Research Article Review Chart Reference Purpose Research ...

Research Article Review Chart
Reference Purpose Research
Questions
Karcher-Klien, R.
Reexamining the
Practicum Placement:
How to Leverage
Technology to Prepare
Pre-service Teachers
for the Demands of the
21 st Century. Journal
of Computing in
Teacher Education,
(23)4, 121-129.
Retrieved from ERIC
Database
Shoffner, Melanie.
Personal Attitudes and
Technology:
Implications for
Preservice Teacher
Reflective Practice.
Teacher Education
Quarterly, Spring
Provide preservice
teachers
with an
opportunity to
work with
experienced
teachers and to
interact with
school children
to develop
technology
based lessons
that can be
integrated into
the classroom.
Examine the
attitudes of preservice
teachers
toward the use
of weblogs and
how their
attitude towards
technology
How does a
virtual practicum
create
opportunities to
learn ways to
manage
technology
integration in the
classroom
How does a
virtual practicum
create
opportunities to
learn ways to
integrate
technology into
literacy
instruction
How does a
shared practicum
experience allow
preservice
teachers to
engagte in class
discussions and
problem-solve
issues confronted
in their host
classrooms
How does a
students’
individual
attitude toward
technology effect
their use of
weblogs
Participants Methods Data Analysis Limitations/
Reliability/
Validity
2 classroom
teachers, 1 st and 4 th
grade students, and
30 student teachers
-4 African
American
-26 Caucasian
-29 women
-1 male
-Ages 23-55
9 pre-service
teachers
--5 females
--4 males
--early to 20s
E-mail
correspondences
--pre-service
teachers and
elementary
students
--instructor and
classroom
teachers
--pre-service
teachers and
classroom
teachers
Field notes of
class discussions
Survey for preservice
teachers
8 month study
within a 12 month
teacher education
program
--participants
were required to
maintain a weblog
Information was coded
into 7 categories
--future technology
integration
--differences in virtual
and traditional
practicum
--hands-on experience
--awareness
--management
--innovative ideas
--communication
Survey
--8 Likert Scale
questions
--students were asked to
rate the topics/explain
their ratings
--6 open ended
questions
--based on the
differences between
virtual practicum and a
traditional practicum
The study was based on
content analysis—
repeating elements and
recurring themes during
the study were noted
and categorized.
coding
None reported in
the article
None were
reported
Results/
Findings
Research Question 1:
The pre-service teachers had to
manage 3 tasks—email
correspondence, technology related
projects, and internet safety
--83% of the pre-service teachers
were motivated to integrate
technology into their own
instruction
Research Question 2:
--Use of the internet/ virtual
practicum web page to correspond
--Use of email for pre-service
teachers and elementary students to
correspond
--Projects required students to use
various forms of technology to
develop responses
--100% agreed/strongly agreed that
the project was a good example of
how to integrate the internet
Research Question 3:
--Creates an environment where
pre-service students feel safe
discussing issues
Found that attitude toward
technology had “very little” impact
on the use of weblogs
Of the 9 pre-service teachers:
--8 expressed a positive attitude
toward the use of technology
--5 maintained a weblog both fall
Implications
The article concludes
that more research is
necessary in order to
find ways to prepare
new teachers to
integrate technology.
None were reported

2009, 143-161.
Retrieved from ERIC
Database
U.S. Department of
Education. (2010)
Educational
Technology in U.S.
Public Schools: Fall
2008. Retrieved from
ERIC Database.
influences their
use of
technology for
voluntary
reflection.
Report the
availability of
technology in
public
elementary and
secondary
schools.
What are the
implications of
pre-service
teacher attitudes
toward
technology for
teacher
educators
None were
presented.
Research is
based on
information
received from
about the
technology that
is available.
1519 schools
returned
questionnaire
for the duration of
the study
Data was
collected: Fall
2004; Spring
2005; Summer
2005
Study consisted
of:
--263 weblog
entries
--2 focus group
interviews
--23 individual
interviews
Survey
Responses are weighted
in order to produce
national estimates based
on the survey sample.
Standard of error is
calculated to measure
precision from the
sample.
Estimates from the
data are subject to
error because the
data is collected
from a sample.
and spring semesters
--only 2 maintained a weblog the
entire length of the study
However, at the end of the study,
they each expressed a positive view
of weblogs.
100% of public schools have one or
more instructional computers
97% had one or more instructional
computers located in classrooms
58% laptops on carts
Of the computers in schools—
91% used for instructional purposes
None reported
97% technology devices for
instruction
73% interactive whiteboards
Sugar, William &
Wilson, Kenneth.
Seeking Alternatives
to Inservice
Technology
Workshops from
Teachers’
Perspectives. Journal
of Computing in
Teacher Education,
(21)4, 91-98.
Determine
possible
alternatives to
in-service
technology
workshops
based on
teachers’
perspectives
What are the best
approaches on
how to learn a
new technology
What
improvements
can be made to
existing
technology inservice
The initial
questionnaire was
developed by 6
middle school
teachers; 2
administrators—1
principal and 1 tech
lab coordinator.
Initial survey:
497 were
completed
Preliminary
interviews
Initial survey
Final survey
Likert Scale questions
were used for the
survey
None were
reported
31% full time staff responsible for
technology support and technology
integration
Majority of the teachers that
completed the survey prefer handson
in-service workshops
Respondents reported that in-service
workshops were beneficial to
learning how to use new
technologies.
Author notes that
47.2% of the
respondents rated
themselves as very
confident or confident
when comes to using
technology and 44.8%
rated themselves as
average.
85% of these rated
their own technology

Retrieved from ERIC
Database.
workshops
What technology
advice do
teachers
currently seek
What obstacles
prevent teachers
from integrating
technology
Final survey:
875 were
completed
skills as competent or
average.
More research is
needed on teachers’
technology skills and
perceived confidence.
Garthwait, Abigail &
Weller, Herman G. A
Year in the Life: Two
Seventh Grade
Teachers Implement
One-to-One
Computing. Journal of
Research on
Technology in
Education, (37)4, 361-
377. Retrieved form
ERIC Database
Means, Barbara.
Technology and
Education Change:
Focus on Student
Learning. Journal of
Research on
Technology in
Education, (42)3, 285-
307. Retrieved from
ERIC Database.
Analysis of the
Maine Learning
Technology
Initiative that
provided every
student in an
entire grade
with laptop
computers.
Examine
technology
implementation
practices
associated with
learning gains.
*Teachers’
responses
developed these
topics*
How do teachers
use computers in
constructing
curriculum and
delivering
instruction
What classroom
level practices
are associated
with higher
achievement
gains in
classrooms using
reading and math
software
What school
level practices
are associated
with higher
achievement
gains in
classrooms using
reading and math
2 middle school
math and science
teachers
--had to be
involved with the
Maine Learning
Technology
Initiative, teach
science, and agree
to participate
14 schools that
were part of the
Effectiveness of
Educational
Technology
Interventions
experiment funded
by Congress
--7 schools with
above average
gains in reading
and math
--7 schools with
below average
gains in reading
and math
Teacher
interviews
Classroom
observations
Artifacts—emails,
handouts, web
pages, etc.
Interviews
Teacher
observations
Phone interviews
Interviews
Observations
Coding of artifacts
Transcribed audiotapes
Data from interviews
and observations were
coded
--info was entered into
a qualitative analysis
software database
Triangulation
Methodical
integrity—
participants
previewed research
Additional
software and the
resources used for
standard instruction
are from different
vendors
Teachers had not
experimented with
the software to
know what features
it offered
Access to laptops did not change
instruction styles.
Study does not represent middle
school teachers as a whole
Study did provide “reflective
opportunity”
School level support for:
Establishing a consistent
instructional vision
Principal support for software use
Teacher collaboration
On-site tech support
Classroom level support for:
Teachers reviewing reports for
students
Classroom management
The individual along
with other
circumstances can
cause biased results
Not all parents would
allow child to bring
laptop home
Issues with teachers
not using the
assessment data that
programs provide
Need research that will
contrast outcomes
based on
implementations
strategies.

Clausen, Jon M.
Beginning Teachers’
Technology Use:
First-Year Teacher
Development and the
Institutional Context’s
Affect on New
Teachers’ Instructional
Technology Use with
Students. Journal of
Research on
Technology in
Education, (39)3, 245-
261. Retrieved from
ERIC Database.
Study the issues
of new teacher
development
and the role of
the institutional
context on new
teachers’
instructional
technology use.
software
How did the first
year
development of 2
beginning
teachers affect
their technology
use with
students
How did the
existing
institutional
context affect
technology use
with students
2 first year teachers
--One 3 rd grade; 21
students (8 female,
13 male)
--One 2 nd grade; 29
students (17
female, 12 male)
2 investigators
from the PT3 grant
project
2 principals—one
from each school
2 mentors—one
from each school
Interviews
Observations
Field notes
Teacher
documents
artifacts
Interviews were
recorded, transcribed,
and analyzed using
Qualrus analysis
software
Classroom
organization
Planning
Classroom
Management
Each teacher had a different level of
effectiveness integrating the use of
technology into their classrooms.
Research inconclusive about why
each thought differently about
technology use.
Research provides evidence about
the importance of support for new
teachers.
Concludes that more
research is needed to
determine the success
of teacher education
programs and
teachers’ success with
integrating
technology.
2 tech
coordinators—one
from each school
Teachers
associates, special
education teachers,
teacher aides
Cullen, Theresa A.,
Brush, Thomas A.,
Frey, Timothy J.,
Hinshaw, Rebecca S.,
&Warren, Scott, J.
NCLB Technology
and a Rural School: A
Case Study. The Rural
Educator, (28)1, 9-16.
Retrieved from ERIC
Database.
Study focuses
on one school
that used funds
provided by No
Child Left
Behind to
integrate
instructional
technologies to
increase student
achievement.
How did the
formal
implementation
of technology
teaching
strategies in a
rural school
affect teacher
and
administrative
attitudes toward
technology use
and integration
How did this
formal
integration of
13 participants—
three groups
--teachers that were
participating in
training and using
technology
--teachers not
participating, but
taught in the same
school
--administrators
Teachers were
recommended by
administrators.
Interviews
Observations
Artifacts
Field notes
Coding:
Ideas that were repeated
were grouped to
identify themes.
Triangulation
Six themes were determined:
Teacher ownership of the
technology
Feelings of power and participation
Differing goals of teachers and
administrators
Technical difficulties
School wide support
Changes in school culture
Teachers want to be
involved in decision
making
Technology initiatives
help build teacher
confidence with
technology
Information gained
from this research may
not be able to be
applied to all rural
schools.

Lei, Jing. Digital
Natives As Pre-Service
Teachers: What
Technology
Preparation is
Needed, Journal of
Computing in Teacher
Education (25)3, 87-
97. Retrieved from
ERIC Database.
Overbaugh, Richard,
& Lu, Ruiling. The
Impact of a Federally
Funded Grant on a
Professional
Development Program:
Teachers’ Stages of
Concern Toward
Technology
Integration. Journal of
Computing in Teacher
Education, (25)2, 45-
55. Retrieved from
ERIC Database.
Examine the
beliefs,
attitudes,
technology
experiences,
and expertise of
pre-service
teachers to
determine what
preparation is
needed to
prepare them to
integrate
technology in
classrooms.
Investigate the
effects of a
teacher
professional
development
program funded
by No Child
Left Behind
grant to
examine
teachers’ stages
of concern
toward
instructional
technology
integration.
technology
impact school
culture and
morale
Are “digital
natives”
equipped with
the technology
and skills for
their future
teaching tasks
Is technology
integration
preparation still
necessary in
teacher
education
programs
What effects do
the professional
development
courses have on
participants’
stages of concern
toward
instructional
technology
integration
Are there
differences
between age
groups in
participants’
stages of concern
toward
instructional
technology
integration
Are there
differences based
on gender in
participants’
stages of concern
55 pre-service
teachers (9 male,
46 female) that
were considered
“digital natives”—
students that had
grown up in the
technology age
with access and
frequent use of
different sources of
technology.
377 participants
--58 male
--319 female
171—PK- 6 th grade
teachers
79—middle school
teachers
82—high school
teachers
45—
private/religious
schools
16—under the age
of 25
52—between the
ages of 25 and 30
83—between the
ages of 31 and 40
117—between the
Students were
given a survey in
October 2007
Pre/post/followup
measures
Data received from the
survey was analyzed
using frequency
analysis, descriptive
analysis, and
correlation analysis.
Audio recordings were
transcribed to determine
categories, themes, and
patterns.
NVivo software was
used.
Not everyone from
the age group being
studied can be
classified as a
“digital native”.
Triangulation
Pre-service teachers reported:
strong beliefs in the use of
technology
moderate confidence in using
technology
proficient with basic technology
Use of technology was limited to
social networking
Did not have experience with
classroom technologies
The youngest age group expressed
high levels of awareness,
information, personal, and
management.
Ages 25-30 showed low concern
levels at all seven stages
Males had highest concerns about
personal and management stages.
Must be careful when
studying this
generation—different
people had varying
access to technology
for different reasons.
Author notes that
results of this study
are similar to that
found in other studies
therefore concluding
that the Stages of
Concern Instrument is
valid.

Swain, Colleen. Are
We There Yet: The
Power of Creating an
Innovation
Configuration Map on
the Integration of
Technology into Your
Teacher Education
Program. Journal of
Computing in Teacher
Education, (24)4, 143-
147. Retrieved from
ERIC Database
Koc, Mustafa, &
Bakir, Nesrin. A
Needs Assessment
Survey to Investigate
Pre-Service Teachers’
Knowledge,
Experiences and
Perceptions About
Preparation to Using
Educational
Technologies. The
Turkish Online Journal
of Educational
Technology, (9)1, 13-
Investigate
teacher
educators’
decisions about
the use of
technology in
teacher
education
classes and
determine what
the phrase
“integrating
technology into
our teacher
education
program”
means to
teacher
educators.
Examine the
results of a
survey that was
given to
determine the
experience and
perceptions
about
preparation of
pre-service
teachers to
integrate
technology.
toward
instructional
technology
Do participants’
stages of concern
toward
instructional
technology
integration vary
based on the
school levels
they teach
N/A
Article did not
specifically list
research
questions.
Research is
based on ideas
listed in the
purpose section.
N/A
Article did not
include specific
research
questions.
ages of 41 and 50
109—over the age
of 50
15 faculty
members from the
School of Teaching
and Learning
26 students
--21 female
--5 male
Major Programs
--11 elementary
--5 mathematics
--4 science
--4 secondary
English education
--2 special
education
Interview
Field notes
Faculty self
assessment
regarding their
experience with
technology
On-line survey
--consisted of 3
parts
Demographic info
Perceptions and
Beliefs about
technology
Current level of
skills and
knowledge
Notes from interview
were transcribed
Coding was used to
identify categories
SPSS 10 software was
used for analysis
Open-ended questions
were coded based on
patterns and themes
Not mentioned in
article; however
the researcher was
on staff at the
school where study
took place
None were
reported
Extremes—no technology or all
technology
Consensus among the faculty that
pre-service teachers needed
exposure to technology uses.
81% reported that they had had a
training course in computers.
Prior experience
--word processing-35%
PowerPoint—35%
Internet—27%
Web Design—8%
Concept mapping—8%
Model in which other
institutions to use IC
map in teacher
education programs.
Information gained
relates to other
research that has found
pre-service teachers
need more training in
technology
integration.

22. Retrieved from
ERIC Database
Interactive games—8%
Uses of technology
--research tool-39%
--present information-31%
--time saving programs-27%
Issues that would prevent
technology integration
--lack of knowledge-39%
--lack of equipment—31%
Sahin, Ismail, & Toy,
Serkan. Experiences
of Turkish Student
Teachers in Pedagogy
and Educational
Technology During an
Internship Program in
the U.S. The Turkish
Online Journal of
Educational
Technology, (8)4, 16-
20. Retrieved from
ERIC Database.
Examine how
the experiences
of Turkish
student teachers
in a U.S.
Department of
State internship
program would
contribute to
their
professional,
technological,
and pedagogical
development.
How do Turkish
student teachers’
experiences in
the following
areas relate to
each other:
personal
computer use,
use of computer
technologies in
the classrooms,
instructional
techniques, their
perception of
students’
learning
experiences and
instructional
strategies
61 students
--49 female
--12 male
Survey-Likert
scale questions
6 Sections
--demographics
--computer use
--frequency of
computer use
--use of
instructional
techniques
--perception of
high school
students’ learning
experiences
SPSS 13.0—statistical
analyses
Descriptive statistics
Correlation analysis
Reliability analysis
None were
reported
Findings concluded that all of the
categories established in the
research questions were related.
None were reported
How do Turkish
student teachers’
experiences vary
according to
their teaching
methodology,
computer
proficiency level,
and process of
computer
--use of teaching
strategies by host
teacher

Palak, Deniz, & Walls,
Richard T. Teachers’
Beliefs and
Technology Practices:
A Mixed-Methods
Approach. Journal of
Research on
Technology in
Education, (41)4, 417-
441. Retrieved from
ERIC Database.
Examine the
relationship
between
teachers’ beliefs
and their
instructional
technology
practices.
technology
integration in
education
How do
teachers’ beliefs
relate to their
instructional
technology
practices
How do factors
other than beliefs
relate to
teachers’
instructional
technology
practices
113 teachers
--104 females
--9 males
Teaching
experience ranged
from 2 years to 39
years.
2 Surveys
--Inventory of
Philosophies of
Education
instrument
-28 Likert scale
questions
--Perceptions of
Computers and
Technology
instrument
-attitude toward
technology use
-teacher
confidence and
comfort
-technical support
-general school
support
-ratio of
computers to
students
-teacher software
use
-student software
use
-instructional
strategies
t-test
Combination of
mixed methods—
sampling strategies
and multiple
variables were
intended to limit
errors.
Teachers use technology frequently
for preparation purposes
Use of technology to support
student-centered activities is rare
Use of technology is supporting
teacher-centered roles
Concludes that future
research needs to
focus on teacher
beliefs.
Li, Qing. Student and
Teacher Views About
Technology: A Tale of
Two Cities Journal
of Research on
Technology in
Education, (39)4, 377-
397. Retrieved from
ERIC Database.
Examine
teachers’ and
their students’
views about
technology in
schools.
What are
students’
perceptions
about technology
integration in
schools
What are
teachers’ views
about using
technology in
15 secondary math
and science
teachers
450 secondary
students
Mixed
Quantitative—
survey
Qualitative—used
to describe areas
that quantitative
could not be used.
Survey
Individual/focus group
interviews
Responses were coded
by theme
Triangulation
coding
87.3% of the students liked using
technology and believed technology
is effective in learning.
73% of students found technology
to be efficient
8 teachers expressed skepticism
based on students’ lack of
experience with technology an high
cost associated with technology.

teaching and
learning
What do teachers
say about the
“oversold,
underused”
phenomenon of
technology in
schools
Oversold, Underused—12 teachers
cited fear that technology would
distract from “real learning”