Department of Instructional TechnologyCardinal Stritch UniversityChapter NumberConceptual Framework of the College of EducationWisconsin State GuidelineCourse ObjectiveCourse ObjectiveUniversity PoliciesCardinal Stritch University wishes to positively affirm the intent of the Americans with Disability Act. Any person enrolling in this course who may require alternative instructional and/or evaluative procedures due to a disability should feel free to discuss these needs with the instructors so that appropriate arrangements can be made.Student Performances and Action ResearchParagraph OneParagraph TwoParagraph ThreeParagraph FourPresentationInformation on chapter twoCHAPTER TWO <center justified>Review of the Literature <center justified>Guidelines to writing chapter twoInformation on chapter threeCHAPTER THREE <center justified>Implementation <center justified>Guidelines to writing chapter threeInformation on chapter oneCHAPTER ONE <center justified>Statement of Problem <center justified>Guidelines to writing chapter oneInformation on chapter fourCHAPTER FOUR <center justified>Results<center justified>Guidelines to writing chapter fourInformation on chapter fiveCHAPTER FIVE <center justified>Conclusions and Recommendations <center justified>Guidelines to writing chapter fiveCHAPTER IStatement of the Problem 3CHAPTER IIReview of the Literature 6Introduction 6Summary 17Research Question 18Design and Dependent Variables 18Subjects 19Procedures 19Materials 20CHAPTER IVResults 22CHAPTER VConclusions and Recommendations 28References 34Appendixes 37Instructor InformationInstructor: Linda Simmons, Ph.D. Phone: 414-410-4022E-mail [email protected] Office Hours: By appointment.Advisers: Josh Borzick Juli Garton Gloria [email protected] [email protected] [email protected] to CED 599: Action Research for Instructional Technology. This is the final step in completion of the Action Research proposal that was written, refined and approved by the Institutional Review Board (IRB) of the University. The overall purpose of this course and specific components of the two pre-requisite courses, CEDu 549: Technology Based Research and Statistics for Educators and CEDu 520 Developing Action Research for Instructional Technology is to refine students' problem-solving abilities by thinking deeply and systematically about their school environment while providing hands-on experience in classrooms and schools. Itis a requirement for the Masters of Education in Instructional Technology.Class members have begun their review of the literature relating to the effective use of instructional technology. The students have developed an action research proposal that was submitted to the Institutional Review Board (IRB), and a research adviser has been assigned to guide them in implementing and completing their action research. The action research adviser has been given a copy of the IRB proposal and copies of four completed articles. These articles have been reviewed and edited according to a department checklist provided at the end of CEDu 520. The IRB proposal had very specific criteria to follow. Students were given checklists for both the IRB components and the research design description. The department uses these checklists and student records to monitor if the guidelines enable quality student work and success in an appropriate timeline.In addition, class members explored different techniques in data gathering and important learning considerations for working with the diverse students. The previous courses employed a combination of group and individual activities that developed skills in reading research, choosing appropriate instructional tools, and applying statistics to the classroom environment. It is the department belief that this final action research experience will provide evidence that a teacher hasmet the Wisconsin Teacher Standards as developed by the Department of Public Instruction.Course DescriptionThis course will give educators the opportunity to read and synthesize research and to relate that research to practice. They will complete the review of the literature, implement their approved action research proposal and write a five-chapter report. During this process, class members will consider two major paths: (1) the present, practical and pragmatic development of technology-related instruction in their classroom or school environment and (2) the impact of technology on the restructuring of learning environments.Copyright July 2005Department of Instructional TechnologyCollege of EducationCardinal Stritch UniversityCED 599: Action Research Spring 20093 CreditsConceptual Framework of the College of EducationThe College of Education is devoted to bridging knowledge (K), practice (P) and service (S).Instructional Technology Program Outcomes (Revised May 2008)Our program will produce graduates who have:1. The ability to assume a leadership role in planning, integrating, implementing and supporting instructional technology. 2. The ability to use and integrate computers and other modern technologies effectively as tools to enhance learning, teaching and training. 3. An awareness of emerging technologies and their ability to plan for their implementation and management. Wisconsin State GuidelineCourses in the Instructional Technology program cross all the Wisconsin Teacher Standards; this course focuses particularly on Standard 1.- The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.The program also incorporates the Wisconsin Model Academic Standards for Information & Technology Literacy. The key topics are Media and Technology, Information and Inquiry, Independent Learning, and The Learning Community.Course Objectives (Tied to the Conceptual Framework)Course ObjectiveStudents will implement their action research design. (Practice)Assessment: Students will evaluate their action research using the appropriate statistics.Criteria: Completion of chapter 4 and 5 of action research.Course ObjectiveStudents will apply the department’s five-chapter format to report their action research. (Knowledge & Practice)Assessment: Students will electronically present their materials for review to their advisers.Criteria: Evaluation will be based on the checklist that includes:o Grammar, punctuation, flow, coherence,