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Following consultation with the lecturer or tutor and feedback provided on the data collection methods identified in your Research Proposal from you should fully design, refine and test your proposed data collection method(s).
All details of the process and your subsequent decisions should be presented in a 2500 + 10% word report (excluding title page, reference list and attachments. The report should begin with a brief explanation of the research purpose.
A detailed description of the method(s) by which you will collect data and a supported rationale for choosing your method(s) should be included in the report. Any issues or drawbacks that lead to a refinement of the originally proposed collection method(s) should also be explained. Data analysis considerations should also be addressed.
Samples of your data collection instruments should be provided as attachment(s) if appropriate.
Research Students need to support their analysis with reference from the text and a Requirements: minimum of eight (8) suitable, reliable, current and academically acceptable sources – check with your tutor if unsure of the validity of sources. Students seeking Credit or above grades should support their analysis with increased number of reference sources comparable to the grade they are seeking Presentation: The report should be professionally presented using: appropriate headings and subheadings.; Arial 10 pt or Times New Roman 12 pt, single spaced Harvard (Anglia) style referencing. Marking:
Marks out of 20 will be awarded based on how well you:
- Explain the research purpose
- Describe the research methodology and method(s) that are proposed and provide a fully justified rationale for their use.
- Identify any issues and refinements necessary
- Report the testing process and its outcomes
- Provide a clear explanation of the analysis methods proposed.
- Support your choices, analysis and refinements.
The evolution of technology in every discipline has changed the way of understanding and visualizing the world. The technological advancements in the profession of teaching and learning have made remarkable changes with the introduction of Computer Assisted Learning (CAL) in the era of the 1980s (Liu, Moore, Graham and Lee, 2002, p.250). The ubiquitous nature of technology makes the learners more comfortable and acceptable to technology; these types of learners are referred to as ‘Digital residents’ who expect the full information in their learning(White cited in Dudeney & Hockly, 2007, p.10). Computer Assisted Learning (CAL) is defined as the utilization of technological instruments such as computers in the process of teaching(Egbert, 2005, p.4 cited in Arishi, 2012, p.39). Therefore, the aim of the present research proposal is to evaluate if teacher belief is the main obstacle or any other parameters which may be responsible for resistance to the usage of computers in the classrooms and to find out the policies to get the solution to the above-said problem.
Addressing the issue
With the emergence of advanced technologies, the responsibility of teachers has been increased to engage students who are keen to receive knowledge in the hi-tech classroom (Leu, Kinzer, Coiro and Cammak, 2004, cited in Labbas and Shaban, 2013, p.54). Hence, this point raises a new question that will try to further investigate the problems encountered by teachers during a teaching in the technically supported classroom. Teacher belief will be the main issue for analysis with the aim of exploring other problems and finding solutions.
The following are the questions which are discovered as the main reasons to carry out this research:
How do teacher's beliefs affect their use of technology in the classroom?
Are teachers satisfied with their conventional way of teaching?
Does the belief regarding technology change?
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