Technologies Contribute in High School Education - Research Proposal Example

TECHNOLOGIES CONTRIBUTE IN HIGH SCHOOL EDUCATION Background Significantly, a lot is required from highschool teachers and their students on the aspect of results; essentially, the forms of evaluation are tests that require both parties to have covered ample information on the different topics (US Department of Education, 2014). This has put technology, as part of teaching, on the spotlight as most teachers agree that it would do everyone much good by making everything a little bit easier due to its vast suppleness (Anderson 2012). However, there are different perceptions on the idea of applying technology as part of learning for the high school students; for instance, a couple of the teachers see it as unnecessary as it is vast, requiring a lot of analysis hence needs a lot of time that everyone doesn’t have (ISTE 2014). Nonetheless, the negativity of applying technology comes from the lack of imagining it as a channel for conveying and augmenting the prospectus taught (Childress 2004). Today, many high schools do not have enough computers, this being a major shortcoming to the utter integration of technology in learning initiative; equally, the utilization of the resource available is to a minimum (US News 2014). In fact, top-level management sees no need of increasing the technology resources since the teachers or students put in a little effort in making use of the laptops and computers present; additionally, most of them make random excuses for this, the main being the aspect of time (Bialo 2006). Meaningfully, teachers’ abilities and awareness play a significant role in the depth at which the technology resources apply in the learning of high school students today (Hosani 2011). Most of the teachers, who have taught for a long time, are more reluctant to applying technology as compared to new recruits; mainly because of the advancements that are there in their training (Becker 2013). All institutions and teachers require taking consideration of technology as a factor of edification since most students show interest with most of them purchasing laptops and tablet computers that are clear indication that they are willing to use them (Moyle 2010). Evidently, technology can facilitate the enhancement of skills that students need to succeed in consistent assessments; moreover, the innovation and critical thinking aspects will also develop through discovery (Benson 2008). This paper is a proposal on ways to integrate technology in high school learning programs as a way of preparing them for the advancements that are there in higher learning curriculum. Keywords: Technology, High school, education, students, skills, teachers Research Questions How can computers and other forms of technology increase the chances of success? Can integrating technology in education programs of high school students act as a foundation for higher learning success in institutions that fully utilize technology? Research Objectives The main objective is proposing ways to improve education and learning for high students through technology, and utilizing the available resources such as schools’ computers and students’ laptops (Noeth 2004). However, availing these resources is not enough and additional factors require consideration i.e. teachers skills and incentives to engage in the same (Daniels 2009). Method Introduction This part discusses research methodology used in this study namely the research design, study site, target population, sample size, sampling method and procedures, instruments of data collection, ethical consideration and data analysis methods. Research Design The study will use descriptive survey design and variables that require proper identification to lay ground for the formulation of a hypothesis to be tested using the available methods. This research will apply quantitative techniques of data analysis used in establishment of substantial basis of discussing desired results (Creswell, 2009). This research methodology depends heavily on the results and reactions of high schools that use technology (Dawson, 2002). It uses in-depth interviews and focus group discussions (Patten, 2004). Data Sampling Sampling techniques involve non- probability which will be adopted in this study to draw the sample from the population. Data collection will involve surveys, edited and coded in preparation of data analysis. Desk study follows to obtain independent information that will help in supporting the hypothesis. Data collection The research will apply two methods of data collection in the process of conducting this study. Methods will use both primary and secondary sources data. There will be an internet search using the commonly known search engines like Google, with initial search focusing mainly on application of social media marketing by organizations. Data analysis This study will have qualitative data, and a different analysis of this data; where the qualitative be analyzed using the latest version of SPSS. Tables, charts and graphs also apply in the analysis of qualitative data. Ethical Considerations The researcher will get authority from the participants under review for their consent forms issued to teachers and students. However, there will not be any disclosure of information from different high schools to any of the parties. Technical Approach Certainly, there are different ways to use technology is an education setting but they all differ depending with the level of education (Gray 2013). Assertively, for high school students ways that they can apply to improve success in tests is through taking online quizzes, a good way to establish their strong and weak areas. Moreover, databases found online are a good source for peer-reviewed sources that will help the students for revision and other inquiries (Calvert Public Schools 2012). Remarkably, there are people in universities and colleges today that take their classes online; however, this is not common in high schools but it is a good initiative especially for preparation purposes (Saba 2009). Generally, other technological exercises could include using the Microsoft or other software like Probeware, student-created portfolios and the common surfing for research (Ritchell 2012). Sample Size. The sample size chosen is four students in every ten for a given school. The sample size is as explained in the table below. Sample Group Sample size Percentage Teacher 1 20% Students 4 80% Total 5 100% Opinion Time Scale The stages of the plan (before and after implementation) entail: Week 1-4: Establishing that the students can easily access the school’s resources and analysis of teacher’s technological skills and incentives based on the subject Week 5-7: Evaluating the resources available in the institution under the aspect of technical support Week 8-20: Based on enhancing communication by the strengthening the links between teachers, students and technology, encouraging exchange of ideas, creating greater awareness and ensuring that everyone has access to services NB: Throughout week one to seventeen, documentation of the progress takes place GANNT CHART YEAR 2015 ( ADDRESSING FACILITATORS AND BARRIERS) MONTHS JANUARY FEB MARCH APRIL MAY WEEKS ACTIVITY 2 2 2 1 2 2 2 1 2 3 STUDENTS AND INSTITUTIONAL FACILITIES TEACHER’S SKILLS AND INCENTIVES ESTABLISHING AVAILABILITY OF RESOURCES LINK BETWEEN TEACHERS,STUDENTS AND TECHNOLOGY EXCHANGE OF IDEAS GREATER AWARENESS ACCESS TO SERVICES DOCUMENTATION Resolutely, the evaluation and implementation through the given timeframe and exploring the different factors will assist in a great deal of integrating technology in high schools for the development of the students (Moe 2010). REFERENCES Noeth, R (2004) Evaluating the Effectiveness of Technology in Our Schools: Information for Life Transitions, 8: 3-20, http://www.act.org/research/policymakers/pdf/school_tech.pdf Moyle, K (2010) Building Innovation by Learning with Technologies: Australian Council for Educational Research, 1(56): 13-55 http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer Childress, V (2004) Effect of Technology Education, Science and Mathematics: Virginia State University. Retrieved on 27th October 2014, from http://scholar.lib.vt.edu/theses/available/etd-81197-155529/unrestricted/CHILDRESS.PDF Calvert County Public Schools (2012) Improve the Instructional Uses of Technology through Research and Evaluation: Technology Plan. Retrieved on 27th October 2014, from http://www.calvertnet.k12.md.us/departments/diit/documents/fulltechplan.pdf Bialo, E (2006) Effectiveness of Technology in Schools: SLMQ, 25(1): 43-56, http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/edchoice/SLMQ_EffectivenessofTechnologyinSchools_InfoPower.pdf Creswell, J, (2009). Research design: Qualitative & quantitative approaches, 2nd ed. Thousand Oaks, California Dawson, C. (2002). Practical Research Methods, New Delhi, UBS Publishers’ Distributors Patten, L. (2004). Understanding research methods: An overview of the essentials, 4th Ed Glendale, Pyrczak Publishing, 170p Gray, T (2013) Technology and its Role in Increasing High School Success: National High School Centre, Retrieved on 27th October 2014, from http://www.betterhighschools.org/expert/ask_tech.asp US News (2014) Technology in the Classroom: Education, Retrieved on 27th October 2014, from http://www.usnews.com/education/technology-in-the-classroom Ritchell, M (2012) Technology Changing How Students Learn: The New York Times Education. Retrieved on 27th October 2014, from http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html?pagewanted=all&_r=0 International Society for Technology in Education (ISTE) (2014) Essential Technology Concepts and Skills for High School Students: Iowa Department of Education, Retrieved 27th October 2014, from http://www.ifacadets.net/laptop/essential_skills_iste.pdf Anderson, C. K. (2012). Effects of instruction in building connections among schemata on high school students complex problem-solving achievement: Dissertation Abstracts International, 53(4), 1030 Benson, M. J. (2008). Selecting Content for Technology Education -Proceedings of the First Annual Symposium on Technology Education: Symposium, 80: 12- 24 US Department of Education (2014) Science, Technology, Engineering and Math: Education for Global Leadership, Retrieved on 27th October 2014, from http://www.ed.gov/stem Becker, J (2013) How Exemplary Computer-Using Teachers Differ-Decision Making about Computer Acquisition and Use in American Schools: Computers and Education, 20: 341–52 Saba, A (2009) Benefits of Technology Integration in Education: Boise State University, 26: 2-10. http://edtech2.boisestate.edu/sabaa/502/Saba_Synthesis_Paper.pdf Moe, T (2010) Benefits of Technology: Education, Retrieved on 28th June 2014, from http://www.education.com/reference/article/benefits-technology/ Hosani, S (2011) Advantages of Electronics in Schools: Examiner, Retrieved on 28th June 2014, from http://www.examiner.com/article/the-advantages-and-disadvantages-of-electronics-schools Daniels, J (2009) Technology and High School Success Research: Alberta Education, 371(334): 6-80. https://ideas.education.alberta.ca/media/72586/technology_and_high_school_success_final_report.pdf Read More