Joel Marc Kennesaw State University

1. A Case Study: Teacher and Student Perspectives on the Use of membean Instructional Technology for Instruction and Learning Joel MarcKennesaw State University

2. Instructional Technology • Instructional technology is one of the leading concentrations in the college of education in the U.S.A. today. Yet there is a need to develop more research on the impact of increased aptitude in teachers’ knowledge and skills in the area of instructional technology.

3. Instructional Technology • The term instructional technology refers to existing methods of using computers to provide learning experiences, for example, lessons that take place on the computer, learning using multimedia resources, online education programs, and collaboration tools (Astleitner, 2000).

4. Six Constructs of Learning • Six constructs should be considered when determining how to increase the use of technology for instruction and learning: choice, collaboration, challenge, learner control, goal orientation, and environmental context of learning.

5. Six Constructs of Learning • These constructs call for teachers and students to reflect and experience learning that focuses on students doing majority of the work, and curriculum that focuses on students learning skills as they relate to the constructs.

6. Purpose of the Research • There are two main purposes for the research, to consider teacher and student beliefs, attitudes, aptitude, and training for technology being used in the classroom, and to gain knowledge of how teachers use technology to teach in diverse learning environments.

7. Research Questions There are three research questions that guide the process and the methodology for the research: • What are 8th grade ELA teachers' attitudes regarding the use of Membean as a mode of instructional technology? • What are 8th grade ELA students' attitudes regarding the use of Membean as a mode of instructional technology? • How do teachers describe the influence of Membean as mode of instructional technology use on students' learning?

8. Methodology • The research identified trends in attitudes, opinions, behaviors, or characteristics of the sample group (Creswell, 2011). Using this method, the study collected qualitative data through teacher interviews, and then followed up with quantitative data from teacher and student surveys.

9. Teacher/Student Survey • Two surveys were administered for research, a survey to teachers, and a survey to students. Both surveys focus on perspectives with respect to the 6 constructs: choice, collaboration, challenge, learner control, goal orientation, and environmental context of learning.

10. Teacher interviews Teacher Interview • The interview may help explain the results from the survey. The data analysis may involve triangulation of information including teacher surveys, student surveys, and teacher interviews.

11. Data Collection and Analysis • Teachers were asked to rate the relevance of the factors that impacted their decision making of the use of technology for instruction. Implementing national state and local technology standards had the highest weighted average of 2.67%. Using scientifically based research that suggests a particular technology application was teachers’ second highest factor with a weighted average of 2%. Third, with the weighted average of 1.33% was observing colleagues’ successfully using technology to teach a concept. Motivating and engaging learners, and creating a more learner centered classroom with students exploring their own questions, both received a 1% weighted average and were least important to teachers.

13. Data Collection and Analysis Con’t • All three teachers’ responses varied on the level in which they integrate the instructional tool Membean in their classroom. 33.3% stated that Membean instructional technology is incorporated into their classroom, but students also use Membean instructional technology outside of the classroom for independent practice. Another 33.3% reported Membean instruction technology is incorporated equally in the classroom instructional activities, and outside the classroom for independent practice. Yet another 33.3% reported that they do not integrate Membean technology into their learning activities. Their expectations are that all Membean instruction takes place outside the classroom fully online.

14. Data Collection and Analysis Con’t • 66.67% of teachers believed the instructional technology Membean allows teachers to complete vocabulary instruction both efficiently and effectively. 33.3% strongly disagreed. 66.67% of teachers strongly agreed that the instruction technology tool Membean allowed students to complete their vocabulary practice efficiently and effectively, yet again 33.3% of teachers strongly disagreed and believed students were not able to complete their vocabulary practice.

15. Data Collection and Analysis Con’t • 43% of students reported that they have access to a computer or a computer lab at school to use Membean daily. 21% of students reported that they have access on a weekly basis. 13% reported that they have access to a computer or computer lab biweekly. In contrast, 51% of students reported that they have access to a smartphone at school to use Membean instructional technology on a daily basis. 16% of students surveyed reported that they only have access on a weekly basis to their smartphone to use Membean instructional technology. 14.86% of students report that they never have access to a smartphone to access Membean instructional technology.

16. Findings • I found that there was a clear discrepancy of almost every survey question with 33.3 percent of the teachers. This was interesting data because although the perspective varied at about a rate of 30% all teachers agreed that there expectation was that students used Membean technology on a weekly basis although all teachers did not provide the same amount of class time.

17. Findings • I found that teachers do not believe that the most relevant way to understand technology is through observing other colleagues use for understanding or through the use of modeling of professional development courses. I found variation in the teachers’ perspective on the efficiency and the effectiveness of the Membean used to complete vocabulary instruction. Their perspectives show a 30% gap or range. I found a 30% gap in teachers’ perspective on the instruction technology tool Membean being an effective and efficient way for the eighth grade students to practice vocabulary.

18. Findings • I found that it is significant to acknowledge that 14.86% of students reported that they never have access to a smartphone to access Membean instructional technology. I found that although Membean instructional technology is an individualized, personalized vocabulary instruction software program, majority of access to computers within the school building occurs at least with one other student. I found that almost 25% (24.66%) of students never use school computers to complete Membean instructional technology activities. School computers are not used daily to complete Membean instructional technology activities, and the amount of students using school computers on a weekly and bi weekly basis to complete Membean instructional technology activities is comparable within a range of 21% to 27%. I found that over 16% of students do not ever use a smartphone to complete Membean instructional technology; although the most common form of access to Membean instructional technology is the use of a smartphone.

19. Thank You Let’s continue to increase and improve the use of instructional technology for instruction and learning in the classroom. Have A Great Day!