Select a method and design appropriate for an applied study.

Create a brief summary of the research method, and then design your plan to use to investigate your research topic.

Select a method and design appropriate for an applied study. Case studies, action research, and program development/evaluation are appropriate. Quantitative studies must demonstrate both internal and external validity (e.g., large, random samples, statistical power, and representativeness). Your summary must address the following:

Note a specific method, and then design your plan to use in your research.

Describe and substantiate the appropriateness of the method, and then design to respond to the stated problem, purpose, and research questions.

Note how the proposed method and design accomplish the study goals, why the design is the optimum choice for the proposed research, and how the method aligns with the purpose and research questions.

Provide appropriate foundational research method support for the proposed study design.

Explain the particular data gathering techniques and data analyses processes. Sample size of the study population should be identified and must be appropriate and justified based on the nature of the study design. Quantitative analyses must include justified sample size determination.

Length: 2-3 pages, not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University’s Academic Integrity Policy.

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I am wondering if this could help guide our writing. I had to write nan outline at one point that was also on technology. I had to compose different sections but they had to be resource rich (full of citations) and back up my problem and purpose. I know we are waiting on approval for the purpose butI think this could help guide the thought or outline with the methods introduction, and background sections.

Introduction: Example (no need to use a direct quote)

“There appears to be a need to move away from traditional methods to more advanced methods of teaching” (Pederson, 2014, p 143). Ultimately, the “unsatisfying” realization is without orchestrating the collaboration of diverse student knowledge and skill sets around a central problem or concept using technology in classrooms; students will not have access to higher technological implementations, which will offer access to knowledge and expand opportunities (DABAJ, 2011). This literature review will examine the need to teach using technology in the science classroom based on the information found in Pederson, (2014) Survey of Current Uses Desired Knowledge Among Science Educators.

Rationale for the research Example

“Every student has the right to get a quality education. This is not a startling revelation…Teachers have a variety of purposes and goals when using technology, they are developing problem-solving and critical thinking skills along with promoting inquiry and helping students co-construct meaning in content[G1] specific areas such as science” (Yerrick, 2009, para.1). Scientists are addressing contrast and comparison techniques while considering how to incorporate STEM/STEAM instruction to enriching learning in educational field curriculums. The purpose is to explore how teachers can improve cognitive learning in the classroom using technology in instruction, and how students will become more engaged in content subject areas like Science using advanced technology resources to produce higher learning strategies

The researcher’s scientific approach or methodology example

This study focused on qualitative research with a constructivist worldview. According to Yerrick (2009), education is purposeful and definitely has a platform need for continued forms of growth. The first point is that “… Teachers . . . have a variety of purposes and goals when using technology…developing problem-solving skills and critical thinking, promoting inquiry and helping students’ co-construct meaning” ([G2] Yerrick, 2009 p. 135). Teaching with computer-assisted technology in the classroom is a beneficial learning tool to teach Science. Associate Dean of Education Technology at State University of New York, Professor Randy Yerrick, pairs as a spokesman with Apple to bring attention to the discussion of current educational reform using technology. Pederson (2014) refers, Yerrick and Apple are addressing contrast, and comparison techniques while considering how to incorporate technological instruction to enhance student learning in scientific curriculums (p. 135).

Description of the data and how it was obtained (example)

Undoubtedly, the use of technology helps promote ease of access for teachers while targeting specific instruction criteria. Addressing educational reform and how technological advances have fared, will support achievement as a result of studying multiple factors of importance in the science curriculum and students. Technology helped teachers teach science (George, 2014). Sixth-grade middle school students were the focus of the study. Students were assessed through the implementation of integrated technological tools such as [G3] [G4] e-learning; teacher introduced social media communication, and smart devices while exploring cognitive development in students. Teachers gathered data from assessments after using technology to teach science in the classroom. The information collected gave teachers assessments of students’ activities. The results confirmed students increased attempts to find exact results, foster clearer understanding, increased time management during experiments, and allowed multiple attempts at experiments (Fouad Abd-El-Khalick, 2007). Without orchestrating implementation of technology as a learning resource, the diverse needs of students access to higher learning can be challenged (Yerrick, 2009). Students will not have access to higher technological implementations, which will offer access to knowledge and expand opportunities.

Supporting evidence for the claims made (example)

“Teachers generally agree that technology should be incorporated into instruction, but most are passive about seeking professional development in technology or finding time to learn new strategies and tools (Jon E. Pedersen, 2014).” Teacher education of the products will help strengthen visual learning experiences in the classrooms, which require little planning for technology integration (Yerrick, 2009). In order to learn new strategies science teachers devote their time in professional development courses. These courses are designed to examine techniques and methods for teaching with technology. The areas of development include how to improve test scores, problem-solving, and critical thinking skills. Teachers want to build a community-based learning system, which will result in effective student outcomes.

Web-based instruction is considered an effective way to build a sense of community in the science classroom. Teachers are responsible for building a community by helping manifest a sense of belonging and a shared commitment to each other. E-learning can help students understand core science materials with peer interaction. Web-based technology also fosters the development of logical and critical thinking skills found in the left hemisphere of the brain(Rutherford, 2011).

E-learning will allow science teachers to enhance assignments that support lectured materials. Students will be required to demonstrate understanding by participating in peer discussions and other exercises. Teachers are then able to provide specific contextual feedback, which will promote cognitive skills. Educational standards change daily; to meet those requirements, technology can change as well. E-learning is interactive between students and teacher, E-books are adding to technology-based learning (Nuh Hatipoglu, 2012).

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