Through my coursework in the Learning Design and Technology (LDT) program, I have demonstrated my ability to describe common research methods in Educational Technology, demonstrated my ability to read and evaluate Educational Technology research, and applied research findings to the solution of common problems in Educational Technology. Through LDT research projects/papers and applicable case studies, I have constructed solutions that adhere to current research and methodologies. Pressing forward, I must continue pursuing Educational Technology research upon completion of the LDT program. Reading, evaluating, and applying future Educational Technology research is necessary to maintaining a pattern of professional growth within the Educational Technology community.
Demonstrates ability to describe common research
methods in Educational Technology
methods in Educational Technology
A common research method in Educational Technology is the use of surveys. My EDCI 513 paper, “The impact of digital ink on emerging technologies in K-12 education”, contains an example of my ability to describe Educational Technology research methods. I described the objective of the study, understanding the technology usage of a classroom teacher (Winrotte, 2017b), and how the study was conducted. I also note how the study’s findings provide evidence for “the continued and future use of digital inking as an instructional tool for K-12 education” (Winrotte, 2017b, p. 8).
Demonstrates ability to read & evaluate
Educational Technology research
Educational Technology research
I read and evaluated more than twenty articles related to educational technology, specifically digital inking, in preparation for writing my EDCI 513 paper, “The impact of digital ink on emerging technologies in K-12 education”. While reading the articles, I had to identify, comprehend, and evaluate the research methods, findings, and implications to determine their usefulness and validity in relation to digital ink as an emerging technology. Specifically, when researching ink-enabled tools and software, I was cognizant of the rapidly changing technology advancements that would inherently cause some research to be null and void when utilizing to predict impacts on emerging technologies.
Applies research findings to the solution of
common problems in Educational Technology
common problems in Educational Technology
In my EDCI 531 paper, I note that Gulamhussein (2013) offers five principles for professional development. The implication of these principles lead to my determination that in order for professional development to be impactful, it must afford teacher choice, multiple engagement points, and mentorship. Using these implications, I developed a ‘New Staff Professional Development Opportunity’ model. The model I developed allowed for teacher choice in topic and timing, but also provided scaffolding of knowledge/skill and coaching opportunities for the learner to apply “the new technology skill/knowledge to their classroom instruction” (Winrotte, 2017a, p. 7).
References
Gulamhussein, Allison. (2013). Teaching the Teachers: Effective Professional Development in
an Era of High Stakes Accountability. Retrieved from
http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-
Professional-Development-in-an-Era-of-High-Stakes-Accountability
Winrotte, S. (2017a). New staff professional development: Self-selection. Unpublished manuscript,
Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.
Winrotte, S. (2017b). The impact of digital ink on emerging technologies in K-12 education. Unpublished
manuscript, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana.