Quantitative:
As you have engaged in interim analysis of your quantitative data, what have you learned? Did you find what you expected?
As I begin to analyze my data, I am somewhat (but not completely) surprised at what is materializing. Although teachers seem to be ranking their content knowledge higher as higher than technology knowledge (expected), the content knowledge appears to be lower than I expected. I believe this can be attributed to the new mathematics curriculum that was introduced last year.
What do you still want to know? What new questions do you have?
So a new question I need to tackle (either now or in the future) is discovering if the teachers feel there has been adequate training for the new curriculum. Their comfort level in this area is reflected in the answers given in the surveys. Although my initial goal was to discover how technology enhances the teaching of mathematics, I am wondering if I should now argue that enhanced technology training in combination with continued professional development will be the best ways to increase student achievement.
Have results from interim analysis of your quantitative data challenged your assumptions or preconceived notions about your topic? Has the analysis made clear any biases or made you think about them?
I would not say that my assumptions about my topic have been challenged, but altered. When I began my dissertation and this pilot study, I did not take the new curriculum into account. I should have realized that such a drastic change would alter or skew teachers beliefs about their own abilities in all aspects of teaching.
As I begin to analyze my data, I am somewhat (but not completely) surprised at what is materializing. Although teachers seem to be ranking their content knowledge higher as higher than technology knowledge (expected), the content knowledge appears to be lower than I expected. I believe this can be attributed to the new mathematics curriculum that was introduced last year.
What do you still want to know? What new questions do you have?
So a new question I need to tackle (either now or in the future) is discovering if the teachers feel there has been adequate training for the new curriculum. Their comfort level in this area is reflected in the answers given in the surveys. Although my initial goal was to discover how technology enhances the teaching of mathematics, I am wondering if I should now argue that enhanced technology training in combination with continued professional development will be the best ways to increase student achievement.
Have results from interim analysis of your quantitative data challenged your assumptions or preconceived notions about your topic? Has the analysis made clear any biases or made you think about them?
I would not say that my assumptions about my topic have been challenged, but altered. When I began my dissertation and this pilot study, I did not take the new curriculum into account. I should have realized that such a drastic change would alter or skew teachers beliefs about their own abilities in all aspects of teaching.
No comments:
Post a Comment