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EDUCATION – ESOL
MARIANA RIVAS
DR. MARIA SEVILLANO
EDUC 617 – ESOL SEMINAR IN SCHOOL SETTING
Critique Analysis of Reciprocal Teaching Of Reading Comprehension Strategies for
Students with Learning Disabilities Who Use English as a Second Language
Maria Mora, Maria Mejía, Mariana Rivas and Marco Mazzocchi
Ana G. Mendez University System
December 01, 2011
Running Head: CRITIQUE OF RESEARCH ARTICLE
Introduction
The purpose of the study of this journal, which was written by Janette
Kattmann Klingner and Sharon Vaughan, and was published in The Elementary
School Journal vol.96, no.3 in 1966 by the University of Chicago, is to discuss and
review the critique of a project of investigation; the effect of two different
instructional approaches, to provide strategies for reading comprehension
instruction for seventh and eighth grade ESL students with learning difficulties in
the comprehension of the English language.
According to Baca & Cervantes, 1989, “there is a big significant amount of
students who speak English as a second language that also shows serious learning
issues that may qualify them for placement in special educational programs”. These
students often exhibit more problems with reading comprehension than do fluent
speakers of English of comparable ability, because of differences in background
knowledge relevant to what is read in school and limited English language
proficiency (Clarke, 1980; Lee, 1986; Pritchard, 1990).
The aspects that are described and analyzed here are: research design, the
taking of samples, measure, the procedure for analysis of data, findings and results.
The summary is presented in a correct and concrete form on the effectiveness of the
investigation, including the problem, subject, of the sample, methodology, findings
and recommendations.
The investigation follows a specific order on every step of the study, review of
the literature was develop and well organized and most of the literature was up to
1
date. The theoretical framework was presented in a very interesting way and it
should be provided.
This study focused on two main activities; the first activity was exploratory
data collection and analysis, in the school setting. The second activity was to explore
the hypothesis and variables. Therefore, the study used appropriate descriptive,
quantitative and qualitative analysis, using the analysis of the data to questions
directly to the students of the population.
The article is written in a clear and concise way using appropriate
lexicon within the context of education. It is organized in clear general sections
(abstract, purpose of study, method, results, discussion) as well as sub-‐sections
allowing the readers a better understanding of the findings and outcomes of the
research study (reciprocal teaching, cross-‐age tutoring and cooperative learning,
group outcomes, patterns of change in reading comprehension, characteristics of
students who showed more and less growth, etc.)
Abstract
Abstract aims to give a clear overview of the study including the research
problems, sample, methodology and the findings. However, no recommendations
are included in the abstract.
Research problem
2
The study clearly states the origins for the research problems by naming
previous works, that although similar in natural different from the one proposed, as
for instance Palinscar and Brown’s (1984).
Reciprocal Teaching
The study clearly explains the meaning of the method of Reciprocal Teaching,
as a teaching model to improve comprehension for students who can decode but
have difficulty comprehending text through the use of four strategies prediction,
summarization, question generation, and clarification. The study gives examples of
previous research using this model.
Cross-‐Age Tutoring and Cooperative Learning
Although the study introduces the concept of Cross-‐Age Tutoring and
Cooperative Learning, it doesn’t explain what they are as clearly as the study did in
the case of Reciprocal Teaching. The study only exposes their advantages in terms of
instructional approaches but it doesn’t say anything about how a teacher or tutor
uses them with a student.
Purpose of the study
The purpose of the study is clearly identified as per two instructional
approaches for providing reading comprehension strategy instruction to seventh
and eighth grade ESL students with Learning disabilities on comprehension of
English-‐languages text: (a) reciprocal teaching in combination with cross-‐age
tutoring, and (b) reciprocal teaching in combination with cooperative grouping.
The ultimate aim of the study – as clearly stated-‐ is to understand the
performances of individual students in each treatment group in an effort to
determine which characteristics were most likely to success.
Method
The subjects are clearly identified N= 42 seventh and eighth graders from a
middle school, 73% of them Hispanic. Also, there is a good record of how is the data
collection tool administered. Procedures are clearly identified and include Phase 2:
cross-‐age tutoring group (study specifies day by day what is done in this phase) and
Phase 2: cooperative learning group (study specifies day by day what is done in this
phase)
Measures
The study includes two types of measures, descriptive measures:
administered individually prior to the intervention such as Woodcock-‐Johnson test
of achievement: Letter Word Identification; and quantitative measures: that
included one test, the Gates-‐MacGinite Reading Comprehension Test (MacGinite,
1989)
Results
A two-‐way analysis of variance with one between-‐subjects and one within-‐
subjects factor was applied to answer the questions regarding treatment outcomes.
The procedure was conducted using pre and posttest from MacGinite Reading
Comprehension Test (MacGinite, 1989)
Discussion
As per the beginning, this study investigates the efficacy of two related
interventions on the reading comprehension of seventh and eighth graders with
learning disabilities (LD) who used English as a Second Language.
Overall, the interventions administered appeared to improved the reading
comprehension of ESL students with LD. The study clearly aligns the outcomes of
the interventions and findings with the research questions
The study does not include recommendations or lessons learnt for future
research made.
References
Clarke, M.A (1980). The short circuit hypothesis of ESL reading-‐or when language
competence interferes with reading performance. Modern Language Journal, 64,
203-‐209
Lee, J.F (1986). Background Knowledge and L2 reading. Modern Language Journal, 70, 350-‐
354.
MacGinite, W.H. (1989) Gates-‐MacGinite Reading Tests (Level 5/6 Forms K and L).
Chicago: Riverside
How can schools best
prepare students
to become
attractive
and
competent professionals who are
Overcoming
second-‐order
barriers to
technology
integration
The answer might be
integrating
information and
communication
technologies across
the college curriculum.
However, despite
educators recognize
integration technology as
a valued commodity for
professionals and a vital
component
in the teaching process,
there are
external (first order) and
The answer might be
integrating
information and
communication
technologies across
the college curriculum.
However, despite
educators recognize
integration technology as
a valued commodity for
professionals and a vital
component
in the teaching process,
there are
external (first order) and
Designed by Mariana Rivas
First-‐order barriers
Obstacles that are extrinsic
to teachers, namely,
unreliability of equipment,
Second-‐order
barriers
Obstacles intrinsic to teachers
and by nature intangible
obstacles more difficult to
identify even for the teachers
themselves. (a) Computer
anxiety is viewed as the degree
of fear that students feel while
learning and using technology;
(b) Pedagogical beliefs are the
set of attitudes teachers have
about teaching and learning
that hinder them to
change their
In this study you will learn about…
Second-order barriers that hinder technology integration into classrooms:
⇒ Computer anxiety: degree of fear that students feel while learning and using technology;
⇒ Pedagogical beliefs: set of attitudes teachers have about teaching and learning that hinder them to change their instructional practices;
⇒ Self-competence: student’s belief in his/her own ability to use a computer for teaching; and
⇒ Innovativeness: degree of willingness or unwillingness to change
Overcoming second-order barriers to technology integration
The purpose of the study is to examine the
way professors use computer technology for
instructional purposes and the factors that
inhibit their use of technology,
⇒ Internal factors coined by experts as
second-order barriers such as attitudes,
beliefs, computer anxiety or fear that inhibit
technology integration across the curriculum.
How do professor’s attitudes toward technology relate to the practice of integrating technology?
The methodology employs a mixed research design.
The survey instrument includes quantitative (forced
choice) and qualitative (open-ended) questions that
invite individual responses. The dependent variable is
professors’ use of computers and the independent
variables are attitudes, pedagogical beliefs and
computer anxiety.
The study also proposes sustainable strategies to
overcome such barriers.
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Visit on the website: http://www.2ndbarriers.com
Designed by Mariana Rivas – EDUC 617 – SUAGM – November 2011
PROFESSOR’S EVALUATION SURVEY
Please take a few minutes to fill out the following evaluation survey. Your responses are very
important and should reflect your experiences and opinions as much as possible: they are
anonymous. The participation in this survey is voluntary
Demographic information Date:_____________
Age: 18-25_____ 26-35_____ 36-45_______ 46-55______ 56-65_______ 65- or older_______
Gender: _____male _______female
Subject that you teach: __________________
Please read very carefully each question and mark with an (x) the correspondence reply to your
response
Strongly disagree (SD) Disagree (D) Undecided (U) Agree (A) Strongly agree (SA)
Following are possible attitudes for integrating technology in the curriculum
STATEMENTS SD D U A S
A
1. To help others
2. To save time
3. People like it
4. It is a necessary skill
5. Professional development
6. Is it your first time using technology?
_________________________________________________________________________
_________________________________________________________________________
7. Technology enhances teaching experience”. Describe where do you stand?
_________________________________________________________________________
_________________________________________________________________________
19
Chapter 4: Results
Mariana Rivas
Ana G. Mendez University
2011
Running Head: RESULTS 1
Chapter 4: Results
The purpose of this study was to identify how do professor’s attitudes toward technology
relate to the practice of integrating it into their curriculum. A survey was used to test this
hypothesis. Survey contained three clearly differentiated parts: demographic information asking
the participant about gender, age and subject they teach; questions responding a Likert
questionnaire item, where respondents express their level of agreement or disagreement to
specific 5 statements; and finally two open ended questions.
The first question in the Likert scale related if technology was used to help other –in this
case colleagues or students; second question related if technology was used to save time to
professors –when delivering or preparing a lesson; third question related if technology was sort
of a trend and people like to use it as a trendy gadget; four question related if technology was a
necessary skill among professionals –in this case educators-; and number five related if
technology was seen as a way to achieve professional development. The first open question
asked the respondents about their familiarity with computers –if they are first time users or no-;
and second question prompted to agree or disagree to one statement: technology enhances
teaching experience.
The study population consisted in 13 professors from Ana G. Mendez University. Survey
was administered to these professors, 4 female (30.8 %) and 9 male (69.2%) during November
15 and 16, 2011. Professors were active educators when taking the survey. Among the study
population there was, 1 professor that teaches accounting (7.7%), 2 business (15.4%), math
(15,4%), education (23.1%), TESOL (7.7%), law (7.7%), English (7.7%), Spanish (7.7%),
computers (7.7%).
Descriptive statistics were employed in this study. After administer and complete the
surveys a master tally was created in order to tabulated the answers. Then, data was coded using
SPSS statistical analysis software program. Frequencies and percentages for each survey
question were computed and the data was analyzed.
The survey response rate was 100%. When asked about their level of computer literacy
(see Table 2) all of the participants (n=13) answered “No to be a first time user”. They report to
be working with computers an average of 7 years. When asked to express their agreement or
disagreement to the following statement ‘technology enhance teaching experience’. All of the
respondents (n=13) answered agree (see Table 4). Evidence showed there is a close relationship
between the level of literacy and the positive attitudes towards technology.
Questions number 1,2,3 related to behavioral attitudes a professor can have in relation to
the use of technology into the curriculum. As indicated in Table 3, overall participants
optimistically think technology can: help others (n=10), save time (n=11), and technology is
something that people like (n=10).
Question 4 and 5 had to do with professional development. Professionals nowadays must
know how to ‘market’ themselves in the labor market by becoming technology literate.
Technology literate, defined by Beetham (2009) is the functional access, skills and practices
necessary to become a confident, agile adopter of a range of technologies for personal, academic
and professional use. As evidence in Table 4, overall participants optimistically think they can
integrate technology into their curriculum: because it is a necessary skill (n=12), and because it
promotes professional development (n=12)
Finally, respondents were asked to express their agreement or disagreement to the
following statement ‘technology enhance teaching experience’. All of the respondents (n=13)
answered agree (see Table 4)
Table 1
Frequencies and Percentages about The Subject Taught By Participant
Subjects taught by participants Frequency Percent Valid Percent Cumulative Percent
Accounting 1 7.7 7.7 7.7
Business 2 15.4 15.4 23.1
Math 2 15.4 15.4 38.5
Education 3 23.1 23.1 61.5
TESOL 1 7.7 7.7 69.2
Law 1 7.7 7.7 76.9
Spanish 1 7.7 7.7 84.6
English 1 7.7 7.7 92.3
Computers 1 7.7 7.7 100.0
Total 13 100.0 100.0
Table 2
Frequencies and Percentages on Level of Computer Literacy By Participant
Are you a first time computer
user? Frequency Percent Valid Percent Cumulative Percent
No 13 100.0 100.0 100.0
Total 13 100.0 100.0
Table 3
Descriptive Data for Questions 1 – 3.
Statements Strongly Agree / Agree
Neither Agree nor Disagree
Strongly Disagree
/ Disagree
1) Technology help others 10 (76.9%)
0 (0%)
3 (23.1%)
2) Technology save time 11 (84.6)
0 (0%)
2 (15.4%)
3) People [students] like technology 10 (76.9%)
2 (15.4%)
1 (7.7%)
Table 4
Descriptive Data for Questions 4, 5 and 7
Statements Strongly Agree / Agree
Neither Agree nor Disagree
Strongly Disagree
/ Disagree
4) Technology is a necessary skill 12 (92.3%)
0 (0%)
1 (7.7%)
5) Technology promotes professional development
12 (92.3%)
1 (7.7%)
0 (0%)
7) Technology enhance teaching experience
13 (100%)
0 (0%)
0 (0%)
Chapter 5: Discussion and Analysis
Mariana Rivas
Ana G. Mendez University
2011
Running Head: DISCUSSION AND ANALYSIS
Chapter 5: Discussion and Analysis
The research yield to significant results in order to understand professor’s attitudes
toward technology thus leading to identify second-order barriers to technology integration across
the curriculum amongst professors at Ana G. Mendez University.
We parted on the premise that negative or positive attitudes towards technology
determine its use or misuse across the curriculum. The survey felt the pulse of the respondents as
to what they think about technology. Professors’ agreed technology helps others [colleagues and
students] and saves time, thus supporting Dickard’s (2009) theory about the advantages of
technology use in the classrooms. The study also corroborated that technology integration into
the curriculum is not exclusive to one type of curriculum, it applies to any type of subject, from
math to Spanish, therefore inferring that technology is a universal tool that can be use by any sort
of task.
This research showed that computer technology could enhance the learning process of
students in any type of class, turning a classic teacher-centered class into a dynamic,
student/group-centered, interactive one. The research supported the conception that professors
positively use and integrate technology not only for their own benefit (making power points of
their lessons) but also as a tool to interact and educate [computer-wise] students.
Finally, the study supported the notion about how technology can be seen as a
commodity because it makes a professional more efficient and productive, and therefore more
valuable to a company. The study revealed that professors consider technology as a necessary
skill to achieve success in the labor market and also as a way to promote professional
development.
Critical Analysis
The author argued professors’ attitudes and beliefs towards computer technology is
closely linked to the practice of integrating it [computer technology] across the curriculum.
However two factors or obstacles could decrease the practice of integrating technology: first-
order barriers and second-orders barriers (Ertmer, 1999)
As stated by Ertmer (1999) first order-barriers are obstacles extrinsic to educators such as
lack of time, lack of resources and lack of training. On the contrary, second-order barriers are
obstacles intrinsic to educators such as attitudes and beliefs.
This study focused on second-order barriers and how exactly attitudes and beliefs
towards computer technology relate to the practice of integrating it across the curriculum
amongst ten professors of Ana G. Mendez University. The study based on the assumption that
attitudes and beliefs are obstacles more difficult to overcome when it comes to integrate
technology into the classroom. If a college doesn’t have enough computers, it can be fixed. If the
college doesn’t have enough time for its professors to attend workshops, it can be fixed.
However, what happened when a professor consider computer a waste of time to introduce a new
topic and prefer to do it the traditional way? Attitudes and beliefs are intrinsic barriers and by
nature more difficult to identify. Changing negative attitudes and beliefs towards computer
technology will lead to the effective integration of technology into the classroom.
The study also showed that attitudes and beliefs are closely linked to the level of
computer literacy of each person. Participants in the study who agreed on the advantages of the
technology showed a minimum level of computer literacy of five years.
Overall, the study attested the thesis that attitudes and beliefs towards technology are
relate to the practice of integrate it across the curriculum.
Overcoming second-order barriers to technology integration across
the curriculum amongst university professors
Mariana Rivas
Ana G. Mendez University
2011
Running Head: OVERCOMING SECOND-‐ORDER BARRIERS TO TECHNOLOGY INTEGRATION
I
TABLE OF CONTENTS
Abstract ..........................................................................................................III
Chapter 1: Introduction ..................................................................................1
Chapter 2: Literature Review.........................................................................2
Chapter 3: Methodology ................................................................................4
Chapter 4: Results ..........................................................................................4
Chapter 5: Analysis and Discussion .............................................................6
References......................................................................................................8
Appendix A....................................................................................................11
Appendix B ....................................................................................................13
Appendix C ....................................................................................................18
II
Abstract
Descriptors: computer literacy, technology integration, first-order barriers, second-order barriers.
Author: Mariana Rivas
Institution: Ana G. Mendez University
The purpose of this study was to examine the way professors use computer technology for
instructional purposes and the factors that inhibit their use of it. Essentially, the study focused in
the internal factors coined by experts as second-order barriers such as attitudes, beliefs, computer
anxiety or fear that inhibit technology integration across the curriculum.
Research questions: How do professor’s attitudes toward technology relate to the practice of
integrating technology?
The methodology employs a mixed research design. The survey instrument includes quantitative
(forced choice) and qualitative (open-ended) questions that invite individual responses. The
dependent variable is professors’ use of computers technology and the independent variables are
attitudes, pedagogical beliefs and computer anxiety.
III
Chapter1: Introduction
There are two reasons why professors should integrate technology into the curriculum.
(a) Technology is changing the society. Professors need to demonstrate the skills of digital-age
professionals. Professors must be prepared to empower students with the advantages technology
can bring so they can become competent professionals that can stand out in the labor market.
(b) Technology enhances learning process by using four main skills: communication, research,
graphics and presentations (
However, despite educators recognize integration technology as a vital tool for
professional and academic development, there are barriers that inhibit its integration across the
curriculum. Barriers can be mainly categorized in two groups: first order barriers (obstacles
extrinsic to teachers) such as unreliability of equipment, lack of technical support, lack of
adequate training, lack of time for lesson planning or lack of resources and second order barriers
(obstacles intrinsic to teachers) such as computer anxiety or fear of using a computer, attitudes,
and beliefs (Ertmer, 1999.)
This study attempted to identify how do professors’ second-order barriers toward
technology relate to the practice of integrating it into the curriculum. Chapter 2: Literature
Review framed the study by explaining what is technology literacy, so the reader could
understand why technology makes a professional a more valuable and competent worker in
today’s labor market. Subsequently, the study gave a general overview of the works of Peg
Elmer (2009) about first order and second order barriers and differences between them. Chapter
3:Methodology offered a synopsis about the tactic used to test the hypothesis of the study.
Chapter 4: Results attempts to explain the findings, relationships, frequencies, means, and any
other outstanding input stemmed from the object of study in relationship with the independent
1
and dependent variables. Chapter 5: Discussion and Analysis addressed research problems,
research purpose, research questions, assumptions, overall findings of the study, general and a
brief conclusion.
Chapter 2: Literature review
The advantages of being technology literate
Professionals nowadays must know how to ‘market’ themselves in the labor market by
becoming technology literate. Technology literate, defined by Beetham (2009) is the functional
access, skills and practices necessary to become a confident, agile adopter of a range of
technologies for personal, academic and professional use.
As noted by U.S. Bureau of Labor Statistics (2009), people without basic computer skills
have difficult time finding a job and stay connected with the local and global society. Employers
prefer workers who are computer literate to those who are not. Computer literacy makes a
worker more efficient and productive and therefore more valuable to a company. Educational
institutions can best prepare students to become computer literate by integrating technology
across their curricula not only to enhance their learning experience but also to prepare them for
their professional development (Brantley-Dias, L. & Jabaley, J., 2009)
Technology enhance the learning process
Integrating computer technology in the curriculum, as stated by Dickard (2009), must
enhance the learning process and must support four key components of learning: active
engagement, participation in groups, frequent interaction and feedback, and connection to real-
world experts. Using computer technology in the curriculum promotes four main skills:
communication, research, graphics and presentations.
2
According to (Lim, C.P. & Khine, M., 2006) professors working in institutions equipped
with computers, access to Internet, computer labs and IT departments are underusing or not
integrating at all technology across their curricula (Lim, C.P. & Khine, M., 2006). Therefore,
how to properly integrate technology in a classroom?
To identify the causes about why professors are not integrating computer
technology across their curriculum it is important to distinguish two important factors than can
contribute to this phenomenon. We had based on the work of Ertmer (1999) who has identified
two different barriers that can be hinder technology integration. He has categorized the barriers
in two. First-order barriers (external) are obstacles that are extrinsic to teachers, namely,
unreliability of equipment, lack of technical support, lack of adequate training or time for lesson
planning. Second-order barriers (internal) are obstacles that are intrinsic to teachers and by
nature intangible obstacles more difficult to identify even for the teachers themselves, such as
attitudes-beliefs and self-competence towards the used of technology. Beliefs are the set of
attitudes teachers have about teaching and learning that hinder them to change their instructional
practices; (c) Self-competence is the student’s belief in his/her own ability to use a computer for
teaching; (d) Innovativeness, the degree of willingness or unwillingness to change; (e) Beliefs
about the relevance of computers in improving instruction and learning, in this case, teachers
cannot understand how technology could be utilized in their teaching practices, or have doubts
about the usefulness of technology (Lam, 2000).
Exploring educators’ points of view regarding the technology integration across the
curriculum seemed to be the cleverest way to identify barriers behind the underuse of technology
in the classrooms. Findings will allow the development of sustainable strategies to overcome
such barriers such as mentoring programs where educational technology experts in schools and
3
classrooms work directly with teachers while the latter learn by doing (Swan, K., Holmes, A.,
Vargas, J. D., Jennings, S., Meier, E. & Rubenfeld, L., 2002).
Chapter 3: Methodology
The purpose of this study was to identify possible attitudes professors have towards
integrating computer technology across the curriculum?
Instrumentation
The survey instrument includes quantitative (forced-choice) and qualitative (open-ended)
questions that invite individual responses. The dependent variable is professors’ use of
computers and the independent variable are attitudes and beliefs. For this purpose, the researcher
used a 7-item questionnaire. The first part was related to demographic information –gender, age
and subject the participant teach. Questions 1-5 is in the format of a Likert scale (from Strongly
Agree to Strongly Disagree) and questions 6-7 were open-ended questions.
Participants
All subjects (N=10) were professors from Ana G. Mendez University. The researcher
contacted the participants in person and following an explanation about the study she
administered the surveys.
Chapter 4: Results
The purpose of this study was to identify how do professor’s attitudes toward technology
relate to the practice of integrating it into their curriculum. A survey was used to test this
hypothesis. Survey contained three clearly differentiated parts: demographic information asking
the participant about gender, age and subject they teach; questions responding a Likert
questionnaire item, where respondents express their level of agreement or disagreement to
specific 5 statements; and finally two open ended questions.
4
The first question in the Likert scale related if technology was used to help other –in this
case colleagues or students; second question related if technology was used to save time to
professors –when delivering or preparing a lesson; third question related if technology was sort
of a trend and people like to use it as a trendy gadget; four question related if technology was a
necessary skill among professionals –in this case educators-; and number five related if
technology was seen as a way to achieve professional development. The first open question
asked the respondents about their familiarity with computers –if they are first time users or no-;
and second question prompted to agree or disagree to one statement: technology enhances
teaching experience.
The study population consisted in 13 professors from Ana G. Mendez University. Survey
was administered to these professors, 4 female (30.8 %) and 9 male (69.2%) during November
15 and 16, 2011. Professors were active educators when taking the survey. Among the study
population there was, 1 professor that teaches accounting (7.7%), 2 business (15.4%), math
(15,4%), education (23.1%), TESOL (7.7%), law (7.7%), English (7.7%), Spanish (7.7%),
computers (7.7%).
Descriptive statistics were employed in this study. After administer and complete the
surveys a master tally was created in order to tabulated the answers. Then, data was coded using
SPSS statistical analysis software program. Frequencies and percentages for each survey
question were computed and the data was analyzed.
The survey response rate was 100%. When asked about their level of computer literacy
(see Table 2) all of the participants (n=13) answered “No to be a first time user”. They report to
be working with computers an average of 7 years. When asked to express their agreement or
disagreement to the following statement ‘technology enhance teaching experience’. All of the
5
respondents (n=13) answered agree (see Table 4). Evidence showed there is a close relationship
between the level of literacy and the positive attitudes towards technology.
Questions number 1,2,3 related to behavioral attitudes a professor can have in relation to
the use of technology into the curriculum. As indicated in Table 3, overall participants
optimistically think technology can: help others (n=10), save time (n=11), and technology is
something that people like (n=10).
Question 4 and 5 had to do with professional development. Professionals nowadays must
know how to ‘market’ themselves in the labor market by becoming technology literate.
Technology literate, defined by Beetham (2009) is the functional access, skills and practices
necessary to become a confident, agile adopter of a range of technologies for personal, academic
and professional use. As evidence in Table 4, overall participants optimistically think they can
integrate technology into their curriculum: because it is a necessary skill (n=12), and because it
promotes professional development (n=12)
Finally, respondents were asked to express their agreement or disagreement to the
following statement ‘technology enhance teaching experience’. All of the respondents (n=13)
answered agree (see Table 4)
Chapter 5: Discussion and Analysis
The research yield to significant results in order to understand professor’s attitudes
toward technology thus leading to identify second-order barriers to technology integration across
the curriculum amongst professors at Ana G. Mendez University.
We parted on the premise that negative or positive attitudes towards technology
determine its use or misuse across the curriculum. The survey felt the pulse of the respondents as
to what they think about technology. Professors’ agreed technology helps others [colleagues and
6
students] and saves time, thus supporting Dickard’s (2009) theory about the advantages of
technology use in the classrooms. The study also corroborated that technology integration into
the curriculum is not exclusive to one type of curriculum, it applies to any type of subject, from
math to Spanish, therefore inferring that technology is a universal tool that can be use by any sort
of task.
This research showed that computer technology could enhance the learning process of
students in any type of class, turning a classic teacher-centered class into a dynamic,
student/group-centered, interactive one. The research supported the conception that professors
positively use and integrate technology not only for their own benefit (making power points of
their lessons) but also as a tool to interact and educate [computer-wise] students.
Finally, the study supported the notion about how technology can be seen as a
commodity because it makes a professional more efficient and productive, and therefore more
valuable to a company. The study revealed that professors consider technology as a necessary
skill to achieve success in the labor market and also as a way to promote professional
development.
7
References
Bai, H., & Ertmer, P. A. (2008). Teacher educators’ beliefs and technology uses as predictors of
preservice teachers’ beliefs and technology attitudes. Journal of Technology and Teacher
Education, 16(1), 93-112.
Beetham, H., McGill, L., and Littlejohn, A. (2009) ‘Thriving in the 21st Century: Learning
Literacies for a Digital Age (LLiDA) project, accessed 09/20/11 from:
http://www.jisc.ac.uk/media/documents/projects/llidaexecsumjune2009.pdf
Brantley-Dias, L. & Jabaley, J. (2009). Teaching and technology. In R. P. Colarusso and
C. M. O’Rourke (Eds.), Special Education for All Teachers (5th ed.) (pp.
581-616). Dubuque, IA: Kendall/Hunt.
DonKasprzak. (September 15, 2010). How professors use technology. Retrieved
September 20, 2011, from http://donkasprzak.com/2010/09/15/professors-use-of-
technology/
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10
Appendix A
Study Conceptual Framework
11
STUDY CONCEPTUAL FRAMEWORK
TOPIC Overcoming second-order barriers to technology integration into the curriculum amongst university professors
PROBLEMS (HYPOTHESES)
Although professors recognize the importance of integrating technology into their curriculum,
efforts are often limited by second-order barriers (attitudes, beliefs, fear)
TRENDS
Second-order barriers have been studied for associations to limited technology integration into the curriculum amongst university professors
RESEARCH QUESTIONS
How do professor’s attitudes toward technology relate to the practice of integrating technology in the curriculum?
12
Appendix B
Tables
13
Table 1
Frequencies and Percentages about The Subject Taught By Participant
Subjects taught by participants Frequency Percent Valid Percent Cumulative Percent
Accounting 1 7.7 7.7 7.7
Business 2 15.4 15.4 23.1
Math 2 15.4 15.4 38.5
Education 3 23.1 23.1 61.5
TESOL 1 7.7 7.7 69.2
Law 1 7.7 7.7 76.9
Spanish 1 7.7 7.7 84.6
English 1 7.7 7.7 92.3
Computers 1 7.7 7.7 100.0
Total 13 100.0 100.0
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Table 2
Frequencies and Percentages on Level of Computer Literacy By Participant
Are you a first time computer
user? Frequency Percent Valid Percent Cumulative Percent
No 13 100.0 100.0 100.0
Total 13 100.0 100.0
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Table 3
Descriptive Data for Questions 1 – 3.
Statements Strongly Agree / Agree
Neither Agree nor Disagree
Strongly Disagree
/ Disagree
1) Technology help others 10 (76.9%)
0 (0%)
3 (23.1%)
2) Technology save time 11 (84.6)
0 (0%)
2 (15.4%)
3) People [students] like technology 10 (76.9%)
2 (15.4%)
1 (7.7%)
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Table 4
Descriptive Data for Questions 4, 5 and 7
Statements Strongly Agree / Agree
Neither Agree nor Disagree
Strongly Disagree
/ Disagree
4) Technology is a necessary skill 12 (92.3%)
0 (0%)
1 (7.7%)
5) Technology promotes professional development
12 (92.3%)
1 (7.7%)
0 (0%)
7) Technology enhance teaching experience
13 (100%)
0 (0%)
0 (0%)
17
Appendix C
Survey
18
PROFESSOR’S EVALUATION SURVEY
Please take a few minutes to fill out the following evaluation survey. Your responses are very
important and should reflect your experiences and opinions as much as possible: they are anonymous.
The participation in this survey is voluntary
Demographic information Date:_____________
Age: 18-25_____ 26-35_____ 36-45_______ 46-55______ 56-65_______ 65- or older_______
Gender: _____male _______female
Subject that you teach: __________________
Please read very carefully each question and mark with an (x) the correspondence reply to your
response
Strongly disagree (SD) Disagree (D) Undecided (U) Agree (A) Strongly agree (SA)
Following are possible attitudes for integrating technology in the curriculum
STATEMENTS SD D U A S
A
1. To help others
7. To save time
8. People like it
9. It is a necessary skill
10. Professional development
11. Is it your first time using technology?
___________________________________________________________________________
___________________________________________________________________________
7. Technology enhances teaching experience”. Describe where do you stand?
___________________________________________________________________________
__________________________________________________________________________
19
EDUC 617
Conclusion and final thoughts
Course EDUC 617, ESOL Seminar in School Setting, wrapped up the final research
we were doing in EDUC 600 emphasizing in data collection process, analysis of
results, significant findings and discussion. In course EDUC 600 we identify the
research question to answer and we worked on the theoretical framework and the
conceptual framework of the work. To validate what researched in EDUC 600, in
this course we tried to answer the research questions by gather valid data thru the
use of a survey. EDUC 617 led us into the data collection groundwork as well, and
more important for further professional development endeavors, into statistical
analysis using SPSS program. SPSS constituted a truly challenge task that even
hard to understand at the beginning yield to a marvelous word of numbers and
variables. I really appreciated Dr. Sevillano’s devotion to the class because thanks
to her we can understand that statistics are vital for understanding the intrinsic
relationships that take place inside a social phenomenon.
Write a research proposal is a defiant endeavor and EDUC 617 played like a logical
framework to set every piece of the project in place and to delineate the plan to be
accomplished as perfect as it could be.