Advantages of utilizing technology in education powerpoint EDUC 518 hw.pdf

**I have already started the PowerPoint and have included relevant information from

prior assignments. The titles and blank pages on the PowerPoint I am having trouble

with because I have never done a research proposal. Please help!

Research Proposal Instructions

During this course, you have developed a purpose statement and a corresponding research

question, evaluated quantitative and qualitative research studies, identified a research

design that you could use to address your research question, and composed a Literature

Review on your topic.

As a culminating project for this course, you will incorporate your previous work into a 25-

slide PowerPoint presentation Research Proposal. You are not required to conduct the

research that you discuss in your proposal; instead, outline a possible research plan. In your

presentation, include the following elements:

 Title (1 slide)

 Abstract (1 slide)

 Purpose of the study (1 slide)

 Research question(s) (and hypotheses if selecting a quantitative design) (1–2 slides)

 Definition of variables and key terms (4 slides maximum)

 Operational definitions (i.e., measurable definitions) of variables

 Review of the literature (5 slides maximum)

 Summary of the significant themes that emerged in your literature review (# of slides

as needed)

 Research design (1 slide)

 Sampling (1 slide)

 Methods of data collection (1–2 slides)

 Data-analysis procedures (2–4 slides)

 Ethics and human relations (1–2 slides)

 Timeline (1 slide)

 Reference list (# of slides as needed)

Follow correct APA format for citations as necessary. See the Research Proposal Grading

Rubric for the specific grading criteria.

RESEARCH PROPOSAL:

THE ADVANTAGES OF

UTILIZING TECHNOLOGY IN

THE CLASSROOM

By: Ronnica Young

Liberty University / EDUC 518

ABSTRACT

T is a research proposal that aimed at establishing the

im in the . A

is the paramount for in the future. In general, the

seems indicate that the use of technology a classroom

only prepares students for a successful learning

, but also prepares students for their future. W the

students are utilizing ever,

iPads, Pods, Cellphones, and laptop computers young

ag . K it , , many young today

the use of technology a v age (K

2015). S who well v technology strugg

basic Mathem , E , and Science concepts. S

get a firm grasp these subjects at an early age to be

. One learning can be implem a

factor the success of technological is the

of technology in the . T research is to offer

of the importance of utilizing distinct of technology

the classroom at any since it can help offer m

, help students get in depth of the

’re studying, learning , and hav

to be more accurate problem researching

.

G a w is a concern , they e 21

computer , , or technolo in

to th . T stu as a project to encourage in distric

smart boards in e , to advocate f th iPad co f eve

, f the teachers th seek th t oper th and attend prof

, the support princ ge know support to

l plans around using . T for int

. S become with the of , jobs in the

the f on it, used in teaching impr quality

mor effe (C á 2013). T the classr of

le . U classr , , help com the " styl "

, does cater to a v l a that students ar prepared to me

the 21st century (B 2016). T p study show a the in a

rich e vs. an w little no .

RESEARCH QUESTIONS

1. W t of ‘ - ’ schools?

2. A some school bett for tec ?

3. W successf of been in

in schools?

4. W are t suc rel using tec change

?

5. S school distri rely heavi on tax base to su fu to schools. H

public- used ‘ ’ what th

(if )?

I

a

positiv

.

Keywords:

students,

, , ;

integration; ;

VARIABLES

OPERATIONAL DEFINITIONS

REVIEW OF LITERATURE

I 2015 articl , A T E T B D , P K

. I there c tec

? T fol anal fi s the :

H 1: T no

brain . H 2: T considerabl direct techn

brain . I Sum 2012 stu conducted Old Dom

U P ' in c T E

. E ' theory, P ' in , H H 's

curv con

(K 2015). I concl E Piag ' the Standards T L ,

opportun . T student m c becom

a v (K 2015). T i how

s . I

ali uti classroom, 2017 arti R S enti , “C

s : A ,

im . T . I c

both , c brain of . W

so with with ’ we

.

P w 127 2 n 11 mal

116 , most i 18-22- . In th t s '

d teaching

course and (S 2017). M i t

techn enhance appreci , vari i -

faci d cri (S 2017). A

on age t studen w M

G Alina T , D T E -Skills D T P

apparent. T con

for : U abstract

, can easi t vi exper , O

, , R tim research , R ,

S , , d logi ,

obs , , , S chil

, , , E indi learn , - (G & T

2015). A teachers : G chi

anim , I l , I performance

chil , R ti provi support , A to

rapid various t throu

, C interdisciplina as , R

(G & T 2015). A , st focus on ,

’ problem- with ,

(M Rossman 1995). T prim pres

sh a correlation use of t its

the s .

I another 2011 D V. Loertscher, U P T E ,

in a technology the stay changing . T

2 it technolog . O of A

(L 2011). E f network rel . T create ,

, , netwo

(L 2011). T second , speed which been boost

been in . (L 2011). I 2016 P K , T

D Stu T R U of T E student '

techn teachi (K 2016). I this

20 ELT 2015-2016 , st T . T 12

8 . F this participa that a t

w the be limit aid the .

Q Q in research . A

f 2011 M C. K and M J. H , S 6th '

technolo - : study support

problem- , - are ef supported (Kim &

H 2011). A , T L M T : A Q

E S I T D in S E : H M , R

V , T Schellens, & L D Mar shift

, the , - , environments (M , V ,

S 2015). T quantitati 2002 M.O. T ,

Co W - -based : A . I was concl

w - -based .

S Significa T Found In

L R

R D

S

M of Data Collection

D Analysis Procedures

ETHICS AND HUMAN RELATIONS

TIMELINE

T research that learni to ef i cla

to the ov of students. Students lea when th have are

to in a new and inventi . W students

a new to learn an interest i somethi for

. Stu today al exposed thi to i

i th li . I n have to stop enter the .

S not li be bored, a ready to soak a the i

they can receive. S need be engaged in , i necessi

meth in class w i p of student en

help to a deeper the subj . Studi

that usi i clas o i engagement,

f li are i of w are learni of a bi

spans far outsi the cla .

REFERENCES

B . "A U T Cl ." B E B , 26 M . 2016. R 23 A . 2017

https://www.boundless.com/education/textbooks/boundless-education-textbook/technology-in-the-classroom-6/edtech-25/advantages-of-using

technology-in- -cl -77-13007/

C á, M. (2013). NEED AND IMPORTANCE OF TECHNOLOGY IN

EDUCATION.T V , 21(1), 1-2. R http://ezproxy.liberty.edu/login?url=https://search--

. . . /do /1399318522?account =12085

G , M., & T , A. (2015). DIGITAL TECHNOLOGY IN EDUCATION-SKILLS

DEVELOPMENT THROUGH PLAY. R Scienc T , (1), 237-245. R

http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1706374979?accountid=12085

K , P. (2015). A . J of STEM E : Innovations and R , 16(2), 6-

10. R http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1698632445?accountid=12085

K , M., & H , M. (2011). S 6 graders' -

E : A . I S , 39(3), 255-282. R

http://www.jstor.org/stable/23882802

K , P. (2016). T di teachers o . C I J

E , 5, 44-57. R

http://ezproxy.liberty.edu/login?url=https://search-proquest.com.ezproxy.liberty.edu/docview/1892564473?accountid=12085

L , D. V. (2011). U po of techn . T L , 39(1), 46. R

http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/902627384?accountid=12085

RERENCES ( )

M , C., & R , G. B. (1995). D (2 .). T O , CA: S .

P , S., A , P. & C , A. (2016). V Meas T I I T E i T , S t

USA. J T and T E , 24(2), 215-241. C , VA: S Inf T & T E .

S , R. (2017). C t pers : A st . N Education

Practice, 23, 30-39. : ://dx.do . .ezproxy. . /10.1016/ . .2017.02.003

M , H., V , R., S , T., & M , L. D. (2015). T l : A

i . PL S O , 10(12)

: ://dx. . .ezproxy. . /10.1371/ . .0144008

T , M. O., & P -P , A. (2002). C -bas - : A . J Rese

T Education, 34(2), 131-137. R http://ezproxy.liberty.edu/login?url=https://search-proquest-

. . . /do /274700304?account =12085

RESEARCH PROPOSAL:

THE ADVANTAGES OF

UTILIZING TECHNOLOGY IN

THE CLASSROOM

By: Ronnica Young

Liberty University / EDUC 518

ABSTRACT

T is a research proposal that aimed at establishing the

im in the . A

is the paramount for in the future. In general, the

seems indicate that the use of technology a classroom

only prepares students for a successful learning

, but also prepares students for their future. W the

students are utilizing ever,

iPads, Pods, Cellphones, and laptop computers young

ag . K it , , many young today

the use of technology a v age (K

2015). S who well v technology strugg

basic Mathem , E , and Science concepts. S

get a firm grasp these subjects at an early age to be

. One learning can be implem a

factor the success of technological is the

of technology in the . T research is to offer

of the importance of utilizing distinct of technology

the classroom at any since it can help offer m

, help students get in depth of the

’ studying, learning processes,

to be more accurate problem researching

.

G a w is a concern , they e 21

computer , , or technolo in

to th . T stu as a project to encourage in distric

smart boards in e , to advocate f th iPad co f eve

, f the teachers th seek th t oper th and attend prof

, the support princ ge know support to

l plans around using . T for int

. S become with the of , jobs in the

the f on it, used in teaching impr quality

mor effe (C á 2013). T classr of

le . U classr , , help com the " styl "

, does cater to a v l a that students ar prepared to me

the 21 (B 2016). T pu this stud to show ac the board a

rich e vs. an w little no .

RESEARCH QUESTIONS

1. W is t of ‘ - ’ schools?

2. A some school bett for tec ?

3. W successf of been in

in schools?

4. W are t suc rel using tec change

?

5. S school distri rely heavi on tax base to su fu to schools. H

public-pr used ‘ ’ what are the result

(if )?

I

a

positiv

.

Keywords:

students,

, , ;

integration; ;

VARIABLES

Knowledge as a variable- B the s th abreast with available .

S technology the the ga , a which should conform the current

th . T t a in structu

of th , what bes t t for a be.

Self-Efficacy as a variable- T will determin productivi of users of certain technology.

T well as t be c the of the technology

. Th these technologies for e dep on the

of th a eq th .

Pedagogical beliefs as a variable- T s b on the p of the

their . H , they s use the for their p , which will in tur

pe .

Culture as a variable- I impart for thei

ac perfor . T measure be att prom

usin these , among them their , to acc

of , .

OPERATIONAL DEFINITIONS

Academic performance- T i th apti the students to

.

Information & communication technology- T are the tech and

for learni enh the p the students.

Media multitasking- T more than on techno to achi

particul , an i .

Meta-analysis- A of research that is the and weakness

speci foun w cla .

Technology enhanced learning- A allow i

i academ the l .

REVIEW OF LITERATURE

I 2015 , A T E T B D , P K

. I there c tec

? T fol anal fi s the :

H 1: T

brain . H 2: T consi

brain . I Sum 2012 stu O D

U P ' in c T E

. E ' theory, P ' in , H H 's

curv con

(K 2015). I concl E Piag ' the Standards T L ,

opportun . T student m c becom

a v (K 2015). T i how

s . I

ali uti classroom, 2017 R S en , “C

s : A ,

im . T . I c

both , c brain of . W

so with with ’ goi we m s

.

P w 127 2 n s 11

116 , st i 18-22- ran . I t '

d teaching

course and (S 2017). M i t

techn enhance appreci , vari i -

faci d cri (S 2017). A

on age t studen w M

G Alina T , D T E -Skills D T P

apparent. T con

for : U abstract

, can easi t vi exper , O

, , R tim research , R ,

S , , d logi ,

obs , , , S chil

, , , E indi learn , - (G & T

2015). A teach : G children

anim , I l , I performance

chil , R ti provi support , A to

rapid various t throu

, C interdisciplina as , R

(G & T 2015). A , st focus on ,

’ - ,

(M Rossman 1995). T prim stu

sh a correlation use of t its

the s .

I another 2011 David V. Loertscher, U P o T E ,

in a technology the stay changing . T

2 ev technolo . O o A

(L 2011). E f network rel . T create ,

, , netwo

(L 2011). T second to , speed which been boost

been in . (L 2011). I a 2016 P K , T

D Stu T R U of T E '

techn teachi (K 2016). I this

20 ELT 2015-2016 , st T . T 12

8 the . F th participa that a

w the be limit aid the .

Q Q in research . A

f 2011 M C. K and M J. H , S 6th '

technolo - : study support

problem- , - are ef supported (Kim &

H 2011). A qualitat , T L M T : A Q

E S I T D in S E : H M , R

V , T Schellens, & L D Marez shi the

, the , - , environments (M , V ,

S 2015). T used a 2002 M.O. T ,

Co W - -based : A . I was concl

w - -based .

S Significa T Found In

L R

V d ro t s . S

techn a to ,

performance. A , arguments assert learni be eas

, that th a

achieve.

I crucial determine ro techno .

T inform s natural , th

the t . T , cog t be

information ; , capability i store ,

same real .

A , quali

val th technologi . T research

and general diff realiz techn . T

s tech , t

l academ the s to

.

R D

T res st pro st th wil i coll

an the required . T , include defi the data be

, methods to , . A , w the criteria

evaluating , w made . M ,

sh focu at ens best t t opted ,

of t least .

A o cas . In , w be

feas o t o t acad s ,

the equi th too in scho . T des help

t t .

Q qu purpos as

a s , a . T dat coll

t easi , con s .

S

T nee sampling t research. F , popul

st strat method, w

st .

T sampling a . T

sho be conveni . I only

that t research . S members be

t using t .

M of Data Collection

B quantitative and quali m ai type of data

opted for.

Quantitative methods

I .

Q .

Qualitative methods

O .

F groups.

C ’

Quantitative methods

I

T interviews wil based a one on m , he w asking open ended pert r . T

extract of t pa ’ the technologies .

Q

T questioners wi wel struct a cl . H , it as too a t specific variabl the

the resea ’ .

Qualitative methods

O

T observ b on the perf the student who hea t technol f their , wel

who don’ . T , for the concl , advantages t drawbacks the technologies i studying will these findings.

F

T focus groups sp population us the study their perf the sam . F c , the student’

prim achieve .

D Analysis Procedures

D analys is the m of the resear . T is the case as proper analys

en accurate , and hence i highli best soluti t solve the

hand. There are three pha that will be c for dat analysis

. T the:

D collection and .

E of .

T analy .

C ’

Data Collection and preparation

C of dat

P the book

S up of structure

F the data

A dat

C ’

Exploration of data

D

G

Analysis

A relationshi variables

C the groups of strata

ETHICS AND HUMAN RELATIONS

E is the abili conform to a so ’ social based on the abili define

ri the wrong. The sam to be applied i differ , such as

and professi . Thus, for the research, t are v ethic

need o be adhered to for f outcom to be acc .

H r on hand wi the way one i interacts

the envir . T i ei be set on offic c .

M signi , i should convenienc parties, and h

t rules and regulations by the responsible bod .

C ’

E m for the researc :

T researche n display personal of t data collec

.

T research shall use the collected data for in only.

T interviewees shall not use any m m extract inf

.

T interviewer be fri the intervi av

.

T research accepted sta and legal

.

TIMELINE

T research is approximat to last for a one m . D this tim , will

the collec of d , the dat , up with the fi the

, lastly proposing recomm .

Stage breakdown

oC of d (2 )

oA (1 )

oF (1 )

C

R