Annotated Bibliography_3
Gibson, S., & Oberg, D. (2004). Visions and realities of Internet use in schools: Canadian perspectives. British Journal of Educational Technology, 35(5), 569-585.
The three-year study the Canadian experience of Internet implementation provides insights which are valuable for researchers and educators in other countries. This report is the first two phases of a national study since 1996. This study obtained an assessment of the overall national picture of Internet use in Canadian schools with a focus on visions for Internet use. The objectives of the research are based on teachers being encouraged to integrate the use of information and communication technologies into the curriculum. Schools in North America have been inundated with technological innovations for decades. In the mid-1990s in Canada, provincial and territorial ministries of education began to be involved in Internet use initiatives including funding Internet connectivity for schools, developing curriculum for technology use in schools, and offering professional development programmed for teachers. This research described what the vision of the use of the internet program in Canadian schools and how to implement it. The research used Fullan’s theory on the benefits of using technology in schools. Fullan explains that successful implementation has also been affected by forces outside the school including initiatives of national or provincial governments, school districts or other local education authorities, and teachers’ professional associations (Fullan, 1991), and the previous research conducted at 1990s on successful implementation of new technologies toward the improvement of students and teachers learning. Thus, there is a need to widen the sample of research including the ministry of education officers, teacher association officers, classroom teachers and school administrators.
The purpose of research examined the visions for internet use and the realities of everyday practice related to its use in Canadian schools. The research questions are not explicitly stated in this paper. Based on the topic and purposes, it is likely that the questions will look like as follows: (a) what visions for internet use in Canadian school? (b) What are the everyday practices of internet used in Canadian Schools?
This study used both quantitative and qualitative approaches to examine both the visions and the realities of everyday practice in schools. The statistic data was in the table (quantitative) and the data was analyzed with content analysis approach (quantitative). The sample of research were: 13 ministers’ offices of Canada in ministries of education, 13 teachers’ association offices, teachers and administrators in school across Canada (840 teachers of Grade 5, 840 teachers of Grade 8, and 840 teachers of Grade 11) selected from Scott’s School Directory. These three grades were chosen in order to represent the views of teachers and administrators at the elementary, junior high and senior high levels. Among the approximately 16,000 schools eligible to participate in the survey, 7,878 schools had teachers at grade 5 level, 5,164 at grade 8 level, and 2,276 at the grade 11 level. To ensure that all parts of the population were adequately represented in the overall sample, the sample was stratified by province using a random sampling technique. The computer score questionnaires consisted of 72 items, including Likert-scale rating items and yes/no items. Survey data were computer scanned and analysed using SPSS 6.1, version 8.0. For this report, responses to Likert-scale rating questions have been collapsed from a five-point scale to a three-point scale.
The data was collected with interview by telephone and questionnaires sent to samples. Researcher designed questionnaire in consultation with statisticians in the Center for Research and Measurement in Education at the University of Alberta and tasted in a pilot study with teachers and administrator in Alberta. Validity of questionnaire derived from findings of previous research on technology used in schools and reviewed by other researcher.
Questionnaire packages were mailed to 2,520 schools. Responses received from 988 administrators (response rate of 39%) and 845 teachers (response rate of 34%). Teacher respondents were similarly represented at the three grade levels: 277 Grade 5 teachers (34.2%), 285 Grade 8 teachers (35.1%), and 320 Grade 11 teachers (39.5%). Of the administrators who responded 64.3 per cent were male and 35.7 per cent were female. Of the teachers 55 per cent were male and 45 per cent were female
The findings are as follow. First, Internet is used as a tool for student to learn and enhancing teaching. All of element (>81 %) agree that internet can be used a tool for student learning and enhancing teaching. This answer is related to the visions for internet use in Canadian schools. Second, there are factors limiting internet use i.e. infrastructure, direction, and support (external); time and access concerns (internal). Third, there are factors enhancing internet use i.e. opportunities for teacher learning, motivation for teacher learning. This study examined both the visions for Internet use and the realities of everyday practice related to its use in Canadian schools. The discussion that follows addresses the issues arising from the views of Canadian educators reported in the findings section of the paper and relates the findings of this study to previous research. All participant groups in this study—ministry officials, teacher association officials, classroom teachers, and administrators—reported positive attitudes toward the Internet as a tool for enhancing teaching and learning. This phenomenon can be explained by the influence (and interaction) of a number of factors. Teachers and administrators in this study reported a general lack of support for Internet use, including funding for infrastructure and a general lack of vision or direction from their ministries of education. All groups identified professional development of teachers as a critical factor in effective Internet use in schools, but their beliefs and practices related to professional development varied widely. The results of this study tend to support the conclusions reached in other studies about the integration of technology and about the use of the Internet in schools.
This study was conducted in a big scale and time-consuming. The variety and big sample is a good point. The limitations of this study are as follow. First, the data is not clearly detail as the data collection design. Second, questionnaires validity is measured by other research which is not explained its validity.
Values of the research for our project (using technology in classroom): (1) we belong to digital immigrants. This research describes that internet is a very useful tool in classroom, moreover, in terms of language teaching. (2) This research provides examples on how to do and how to make research in a big scale and time-consuming***agepe.
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