Educational Technology, Teacher Knowledge, and Classroom Impact:
A Research Handbook on Frameworks and Approaches
A book edited by
Dr. Robert N. Ronau, University of Louisville
Christopher R. Rakes, University of Louisville
Dr. Margaret L. Niess, Oregon State University
Overall Chapter Lenses for evaluation of chapter proposals in: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches.
The U.S. Department of
Education Institute of Education Sciences (IES) provided through the What Works Clearing House a set of
standards for guiding experimental and quasi-experimental studies:
Evidence Standards for Reviewing Studies, (2008):
http://ies.ed.gov/ncee/wwc/pdf/wwc_version1_standards.pdf.
Although there are other ways to think about research, the IES standards provide solid guidelines for evaluating experimental and quasi-experimental studies. Qualitative designs, survey studies and literature reviews require equally strong theoretical grounding and designs.
This handbook seeks to provide a framework for evaluating
and conducting educational technology research, sharing research on educational
technology in education content areas, and proposing structures to guide, link,
and build new structures with future research.
This project is guided by three frameworks to serve as lenses and as
interacting structures: Research Design; Technology, Pedagogy, And Content
Knowledge (TPACK); and Comprehensive Framework for Teacher Knowledge (CFTK).
The links to teacher
knowledge (e.g. CFTK, PCK, MKT) and TPACK (technology implementation) should be
explicit whenever possible, in order to maintain a consistent context
throughout the handbook. Additional
information about these frameworks is available at http://edtechresearch.yolasite.com/cftk_tpack_frameworks.php.
Tentative Table Of
Contents
Section I: Frameworks for Examining Educational Technology (By editors)
1. Research design frameworks
2. Teacher Knowledge Frameworks
3. Educational Technology Frameworks, especially TPACK
- The goal of Section II is to
provide a balance across:
- Five content areas: Mathematics, Language Arts, Social Studies, Science, Health/Physical Education, and Career and Technical Education (CTE).
- Types of technology: Web-based applications, dynamic modeling software, computational software, communication software, spreadsheets, databases, etc.
- Frameworks examining research through one or more of the three lenses.
- Contributing authors will address
one or more of the following topics as part of Section II:
- Providing a set of studies of current research encompassing these three lenses,
- Analyzing effectiveness of various strategies for conducting educational technology research, and
- Examining the role of educational technology research
in guiding individual, classroom, and school instructional practice.
Section III: Next Steps: Emerging Technologies (By Editors)
The focus of Section III is to consider the future role of educational technology for investigation, exploring, organizing, and connecting. The goal is to develop a blueprint for thinking about investigation into emerging educational technology. For example, given emerging technologies, how should research be conducted? How should research begin: with pilot studies, case studies, etc.? How should research be concluded?
