention to the design and collection of your study rather than lit reviews, so my expectations are that these sections will be brief. But you should have at least 10 sources (articles, book chapters, books, conference proceedings) for this paper (at least 8 peer reviewed journal articles). Websites and films/videos are acceptable, but should not be included in the 10 required sources.
Try to identify 3 main areas/topics relevant to your study. For example, in my example article/study, I selected 1) Motherhood and identity, 2) Family literacy models, and 3) The Puerto Rican diaspora.
You could also have a section that includes theoretical framework (1/2-1 page). This could be a separate section or you could include it as part of background/lit review (sometimes, it’s also in methods).
Methodology (2 pages):
Follow this order please:
General description of overall approach used.
Research questions (sometimes these are hinted at in the intro): Remember these are not interview questions, but the subquestions that guided your study.
Description of site and participants: Here is where you provide details about context for study (classroom, school, community, workplace, organization, district, city/town/region) and participants (how many? who?). Include relevant demographic information about participants (age, gender, race, ethnicity, class, sexual orientation, reading level)
Data collection procedures: What? How much? Talk about what your data sources were and how you collected data (interviews, observations, artifacts) and how many/how often. Include if you audiotaped interviews and/or transcribed them. May want to summarize areas that questions/observations covered.
Data analysis: Review your data analysis procedures (Open coding? Inductive analysis? Memoing?) and any predominant coding categories (you do not need to include all of these).
Researcher role: Discuss your background and how you are an insider/outsider in relation to setting/participants. Discuss your role at site and identify biases/assumptions.
Should reference/cite some of the theorists/readings from class as you discuss your data collection approaches and data analysis.
The use of Chromebook Technology on Student Achievement in Math and Reading of Elementary Students
Literature review
According to Association for Educational Communications and Technology (2004) education through the use of technology can be defined as the practice of facilitating learning as well as improving student’s performance through creation, use and management of appropriate technological processes and resources. According the study by Higgins (2003), there is also a common belief that technology can enhance learning and teaching practices and assists in the creation of ideal learning environment. Technology then becomes an essential part of teaching and learning experience.
This can also be seen on how technological tools can enhance math and reading achievements:
Math Achievement
Math achievement through the use of tool is broadly given definition as the use of any definite or concrete materials for counting, sorting, measuring and evaluating a mathematical problem. Such tools can be measuring devices like rulers, pictures, blocks, counters, symbols and technology (National Research Council, 2001). Studies in mathematics education found that the use of manipulatives has great impact on student’s attitude towards learning and achievement. Sowell (1989), in his studies of 60 case studies, found that mathematics achievement increased through the utilization of concrete instructional tools and materials. The use also of manipulatives improves the attitude of students towards the subject of mathematics when tools and instructional materials were used by teachers knowledgeable in their applications.
Using instructional and other materials in making sense of mathematics is found to be a powerful, effective learning experience. According to Hiebert et al. (1997), the use of tools assist and help the students think about mathematics in a flexible manner and this also allows for the students to put in a more creative approach in solving mathematical problems. The use of tools also allows the students to approach mathematics with less anxiety. Hiebert et al. (1997) also added that using tools when learning mathematics allows the students to develop a deeper level of meaning of mathematics. This discovery is especially true when students apply these tools in various situations or use different tools for one situation.
Yet, Hiebert et al. (1997) also suggested that mathematical ideas are not outright or automatically seen when the student use tools. Mathematical meaning usually does not reside in the tools. Mathematical meaning only is constructed by the student when they are interacting with the tools. When these tools are used and interacted wisely, the students then is not merely learning mathematics but instead learning to be mathematicians.
Reading Achievement
As far back as 2001, the National Reading Panel (NRP) suggested that students could benefit from using computer technology for reading achievement and instructions. The reason for this was the emerging computer capabilities that could provide as well as support a complete reading program. The International Reading Association (2001) and Leu et al. (2008), on the other hand, suggested that with the new literacies beginning to include the ongoing evolution in digital and media technologies, it is proper to make students adjust and understand to these literacy demands since it is crucial and critical to their future work and pleasure.
According to Warschauer (2006), teachers may identify with old models of pursuing reading achievement through pencil and paper but their conceptions should adopt to ongoing evolution pertaining to reading and writing, especially with the advent of computers and Internet. The new literacies that technology has brought are innovative text formats (like hybrid texts and multiple media), new activities (like website publications) and new reader expectations (reading nonlinearly) (Lemke, 1998; Leu et al., 2004; Warschauer, 2006).
Chromebook
Research from various sectors shows that technology is utilized everywhere. It is incorporated in most parts of people’s lives. In addition to affecting the way people connect, socialize, shop and play, technology greatly affects the way people learn (Cohen, 2002). The increase in absorption of technology in our lives has made it possible for education authorities to implement the use of mobile technologies in learning setups. This has resulted in what is known as technology-based curricula where common types of technology are used incorporated in classrooms (Vries, 2011). Other than Chromebook, other contemporary technologies used in education include flash notes, Lore, Study Blue, LEAP Motion, Papertab, Celly and Flipped Classroom (Teachthought, 2015).
The introduction of Chromebook in classrooms has proved to be one of the major steps in the education sector. Blandow and Dyrenfurth (2012), vow that Chromebook allow teachers to achieve the highly effective 1:1 learning environment. Due to this improved ratio, students doing research online only need minimal assistance from the teachers. Making sure that each learner has access to a Chromebook allows the teacher to ensure that all the learners have a great deal of interactive tools, online texts and dynamic applications based on the webs (Loveless, 2003).
The use of Chromebook enables teachers to completely monitor activities of the learners. More importantly, this monitoring occurs in real-time, with the teacher’s feedback reaching the learner within a few seconds. Therefore, this technology is ideal for use in reducing time wastage on the side of the learners (Loveless, 2004). Much time is dedicated to useful work, increasing learners’ productivity and performance. The use of Chromebook in learning gives the learners an opportunity to develop various skills simultaneously. When students are working on a research assignment, for example, they learn how to navigate the internet with ease. They also learn a lot of things about the topic under research in addition to improving their typing skills. Furthermore, such students improve their experience in the use of web-based programs (Potter, 2005).
According to Dadashzadeh, Saber, and Saber (2002), the increase in the use of Chromebook in classrooms has allowed learners to share their content easily with their classmates. This creates a real-time discussion in which various topics are explored exhaustively. The technology is secure as every learner has his/her login details to access Google apps, email as well as other important leaning tools. Teachers using this technology ensure that each second in their class count. In this regard, Chromebook boot up in as few as eight seconds in addition to connecting to wireless quickly. This allows the teachers to avoid loss of instructional time associated with other technologies (Raizen, 2005).
Gordon, Hacker, &Vries (2013) assert that Chromebook has allowed teachers to keep learners engaged through the entire learning session, preventing cases where learners sleep during such sessions. Most students argue that the technology has made it very easy for them to access information. Others have explained that they have acquired more freedom to learn at their pace in addition to having a lot of fun when using the Chromebook.
The necessity of research on the topic is due to the need to incorporate technological culture to young people. Hence, there will be the development of a new generation with a changed attitude towards technology. Learning challenges are also likely to be reduced adequately. Better performances get realised among the learners and ease of duty performance by instructors. Therefore, overall the quality of education improves as technology mostly embraces the current updated learning materials (Raizen, 2005).
Methodology
In this study wherein the researcher will try to find the impact of Chromebook in the math and reading achievements of elementary students, a mixed-methodology will be applied. According to Creswell (2003), mixed-method approach is a methodology wherein the researcher will base the knowledge claims on pragmatic grounds, such as pluralistic, problem-centered, and consequence-oriented. This methodology employs strategies wherein the data collection can be done simultaneously or sequential in order to understand the problem. The data collection can be done by gathering text information. The final database then will then involve qualitative information.
Study design
The proposed study will be designed in the form of a survey. The survey will be conducted utilizing descriptive design. The design is useful as it assesses the learning conditions from their natural setting. This will involve the collection of qualitative data from a pre-determined number of respondents. To come up with more reliable results, the primary data will be supplemented by secondary data obtained from various sources.
Procedures
In order to discover reliable answer to the research questions posed by this researcher, he will use a survey through the use of questionnaire to find the impact of Chromebook in the math and reading achievements of elementary students. In order to get enough information and data to reach a conclusion, this researcher will employ 30 elementary teachers as well as 30 parents of elementary school children. The researcher deems that this number of participants will be enough for him to reach a conclusion on the impact of Chromebook in the math and reading achievements of elementary children. More than this, the 30 teachers will be chosen from various elementary schools in the vicinity of the city. These teachers should at least have had an experience of teaching for five years in elementary schools. Furthermore, the parents that will be chosen will be those connected with elementary students who had had experience using Chromebook as part of their educational tool materials in learning math and reading comprehension.
During the process wherein this researcher will gather data from chosen respondents, namely teachers and parents, he will first give them a prepared questionnaire with 11 questions about the impact of Chromebook in the learning of elementary school children. The questions contained in this questionnaire are designed to elicit definite answer to the effectivity of Chromebook on the math and reading achievement of elementary students. The respondents can rate their answer by checking appropriate response to the questions. Likewise, this researcher will also interview some 10 teachers and 10 parents from this set of respondents and elicit from them answers to the impact of Chromebook on its impact on math and reading achievement of elementary students.
This researcher will also use supporting data from literary works are also reviewed to add weight to the ideas. Both primary and secondary data is comprehensively analysed. The results obtained will be analysed using statistical methods to arrive at desired conclusions.
Data collection instruments
Both questionnaires and interviews will be used as the data collection instruments in the proposed study. The methods proposed will enable measurement of sufficient math and learning achievement on the part of elementary school children. Hence, achievement and performance will be easily evaluated by the data collection from all the participants will be done using questionnaires and interviews. Since the proposed study is based on mixed methods, the questionnaires will include open-ended and closed-ended questions.
The use of questionnaires will be justified by their association with some advantages. Example, questionnaires give researchers an opportunity to collect large amounts of data from a lot of respondents within a relatively short period (Cohen & Manion, 2007). These research instruments are confidential in nature. Questionnaires will be posted to the respondents through postal services, allowing the participants to respond to the questions in their own time and increase the response rate. On the other hand, the interviews will be used because they can allow the data collector to probe and get more information about a certain aspect. Additionally, the facial expression of the respondent can be studied when interviews are used in data collection (Denscombe, 2007). Before the actual study, questionnaires will be pre-tested and the identified mistakes corrected.
Reliability. This can be used to mean an instrument’s consistency in measuring the attribute it is designed to measure. The use of random sampling in obtaining the sample population will eliminate bias, thereby increasing the reliability of the study. Bias will further be eliminated by ensuring only one person will be allowed to conduct interviews. Standard conditions will be used during the interviews, with the interviewer being expected to make the psychological and physical environment as comfortable as possible.
Validity. Measurement of the validity of a research instrument is based on the level to which it evaluates what is designed to evaluate. Validity in the proposed research will be achieved through the selection of a sufficient number of participants. The methods chosen will evaluate achievement in maths performance by the chosen number of participants satisfactorily. The level of engagement is best expressed by using interviews and assessment of the respondents objectively. Furthermore, the questionnaires will include questions related to the information gathered from the review of the literature. It is also expected that simple and easy-to-understand language will be used in formulating questions as another way of collecting valid data. An independent party will be allowed to assess the completeness of the questionnaires.
Data analysis
Data resulting from this study will be analyzed qualitatively. Qualitative analysis will be important in the analysis of non-numerical data. The data will be essential to inform decision-making ability. Appropriate themes will be developed from the available analysis of the non-numerical data. Triangulation will be employed to reinforce the meanings of the results. The best ways to implement Chromebook in elementary studies can act as a good example of qualitative data.
Preliminary results
Evidently, the preliminary results point to the fact that using Chromebook improves achievement and engagement of learners. A high level of learner engagement is associated with improved performance. Teaching and learning are major areas in which the use of Chromebook is expected to prove important. This technology is relatively new explaining why it is expected that the results will show that it has not been embraced in most areas. Lack of digital literacy and enough finances will be among the major challenges of implementing Chromebook technology.
Potential ethical issues
Just like any other research study, the researcher in the proposed research will be required to make some ethical considerations. The research will be confidential, and data will be collected after informed consent is obtained from all the participants. Additionally, written permission will be sought from the relevant authorities. The reasons for collecting data will be made clear to everyone involved in the study. The way the collected data will be stored and used will also be clear to the participants. Scientific honesty will be maintained, and the respondents will be allowed to remain anonymous throughout the study. It is expected that data gets collected from the selected individuals using non-invasive procedures.
Preliminary chapter outline
The proposed study will be organized into introduction, literature review, methodology, results, discussions, and recommendation and conclusion chapters.
Appendix
Midterm Exam
Write 2 (double spaced)
Theoretical or conceptual framework: You are designing a qualitative study that seeks to explore a particular case/phenomenon. Your perspective on your phenomenon entails certain definitional understandings that will shape the way that you view and interpret your phenomenon. Depending on your topic, such understandings and definitions could include concepts such as reading development, parent involvement, language acquisition, literacy, identity, community, culture, technology, learning, spirituality, gender, counseling, and/or mentoring. There also may be particular theories that inform your work, such as Sociocultural theory, Constructivism, Critical Race Theory, or Transformational Learning theory. For this question, lay out your own theoretical/conceptual framework for your research study. First identify the core concepts for your study and write your definitions for these terms, using your own personal and professional experiences and concepts developed in theoretical and/or empirical literature. Second, discuss particular theories/theoretical lenses that inform your study. Explain/describe these in relation to specific aspects of your research. Include a list of references. Attached is an example of a theoretical framework (from my dissertation).
Mid-term evaluation:
Respond to the following questions (can be in list form)
What are you are excited about/looking forward to related to your study?
What have you learned about qualitative research so far?
What aspects of qualitative research are still unclear?
What are some challenges you face related to your study?
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