Implementing
The practice of implementing tools for specific learners
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Reflecting on Research Methods and Strategies
This project was a group project completed in the course ETEC 500, Research Methodology in Education. This course focuses on applied research, research ethics, and how to apply the process of research to education. Overall I found this course challenging, as, in a way, it challenged me to connect something I generally consider very rigid (scientific research process) to something I do not consider rigid (education). This project was a three part project completed over the term of a semester, and the purpose of it was to apply theories and methods of research to a specific study, on a specific group of people. My group chose to focus on the effectiveness of blended learning in corporate technology training. This was the only project I completed in MET that had a focus on Blended Learning. As we summarized in our research proposal, "The most wisely held understanding and simplified explanation of blended learning is that it is a combination of 'face-to-face instruction and computer mediated instruction' (Graham, 2006, p. 5 as cited in Wang Han, and Yang, 2015)" (Cox, Franklin, Hagen, Handford, & Mauro, 2017). Throughout this project I learned more about the potentials of blended learning in corporate settings, including the ability to target varying learning styles (Kraemer et al., 2007, p. 341). For this project, we essentially proposed a potential research study that could be conducted to measure the effectiveness of blended learning for tech training.
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ImplementingThe practice of implementing tools and strategies for specific users is an important skill of educational technologists. And being mindful of users is an important part of the PCK of TPCK as "PCK is concerned with the representation and formulation of concepts, pedagogical techniques, knowledge of what makes concepts difficult or easy to learn, knowledge of students' prior knowledge, and theories of epistemology" (Mishra & Koehler, 2006, p. 1027). Click here for Page References
Brown, J. S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. Cox, K., Franklin, M., Hagen, S., Handford, A., & Mauro, S. (2017). ETEC 500: Research Methodology in Education, research proposal assignment submission [Written PDF document]. Glasersfeld, E. Von. (2005). Introduction: Aspects of constructivism. Constructivism: Theory, perspectives, and practice. (2nd ed.). New York: Teachers’ College Press, 21-25. Glasersfeld, E. Von. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49. Handford, A. (2017). ETEC 530: Constructivist Strategies for E-Learning, assignment 1 submission [Written PDF document]. John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework, Educational Psychologist, 31, 191-206. Kraemer, E. W., Lombardo, S. V., & Lepkowski, F. J. (2007). The librarian, the machine, or a little of both: A comparative study of three information literacy pedagogies at Oakland University. College & Research Libraries, 68(4), 330-342. Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Pritchard, D. (2014). What is this thing called knowledge?. Routledge. Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society,18(2), 380-393. Categories
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