1. Defining Classroom Research Dr. J. P. Galloway Developed by Dr. A. Cavallo

2. Problem Statement: A thirty year history of computer training programs for teachers has failed to yield significant improvements of both skill-knowledge mastery and the classroom integration of computing for students. As school districts plan technology support for teachers, coordinators and committees must consider how teachers are actually learning and using computers.

3. To examine the extent to which taking formal classes & formal training programs versus personally teaching themselves is related to teachers’ integration of technology into the classrooms. Purpose Statement:

4. Research Questions: To what extent do teachers’ computing learning experiences - formal classes vs. personally teaching themselves - predict their classroom integration of technology for use with students?

5. Hypotheses or Predictions: Teachers’ who teach themselves computing will achieve a greater integration of computing technology into the classroom than those learning only through formal classes.

6. Null Hypotheses : There is no relationship between learning method – formal vs. personal – and teachers’ level of classroom integration of technology.

7. Characteristics of Educational Research (Anderson, 1996) 1.Educational research attempts to solve a problem. 2.Research involves gathering new data from primary or first-hand sources or using existing data or a new purpose. 3.Research is based upon observable experience or empirical evidence. 4.Research demands accurate observation and description. 5.Research generally employs carefully designed procedures and rigorous analysis. 6.Research emphasizes the development of generalizations, principles or theories tat will help in understanding, prediction and control. 7.Research requires expertise -- familiarity with the field; competence in methodology; technical skill in collecting and analyzing the data. 8.Research attempts to find an objective, unbiased solution to the problem and takes great pains to validate the procedures employed. 9.Research is a deliberate and unhurried activity which is directional but often refines the problem or questions as the research progresses. 10.Research is carefully recorded and reported to other persons interested in the problem.

8. The Four Levels of Educational Research (Anderson, 1996) Level1234 Research Type DescriptiveExplanatory (Internal Validity) Generalization (External Validity) Basic (Theoretical) Major Questions What is happening? What happened in the past? What is causing it to happen? Why did it happen? Will the same thing happen under different circumstances? Is there some underlying principle at work? Traditional Associated Disciplines Anthropology History Physical Sciences Sociology Anthropology Behavioral Sciences History Physical Sciences Psychology Sociology Behavioral Sciences Physical Sciences Psychology Behavioral Sciences Physical Sciences Psychology Philosophy Methods/ Approaches Case Study Content Analysis Ethnography Historiography Observation Policy Research Polling Program Evaluation Survey Research Case Studies Comparative Correlational Ethnography Historiography Observation Time Series Analysis Causal- Comparative Experimental Meta Analysis Multiple Case Study Predictive Quasi- Experimental ABAB Designs Experimental Meta Analysis Policy Research Time Series Analysis