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New Directions in the Research of Technology-Enhanced Education
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Author(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA), Margaret L. Niess (Oregon State University, USA), Lauren Wagener (University of Tennessee, USA), David Pugalee (University of North Carolina, USA), Christine Browning (Western Michigan University, USA), Shannon O. Driskell (University of Dayton, USA)and Susann M. Mathews (Wright State University, USA)
Copyright: 2010
Pages: 35
Source title:
Technology Leadership in Teacher Education: Integrated Solutions and Experiences
Source Author(s)/Editor(s): Junko Yamamoto (Slippery Rock University, USA), Joanne Leight (Slippery Rock University, USA), Sally Winterton (West Chester University, USA)and Christian Penny (West Chester University of Pennsylvania, USA)
DOI: 10.4018/978-1-61520-899-9.ch015
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Abstract
This chapter presents the results of a systematic review of literature in which the authors examined instructional technology integration in career and technical education, mathematics, language arts, social studies, and science. Three lenses were used to examine the literature: a research design framework, a teacher knowledge framework (CFTK), and a technology integration framework (TPACK). The research design framework revealed a low percentage of papers that were actually research studies (41.2%), favoring qualitative design (70% of the 41.2%). Consequently, educators may have difficulty sifting through high proportions of non-research to find the most informative, up-to-date instructional technology research. Three CFTK aspects of teacher knowledge were addressed less than others in the research studies: Individual Context (16%), Subject Matter (33%), and Discernment (29%). Pedagogical Knowledge was addressed the most (65%). The TPACK developmental framework revealed an emphasis on the lowest three levels of instructional technology integration (60%), indicating a gap in the research at the upper two levels. Mathematics studies accounted for almost half of all research addressing TPACK developmental stages (47%). From these findings, the authors conclude that pedagogical knowledge alone is not enough to ensure high levels of technology integration and offer recommendations for improving the disjointed nature of research on instructional technology.
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