RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION
Name:_Furkan Aygar______________

Date: __9/20/2015______________

Topic Selected: Teachers need to be trained and go through professional

development in order to successfully implement technology into education.

1. LITERATURE REVIEW:
What does the literature/research say about this issue/topic? By using NAU
Library or Online Search engines, conduct a literature review.

You need to include 5 different sources (book, journal article, web article
etc.) in your review. Try to use current sources as much as possible.

You need to summarize and synthesize your sources by discussing a

common theme or issue.

You don't need to critique your sources

You don't need to evaluate your sources (if the sources are trustworthy,
weather the author has a bias or not)

You need to provide background information such as history and

definitions

Brief Literature Review:

School leaders are a very important part of the technology planning the campus.
Their being technology literate and have a high opinion of innovations and
developments are essential. School leaders need to model the safe and ethical
use of technology at school and abroad. ( Howell, Reames, Andrezejewski,
2014) Educational leaders have to serve as technological leaders in order to
successfully model 21st century skills. Technology users and leaders require
timely support, adequate training opportunities, and time in order to prepare
technologically laden lessons.( Howell, Reames, Andrezejewski, 2014) It should

be the goal of school leaders to design effective professional development for

technology-enhanced inquiry instruction. (Varma, Husic, & Linn, 2008) Teachers
face challenges related with incorporation of technology innovation in classrooms
and curriculum. When they plan their lesson they have more concerns about
problems they may encounter facilitating technology instead of planning to
increase efficiency of delivery of instruction. (Varma, Husic, et al., 2008)Teachers
should be provided well planned, need oriented, including take to class activities
professional developments. These will embrace student-centered learning,
scaffold and moderated by the instructor. Lessons are divided between wholeclass activities, such as explanations, demonstrations, and discussions, as well
as differentiated individual practice and learning in small groups.(Blau, 2011)
Chikasanda, Otrel-Cass, Williams, & Jones, (2013) organized professional
developments infor phases: professional development, ongoing support,
reflection and feed-back . This enabled teachers who got training on technology
explore new concepts collaboratively, read and present their findings, overlook at
the curriculum and integrating technology into it. A qualitative analysis of the
teachers journey through the phases of the professional development showed
the teachers enhanced knowledge of technology and technology education.
( Chikasanda, Otrel-Cass, Williams, & Jones, 2013) When teachers are held
accountable of their learning and expected to show their learning through using
the information in their classroom they show improvement and the ultimate goal,
student learning , is promoted.( Claesgens, Rubino-Hare, Bloom, Fredrickson,
Henderson-Dahms, Menasco, & Sample, 2013).

2. REFLECTION:

What is your personal opinion on this issue? Do you agree with the

research? If you agree or disagree, please explain why?

Provide examples/experiences regarding this issue from school
perspective or If you are not working in a school, from your profession. Be
specific with your examples. You can mention software/hardware names,
specific methods that you plan to use, etc.
How would you implement this research in your career? (At least 1
paragraph)

Reflection:

I completely agree the researches and studies I reviewed as school leaders

should take active role in technology integration in curriculum, and also planning
of professional developments are really important to make it successful. Besides
teachers who feel comfortable using technology will use it properly and
effectively for student learning.
In my school district the software programs bought for student learning werent
used effectively by teachers because they didnt have any idea about the
program. Some teachers who were self-motivated and interested in technology
explored the programs deeply, but majority didnt even try to use them. The
administration had to set goals and track student growth to ensure teachers used
those software programs, but the tracking was not effective either.
As a school leader, I believe the importance of the effective planning of the
professional development. In order to bring an innovation modeling, encouraging
and training is very important. I would provide ongoing support and feedback
oriented continuing professional developments to increase the success of
technology usage in my campus. Also I would form a group of teacher leaders
and try to help teachers to learn and help others learn in small groups.

3. REFERENCES:

Cite at least 5 References in APA.

You may use http://www.citationmachine.net/apa/cite-a-journal for citing
your sources in APA style.

References:
Howell, M. P., Reames, E. H., & Andrzejewski, C. E. (2014). Educational

Leadership Program Faculty as Technology Leaders: What Support Will They

Need?. New Waves - Educational Research & Development, 17(1), 31-49.
Varma, K. k., Husic, F., & Linn, M. C. (2008). Targeted Support for Using
Technology-Enhanced Science Inquiry Modules. Journal Of Science Education &
Technology, 17(4), 341-356. doi:10.1007/s10956-008-9104-8
Blau, I. i. (2011). Teachers for "Smart Classrooms": The Extent of Implementation
of an Interactive Whiteboard-based Professional Development Program on
Elementary Teachers' Instructional Practices. Interdisciplinary Journal Of ELearning & Learning Objects, 7275-289.
Chikasanda, V. v., Otrel-Cass, K., Williams, J., & Jones, A. (2013). Enhancing
teachers' technological pedagogical knowledge and practices: a professional
development model for technology teachers in Malawi. International Journal Of
Technology & Design Education, 23(3), 597-622. doi:10.1007/s10798-012-92068
Claesgens, J., Rubino-Hare, L. L., Bloom, N., Fredrickson, K., HendersonDahms, C., Menasco, J., & Sample, J. (2013). Professional Development
Integrating Technology: Does Delivery Format Matter?. Science Educator, 22(1),
10-18.