Making the Grade: Reporting Educational Technology and Teacher Knowledge Research

View Sample PDF

Author(s): Robert N. Ronau (University of Louisville, USA)and Christopher R. Rakes (Institute of Education Sciences, USA)
Copyright: 2012
Pages: 10
Source title: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Source Author(s)/Editor(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA)and Margaret L. Niess (Oregon State University, USA)
DOI: 10.4018/978-1-60960-750-0.ch014

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

Purchase

View Making the Grade: Reporting Educational Technology and Teacher Knowledge Research on the publisher's website for pricing and purchasing information.

Abstract

This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of principles for education research that has not been applied consistently to teacher knowledge and education technology research. Although some studies address reliability of measures, few adequately address validity or threats to validity or the trustworthiness of their designs or findings. Special attention is given to the need for explicit connections between the study purpose and guiding theoretical frameworks and previous research. This volume provides examples of studies addressed these design issues and includes a checklist of questions and additional resources to aid future researchers in developing rigorous, scientific research.

The IRMA Community

Research IRM

Making the Grade: Reporting Educational Technology and Teacher Knowledge Research

Purchase

Abstract

Related Content

IRMA Sponsors