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Research Interest - using technology to heal the drop-out rate in Dallas

Possible Topic: Technology: An Aid to Suppressing drop-out

Research Questions: How can we use technology to keep students interested in school? What can we do to end our legacy as the drop-out epicenter? Can we use digital equipment to keep and engage students educationally? Can distance education bridge the gap between drop outs and education?

Two Theoretical Foundations: Human-Computer Interaction is relevant because it has to do with the ways in which information is transferred from one person to another so that they understand it. Therefore, it considers the connection between the human aspect and the computer aspect.

Instructional Design and Development is relevant because it is referenced as a "core area" for educational and technology and a source of "empirical research." This probably is my best foundation for the study that I want to do because it serves as a foundational guide to the the way technology is used to connect human learning and performance.

In 2008, Dallas schools were dubbed the "drop-out epicenter," and in the school year 2009-2010, the junior/senior high school drop-out rate was still an enormously high rate of 54.51%. This is the problem that this study addresses. There are numerous possibilities for curtailing this issue, but I will focus on the way we teach and reach this new generation of students. This new generation is a digital nation, and therefore, need to be met on those terms. They learn differently so we must teach them differently. Using distance education is only one area of technology that has a probability of meeting and interesting them enough to stay the course of education.
 * Problem Statement**

Broad Idea for research "Distance Education: An Aid to Suppressing the high school drop-out rate for African American Males in Urban Dallas"
 * Literature Review (MOD 2)**

Examine the various reasons for student drop out is important to solving the problem. It is expected that I would find studies regarding culture, behavior, economics, environment, undetected special education needs, lack of parental support, and peers. In this case, reasons justify the necessary search for a resolve.

It is important to know the other methods that have been tried before engulfing on a method for solving the drop-out problem. I expect to find studies showing that drop-out prevention programs (like the No Child Left Behind Act, alternative education, efforts to improve teacher effectiveness and accountability, and replacing leaders at low-performing high schools) have only scratched the surface when it comes to solving the drop-out epidemic.

Using technology (distance education) to entice digital natives back into the classroom. The justification for focusing on distance education to get students back into school rests on the keen interest of this digital generation in technology gadgets. Providing a mechanism that is already a focus of attention for most of today's youth presents a possible way to get them back into the school curriculum. For various reasons, students may be a little older than others, and regular school hours might be a problem for them. Such things as drug addiction, jail, pregnancy, and attendance need to be examined.


 * Research Questions**


 * 1. **How can distance education be used to curtail the student drop-out epidemic in urban Dallas high schools?
 * 2. **How can technology (distance education) be used to keep at-risk students from dropping out of school and end the drop out epidemic?


 * 3. **How can distance education bridge the gap between drop outs and education and keep at-risk students interested and engaged in school?


 * Theory**

Interpersonal Expectancy Effect theory (Rosenthal, R. and Jacobson, L., 1992): The way we act towards others depends on how we perceive them and hence predict how they will behave. The way they behave is then impacted by our expectation of them as they act to fulfill this expectation and so a self-fulfilling prophecy is created.

Stereotype Theory (Lippman, W., 1922; Allport, G., 1954): Stereotypes are generalizations about a group of people whereby we attribute a defined set of characteristics to this group. These classifications can be positive or negative, such as when various nationalities are stereotyped as friendly or unfriendly.

Normative Social Influence Theory (Asch, S.E., 1951, 1956, 1966): There is a fundamental human need to belong to social groups. Evolution has taught us that survival and prosperity is more likely if we live and work together; the more we see others behaving in a certain way or making particular decisions, the more we feel obliged to follow suit; people with lower self-esteem and who crave approval of others may well be more easily influenced this way.

=Social Representation Theory (Moscovici, S. 1973, 1984; Levin-Rozalis, M., Bar-on, N. and Hartaf, H. 2003): In order for people in groups to talk with one another, they need a system of common understanding, in particular of concepts and ideas that are outside of 'common' understanding or which have particular meaning for that group . Also, Social Development Theory (Vygotsky, L.): Social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior; social interaction plays a fundamental role in the process of cognitive development. = =**Methodology (MOD 4) **= = = presentation purposes. || = =
 * **Research Methodology ** Methodologies include grounded theory, case study, factor analysis, experimental, etc.  ||  **Strengths **  ||  **Limitations **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Authoritative Primary Source for This Methodology **  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Why I Will or Will Not Use This Method **  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Grounded theory ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The strength is in identifying and linking the core theories while in the process of gathering data, which makes it valid. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The limitation is that you never really are able to conclude the research because it goes on and on. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Barney G. Glaser and Anselm L. Strauss || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I will not use this because of the long duration of time involved. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Case Study ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The strength is the extensive, detailed analysis of a real-life event or condition. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">The limitation is that because the study is done on such a small scale, it offers no reliability, and because of the close proximity, the researcher could be biased in the findings. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Robert K. Yin || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I will not use this because of the possibility of reliability issues due to such a small scale study. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phenomenological ** || <span style="font-family: 'Arial','sans-serif'; font-size: 13px; font-weight: normal;">The strength is that you are getting information from the viewpoint of the participants in the event, and this information can be used to create theories. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px; font-weight: normal;">The limitations include the possibility of subjective and biased data leading to unreliability. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Edmund //<span style="font-family: 'Arial','sans-serif'; font-size: 13px; font-weight: normal;">Husserl // || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">I will use this because the strength of “participant voice” adds reliability for persuasive and

= = <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Survey - open ended <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interview: follow-up or with teachers <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">(if follow-up, all 3 data points are with student = phenomenology; if interviews are with teachers and students = case study) ||  || = = = = <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%; text-indent: 0.5in;">My research will examine whether or not distance education could create a bridge for at-risk students in Dallas’ urban districts and their high school education. Research already exists that presents information indicating that distance education (and other technologies) provides the capability to enhance learning, promote high-order thinking skills, open opportunities for special needs students, provide creative outlets, and support overall knowledge building. These learning opportunities create conditions for collaboration and interactivity between learners.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Research Questions ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Methodology **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">You may use the same methodology for each question, or not, depending on the questions you are asking.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Participants **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">You may only have one sample for your study, or several different groups/individuals.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Data Collection **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">Data collection methods include interviews, questionnaires, focus groups, pre-post tests, etc.  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">If there are multiple forms of data for one research question, list them all.  ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Statistical Analysis **  <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; text-align: center;">If you are able to provide this, please do so.  ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">1. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">How can distance education be used to curtail the student drop-out epidemic in urban Dallas high schools? (Central question) || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phenomenological ||  ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">An at-risk social studies high school urban class in Dallas; with students in a distance ed program. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interview: a conversation where the researcher asks the participants pertinent questions in order to obtain information.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">2. **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">How can technology (distance education) be used to keep at-risk students from dropping out of school and end the drop out epidemic? || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phenomenological ||  ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">An at-risk social studies high school urban class in Dallas. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interview ||   ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">3. **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">How can distance education bridge the gap between drop outs and education and keep at-risk students interested and engaged in school? || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Phenomenological ||  ||   ||   ||
 * ^  ||^   || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">An at-risk social studies high school urban class in Dallas. || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Interview ||   ||
 * Significance of the Study (MOD 5)**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%; text-indent: 0.5in;">Within the last decade, research indicates many educational institutions have embraced the idea of collaboration. Collaborative learning promotes shared ideas, shared meaning, shared knowledge, and team-building activities for students working on the same goal or project. Often, distance education is mentioned in circles where collaboration takes place or is expected to take place. My research will examine whether or not distance education could create a bridge for at-risk students in Dallas’ urban schools and the high school education that they need.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%; text-indent: 0.5in;">Distance education is a part of educational technology. My research in the area of distance education will give at-risk students an opportunity to get the education that they need to complete high school. Students with a high school education have a better chance of becoming a contributing member of society. This will have a value added effect on education and will advance the field by bringing a stronger credence to the profession of educational technology.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%; text-indent: 0.5in;">My research will effect a positive social change by improving the human and social conditions of at-risk urban students in Dallas high schools. The social change will promote self worth of students who may have otherwise been headed down an unproductive road. These students will now have better opportunities to be productive citizens in their communities and contribute to the development of society. As it stands now, the drop-out rate in Dallas urban high schools is over 50%. Drop outs impact the progress of communities negatively. Without the necessary developmental assets, young people will not possess the skills to add value to our community and the world. These skills (in youth) are developed best with the guidance of trained instructors.

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Texas Journal of Education //<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">. I would like to publish in this journal because it has historical educational respect and strong ties within the state since 1854, and an informative article published in this journal would reach a massive amount of educators.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%; text-indent: 0.5in;">Dissemination of Research **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">International Society for Technology in Education. I would like to publish in ISTE’s //Journal of Research on Technology in Education (JRTE)// because it provides a platform for me to have my original research peer-reviewed and presented to others who will benefit from it and add to it as part of educational technology’s knowledge base.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Association for Educational Communications and Technology. I would like to publish in AECT’s //Educational Technology Research and Development// because it focuses on research and development in educational technology (its applications, instructional designs, and educational uses) where my research will be reviewed, appreciated, and used to further the advances of my field.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">International Society for Technology in Education (ISTE). I would like to present my research at the ISTE annual conference because this is the conference that serves the interest of others in my field, I would be able to contribute to the knowledge base, and I would be able to make useful networking connections.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">National Alliance of Black School Educators (NABSE). I would like to present my research at the NABSE annual conference because at the last conference, they acknowledged the impact and growth of K-12 electronic learning technologies, and this would be an area of society where I might help fill a gap in knowledge when it comes to educational technology.