Maria+Jardim

MODULE 1

Research interests As a teachers trainer I am interested in motivating teachers to start integrating technology in their classrooms. In order to do this the teachers need to feel that the technology will make a difference. Currently I am in São Tomé and Príncipe which is a little Island country in the Guinean Gulf (Central Africa). This is a first wave country and I intend to research the transition of this society from the agricultural age directly through to the technology and the communication age, skipping industrialization, in the educational setting. I am interested in performing a case study with ten teachers who learned how to integrate technology in their classrooms and view the changes in their methods and how they integrate technology.

Theoretical foundations Toffler (1980) believed that developing countries would be able to move directly from the first to the third wave. "It will be possible for first wave countries to take up features of third wave civilization without the second wave stage of development" (Toffler, 1980). In order for this to happen teachers need to be trained, schools need to be equipped with electricity, computers and internet connections. For the use of technology in schools to become sustainable, a plan for the "diffusion of innovations" (Rogers, 2003) needs to be put in place (Figure 1).

Rogers, E. M. (2003). Diffusion of Innovations. NY: Free Press Toffler, A. (1980). The Third Wave. NY: Bantam Books
 * References: **

MODULE 2

Literature Review

Five Research Areas for my Literature Review:
 * 1) Integration of educational technology in developing/first wave countries.
 * 2) The importance of distance education in developing/first wave countries.
 * 3) The importance of virtual laboratories in developing countries.
 * 4) Teacher’s training in the use of technology in developing/first wave countries.
 * 5) Diffusion of the Innovation. Important stakeholders and infrastructures.

Each Research Area Explained:
 * 1) **Integration of educational technology in developing/first wave countries.** Reviewing articles which studied the integration of educational technology in developing countries will provide me with important information in viewing the factores that facilitate and those that make the integration of educational technology in educational institutions in these countries.
 * 2) **The importance of distance education in developing/first wave countries.** Review the articles to determine the cases in which distance education was implemented with the use of current educational technology in deveolping countries.
 * 3) **The importance of virtual laboratories in developing countries. Find articles which focus on virtual laboratories in countries whisch do not have real laboratories at their schools. **
 * 4) **Teacher’s training in the use of technology in developing/first wave countries.** Research articles, until saturation, of the cases of teacher's training in the use of educational technology in their classrooms.
 * 5) **Diffusion of the Innovation. Important stakeholders and infrastructures.** Analise the articles to see how much attention has been given to the important stakeholders and the infrastructures when integrating technology in developing countries.

MODULE 3

What Questions Should We Be Asking?

Gap in the Research The training of chemistry and physics teachers in developing countries to use educational technology, specially simulations and modulations, to enhance student understanding; participation; and motivation in the classroom. Transforming the education into student centered education.

Research Questions
 * How does teacher's training in educational technology influence the use of the technology in the schools in São Tomé and Príncipe?
 * How does educational technology influence student learning in the physics and chemistry classes in São Tomé and Príncipe?
 * How does the support of the important stakeholders influence the implementation and proliferation of educational technology in the classrooms?

Problem Statement The integration of technology in developing countries to deliver instruction is something that is occupying the minds of many researchers (Bhatti, 2010), (Lateh & Muniandy, 2011), (Mackinnon & Mackinnon, 2010) and (Tedford, 2009). Distance education courses have been growing throughout the developing countries, with successful cases (Rao & Giuli, 2010). The focus has been the use of technology to deliver instruction to teachers or other professionals and not the training of teacher’s to implement technology in their classrooms. The problem to be addressed by this study is the lack of knowledge that physics, chemistry, biology and math teachers have of educational technology which can help them enhance student learning in their classrooms in São Tomé and Principe. The majority of the secondary schools do not have laboratories and therefore students do not have access to experimentation which makes the use of simulations a very interesting alternative. This case study will focus on 10 chemistry and physics teachers in São Tomé who learned to use educational technology and apply this technology in their classrooms.

Theory Toffler’s Wave Theory. Rogers’ Diffussion of Innovations. Fullan’s Change Theory

MODULE 4


 * Research Paradigms: Methodologies and Traditions **


 * **Research Methodology**

Methodologies include grounded theory, case study, factor analysis, experimental, etc. || **Strengths** || **Limitations** || **Authoritative Primary Source for This Methodology** || **Why I Will or Will Not Use This Method** || Case Study || More detailed information than is available through a statistical analysis. || Based on qualitative subjective data, generalizable only to a particular context. || Stake, R. (1995). //The art of the case study research.// Thousand Oaks, CA: Sage || There is a gap in the literature concerning teachers’ training in the use of educational technology in developing countries.
 * Qualitative:

The case study would be a good way to answer the research questions. || -Useful in describing the characteristics of a large population. -Very reliable, easy to obtain, observer subjectivity is greatly eliminated. || Surveys require the study design to remain unchanged throughout the data collection. || Fowler, F.J. (2008). //Survey research methods// (4th ed.). Thousand Oaks, CA: Sage Publications. || Similar to experimental research, except that in quasi-experimental the groups may be purposefully selected rather than randomly selected (Trochim, 2006). ||
 * Survey || -Surveys are relatively inexpensive.
 * Mixed methods || Answers a broader and more complete range of research questions, the researcher is not confined to a single method or approach.

Provides stronger evidence for a conclusion through convergence and corroboration of findings. || It is more time consuming.

The researcher needs to know approaches and understand how to link them. || Tashakkori, A. & Teddlie, C. (1998). //Mixed methodology: Combining qualitative and quantitative approaches.// Thousand Oaks, CA: Sage Publications. || The mixed method study would be very complete although the study would most probably be very long. ||


 * **Research Questions** || **Methodology**

You may use the same methodology for each question, or not, depending on the questions you are asking. || **Sample**

You may only have one sample for your study, or several different groups/individuals. || **Data Collection**

Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc. If there are multiple forms of data for one research question, list them all. || **Statistical Analysis**

If you are able to provide this, please do so. || Data provided by the teachers to show the work done with their students. || || Members of the Ministry of Education Minister of Education || Interviews
 * **1.** How does teacher's training in educational technology influence the use of the technology in the schools in São Tomé and Príncipe? || Case Study || One group of 10 secondary school, physics and chemistry teachers. These teachers learned to use educational technology in their classroom while training to get a post bachelor’s degree (licentiate) in educational chemistry and physics. || Interviews
 * **2.** How does educational technology influence student learning in the physics and chemistry classes in São Tomé and Príncipe? || Case Study || The teachers and the students || Survey provided by the teachers to their students. || ||
 * **3.** To what extent do the important stakeholders influence the implementation and proliferation of educational technology in the schools? || Case Study || The Teachers School Directors

Data provided by teachers, schools and Ministry of Education. || ||

MODULE 5

=**After the Data is collected: What then?**=

Significance of the Study
The research is oriented towards developing countries, specifically São Tomé and Príncipe, and the creation of opportunities for a better education for the children and the youth of these countries. Through teachers training in the use of educational technology in the specific fields of knowledge as well as in new educational strategies one could help future generations in these countries to have access to the same educational opportunities as do the youngsters from any developed country. In developing countries the teachers training is generally very poor. Through efficient training programs and the use of educational technology, teachers can be trained in their content area and in educational strategies which may be more beneficial to their students. This has been tested with a group of chemistry and physics teachers and I want to interview these teachers after they have implemented the educational technology in their classrooms for at least one quarter so that I can have feedback on how this is working for these teachers and students in this country.

Dissemination of Research
I intend to get the research information to the main stakeholders in São Tomé and Príncipe, who are the Minister of Education and the staff at the ministry, the school directors, the senior teachers and then finally the whole educational community. Once the main stakeholders realize the importance that technology can have to enhance education in their country, they will be able to organize their schools and train their teachers towards a more child centered education and in so doing also start using educational technology to support these new educational strategies. I would also like to get AECT and ISTE to publish the information as it could be of interest to people who may want to continue the study in other developing countries.

References Bhatti, T. (2010). Globalization and Reforms in Public Sector education systems in developing countries. //Leaming Community//, 2(1), pp. 5, Retrieved from education Research Complete database. Lateh, H. & Muniandy, V. (2011). Technology integrated teaching in Malaysian schools: GIS, a SWOT analysis. //World Journal on Educational Technology, 3//( 2 ), 64-74. Retrieved from Educational research database. Fowler, F.J. (2008). //Survey research methods// (4th ed.). Thousand Oaks, CA: Sage Publications. Mackinnon, G. & Mackinnon, P. (2010). Technology integration in the schools of Guyana: A case study. //Computers in Schools//, 27 (3/4), 221-246. DOI: 10.1080/07380569.2010.523884 Rao, K., & Giuli, C. (2010) Reaching remote learners: Successes and challenges for students in an online graduate degree program in the pacific islands. //International Review of Research in Open and Distance Learning, 11//(1) 141-160. Retrieved from [] Stake, R. (1995). //The art of the case study research.// Thousand Oaks, CA: Sage Tashakkori, A. & Teddlie, C. (1998). //Mixed methodology: Combining qualitative and quantitative approaches.// Thousand Oaks, CA: Sage Publications. Tedford, D. (2009). Perspectives on the influences of social capital.