1

Notes for developing an EDU 696 Research Project

in the MS in Educational Technology program, Eastern CSU

Developed by Dr. David Stoloff – stoloffd@easternct.edu

Revised July 2011.

The EDU 696 Research Project in the MS in Educational Technology program, Eastern

CSU is developed to practice the skills, knowledge, and dispositions developed within

the graduate program. Considered as a pilot study for further research, the project is

designed to combine the interests of the scholar with the research and readings

discussed within the program.

The first step in this project is to discuss your ideas with an Education Department

faculty member and together complete the proposal form found at

http://www.easternct.edu/graduate/documents/InependentStudy-

ResearchandReadiingsorThesisProjectForm-Grad.pdf

There is an expectation that you will have these sections in your research study and

that it will be placed on a website connected to your electronic portfolio –

Project Title: The Effects of _____________ (some educational technology practice) on

Academic Achievement among ________ (grade) Students in _______ (some curricular

area) Dedication Page (optional) Abstract of the Project - one page Chapter 1 –

Introduction

a. Introduction of the project

b. Significance of the project - why it would be of interest for educators, including the

integration of some key literature or research themes related to the project –

c. Research question(s) and/or hypothesis for this study

d. Brief description of the potential educational setting and curricular context - related to

local, state, and national standards

e. Discussion of the methodology of the project - identification of the type of research

design and how the researcher will be studying the learning and teaching process

f. Overview of potential follow-up projects and activities

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Chapter 2 - Review of the Literature

a. Place of this project within the knowledge base of educational technology and

curricular practices

b. Review of the literature on this educational technology practice (i.e. web-based

learning) within this educational setting (grade level, subject matter)

c. Review of innovations in curriculum development within the curricular area

d. Review of the intersection of educational technology, this educational setting, and

curricular area

e. What this study will add to research in this area

Please aim for at least 20 research citations.

Chapter 3 – Methodology

a. More details on the educational setting - research design, learning context, rationale

for sample selection, goals for instruction, local, state, and national standards/objectives

for the learning, time of year, restrictions/special conditions within the educational

setting

b. Specific goals of the learning and their related assessment strategies, rubrics

c. Timeline for the study, including when pre-assessment, treatment, and post-

assessment components will be conducted

d. Data collection and analysis procedures

Chapter 4 - Results and Conclusions

a. Narrative on the results of the pre-assessment

b. Narrative on the implementation of the curricular unit

c. Analysis and interpretation of the data d. Conclusions based on these analyses

Chapter 5 - Implications of the Study

a. How outcomes would add to research literature in this area

b. What research questions might these outcomes raise for further study?

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c. Benefits of the skills and experiences for the learners and the researcher

d. Next steps for the research and the researcher

Appendices

References - Please aim for at least 20 research citations. Instruments used in the

study - including surveys, interviews, pre-test, post-test, Statistical tables analyzing data

Print-out of curricular unit

An example of a recent research study that might serve as a model is

Zagura, Matthew J. (2010). The Applications of Pedometers and Heart Rate Monitors to

Enhance Fitness Levels among Grades 9-12 Students in Physical Education. Retrieved

from https://sites.google.com/site/eportfoliozagura/research-and-readings .

Please let me know if you have any questions on this format or the following grading

rubric.

EDU 696 Grading Rubric

Proficiency standards points

Weekly emails to the instructor within the online course management

(VISTA) course platform developed for this experience, at least 15 during

the semester as a measure of the virtual collaboration.

15

Midterm progress report – a first draft of the research study, including the

introduction and review of the literature chapters and at least an outline of

the remaining chapters.

10

Web publishing of the 5 sections of the research report, responding to the

items in the outline above, with APA-style citations and graduate level

writing and formatting. Up to 10 points for each chapter.

50

Bibliography-references in APA-style with at least 20 citations from articles

and other resources

20

Appendices. 5

Total points

> 90 = A, 89 – 80 = B, 79 – 70 = C, < 70 – doesn’t earn graduate credit.

100

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Course Activities and Assessment Aligned to 2008 Unit Conceptual Framework (CF) - ECSU

Proficiencies, Connecticut Common Core of Teaching, Pre-Service Teacher Competencies and ISTE

Standards (2008) for

EDU 696 – Research and Readings: Guided Research Project

Website references:

CONNECTICUT STATE DEPARTMENT OF EDUCATION 2010 Common Core of Teaching: Foundational Skills http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/Board_Approved_CCT_2-3-2010.pdf

REGULATION of State Board of Education, Rev. 2-3-2010, Part III, Pre-Service Teacher Competencies from http://www.sde.ct.gov/sde/lib/sde/pdf/cert/regulations/2014_proposed_regulations_2-3-2010.pdf

The ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers from

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

EDU 696 – Research and Readings: Guided Research Project

Activities and Assessments

2008 Unit Conceptual

Framework (CF)-

ECSU Proficiencies

Pre-Service

Teacher

Competencies

(TC)

and

Connecticut

Common Core

of Teaching

(CCCT) 2010

National

Educational

Technology

Standards for

Teachers

(NETC*T)

Standards –

International

Society for

Technology in

Education (ISTE)

(2008)

For those in MS

in Ed Tech

program –

ePortfolio

questions

EDU 553

Activities and

Assessments

1: Content

Knowledge (CNK)

Candidates/Graduates

demonstrate in-depth

understanding of

content knowledge

including central

concepts, principles,

skills, tools of inquiry,

and structure of the

discipline(s) by

engaging students

through meaningful

questions and learning

experiences

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 3:

Planning for

Active Learning

3. Model Digital-

Age Work and

Learning

Teachers exhibit

knowledge, skills,

and work

processes

representative of

an innovative

professional in a

global and digital

society.

3) Please explain

how your studies

and experiences

within the MS in

Educational

Technology

program

empowered you to

serve as

an innovative

professional in a

global and digital

society. Include in

your discussion

experiences

collaborating with

Weekly

emails

Midterm

progress

report

Culminating

report

Research

citations in

APA-style

references in

report.

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Teachers:

a. demonstrate

fluency in

technology

systems and the

transfer of current

knowledge to new

technologies and

situations

all members of

your learning

community.

TC (3) Evidence-

based

Classroom and

Behavior

Management

CCCT Domain 4:

Instruction for

Active Learning

b. collaborate with

students, peers,

parents, and

community

members using

digital tools and

resources to

support student

success and

innovation

Weekly

emails

Midterm

progress

report

Culminating

report

TC (3) Evidence-

based

Classroom and

Behavior

Management

CCCT Domain 4:

Instruction for

Active Learning

c. communicate

relevant

information and

ideas effectively to

students, parents,

and peers using a

variety of digital-

age media and

formats

Research

citations in

APA-style

references in

report.

Weekly

emails

Midterm

progress

report

Culminating

report

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 4:

d. model and

facilitate effective

use of current and

emerging digital

tools to locate,

analyze, evaluate,

and use

information

Weekly

emails

Midterm

progress

report

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Instruction for

Active Learning

resources to

support research

and learning

Culminating

report

2: Pedagogical

Knowledge (PDK)

2.1

Candidates/Graduates

are able to formulate

developmentally

appropriate learning

goals and objectives

for students based

upon knowledge of

subject matter,

students, the

community,

curriculum goals (both

state and national),

and theories of human

development, and to

plan and implement

instructional activities

which foster individual

and collective inquiry,

critical thinking, and

problem solving to

facilitate learning for

all students in a safe

and nurturing

environment.

TC (1)

Development

and

characteristics

of learners

CCCT Domain 2:

Classroom

Environment,

Student

Engagement

and

Commitment to

Learning

b. engage students

in exploring real-

world issues and

solving authentic

problems using

digital tools and

resources

Weekly

emails

Midterm

progress

report

Culminating

report

Research

2.2

Candidates/Graduates

use methods,

activities, and

grouping

arrangements

appropriate for lesson

goals and objectives in

an environment that is

conducive to learning.

TC (1)

Development

and

characteristics

of learners

CCCT Domain 2:

Classroom

Environment,

Student

Engagement

and

Commitment to

Learning

c. promote student

reflection using

collaborative tools

to reveal and

clarify students’

conceptual

understanding and

thinking, planning,

and creative

processes

Weekly

emails

Midterm

progress

report

Culminating

report

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TC (3) Evidence-

based

Classroom and

Behavior

Management

CCCT Domain 4:

Instruction for

Active Learning

d. model

collaborative

knowledge

construction by

engaging in

learning with

students,

colleagues, and

others in face-to-

face and virtual

environments

Weekly

emails

Midterm

progress

report

Culminating

report

2.3

Candidates/Graduates

conduct learning

activities in a logical

sequence and respond

to the developmental

needs, interests,

ability, and

background of

students to promote

their development of

critical thinking,

independent problem-

solving, and

collaborative inquiry.

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 3:

Planning for

Active Learning

c. customize and

personalize

learning activities

to address

students’ diverse

learning styles,

working strategies,

and abilities using

digital tools and

resources

Weekly

emails

Research

Midterm

progress

report

Culminating

report

2.4

Candidates/Graduates

use multiple forms of

assessment to

evaluate student

learning and modify

instruction as

appropriate to ensure

the continuous

intellectual, social,

ethical, and physical

development of the

learner.

TC (4)

Assessment

CCCT Domain 5:

Assessment for

Learning:

d. provide students

with multiple and

varied formative

and summative

assessments

aligned with

content and

technology

standards and use

resulting data to

inform learning

and teaching

Weekly

emails

Research

Midterm

progress

report

Culminating

report

3: Integration of

Knowledge (INT)

3.1

Candidates/Graduate

TC (2) Evidence-

based/Standard

s-based

b. develop

technology-

enriched learning

Weekly

emails

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demonstrate an ability

to integrate learning

theories and other

pedagogical

knowledge in their

clinical experiences

and student teaching.

Instruction

CCCT Domain 3:

Planning for

Active Learning

environments that

enable all students

to pursue their

individual

curiosities and

become active

participants in

setting their own

educational goals,

managing their

own learning, and

assessing their

own progress

Research

Midterm

progress

report

Culminating

report

3.2

Candidates/Graduates

demonstrate how

different concepts,

themes, and principles

are interconnected

within and across the

discipline(s) and

promote connections

between content

knowledge and

pedagogical

knowledge to help

students learn

concepts, principles,

skills, tools of inquiry,

and structure of the

discipline(s) they

teach.

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 1:

Content and

Essential Skills

2. Design and

Develop Digital-

Age Learning

Experiences and

Assessments

Teachers design,

develop, and

evaluate authentic

learning

experiences and

assessments

incorporating

contemporary

tools and

resources to

maximize content

learning in context

and to develop the

knowledge, skills,

and attitudes

identified in the

NETS•S.

Teachers:

a. design or adapt

relevant learning

experiences that

incorporate digital

tools and

resources to

promote student

2) Discuss how

you integrated your

studies and

experiences in the

MS program in

Educational Techn

ology to enhance

your skills in

designing and

developing digital-

age learning

experiences and

assessments.

Weekly

emails

Research

Midterm

progress

report

Culminating

report

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learning and

creativity

4: Technology as a

Tool to Teach (TTT)

4.1.

Candidates/Graduates

integrate appropriate

digital and non-digital

technology

throughout their

courses and clinical

experiences to support

student learning.

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 3:

Planning for

Active Learning

1. Facilitate and

Inspire Student

Learning and

Creativity

Teachers use their

knowledge of

subject matter,

teaching and

learning, and

technology to

facilitate

experiences that

advance student

learning, creativity,

and innovation in

both face-to-face

and virtual

environments.

Teachers:

a. promote,

support, and

model creative and

innovative thinking

and inventiveness

1) How did you use

the knowledge,

skills, and

dispositions

developed within

the MS in

Educational

Technology

program to support

and advance

student learning,

creativity, and

reflection and

curriculum

innovation,

assessment, and

revision?

Weekly

emails

Research

Midterm

progress

report

Culminating

report

5: Diversity (DIV)

5.1

Candidates/Graduates

demonstrate their

ability to support the

diverse needs of

students in terms of

exceptionalities, race,

ethnicity, gender,

culture, and

socioeconomic status.

TC (2) Evidence-

based/Standard

s-based

Instruction

CCCT Domain 4:

Instruction for

Active Learning

4. Promote and

Model Digital

Citizenship and

Responsibility

Teachers

understand local

and global societal

issues and

responsibilities in

an evolving digital

culture and exhibit

legal and ethical

behavior in their

professional

practices.

4) How has the

professional

development

received through

the graduate

program

empowered you to

support the

diverse needs of all

students, advocate

safe and ethical

uses of technology,

and develop

cultural and global

awareness?

Weekly

emails

Research

Midterm

progress

report

Culminating

report

10

Teachers:

a. advocate,

model, and teach

safe, legal, and

ethical use of

digital information

and technology,

including respect

for copyright,

intellectual

property, and the

appropriate

documentation of

sources

TC (1)

Development

and

characteristics

of learners

CCCT Domain 2:

Classroom

Environment,

Student

Engagement

and

Commitment to

Learning

b. address the

diverse needs of all

learners by using

learner-centered

strategies and

providing equitable

access to

appropriate digital

tools

and resources

Weekly

emails

Research

Midterm

progress

report

Culminating

report

TC (5)

Professional

Behaviors and

Responsibilities

CCCT Domain 6:

Professional

Responsibilities

and Teacher

Leadership

c. promote and

model digital

etiquette and

responsible social

interactions

related to the use

of technology and

information

Weekly

emails

Research

Midterm

progress

report

Culminating

report

d. develop and

model cultural

Weekly

11

understanding and

global awareness

by engaging with

colleagues and

students of other

cultures using

digital-age

communication

and collaboration

tools

emails

Research

Midterm

progress

report

Culminating

report

6: Professionalism

(PRF)

Candidates/Graduates

collaborate with

cooperating teachers,

other teachers, school

administrators and

other school

professionals, parents,

families, and

communities in a

professional and

ethical manner to help

students reach their

maximum potential.

TC (5)

Professional

Behaviors and

Responsibilities

CCCT Domain 6:

Professional

Responsibilities

and Teacher

Leadership

5. Engage in

Professional

Growth and

Leadership

Teachers

continuously

improve their

professional

practice, model

lifelong learning,

and exhibit

leadership in their

school and

professional

community by

promoting and

demonstrating the

effective use of

digital tools and

resources.

Teachers: a.

participate in local

and global learning

communities to

explore creative

applications of

technology to

improve student

learning

5) How has the

professional

development from

this graduate

program added to

your professional

growth, leadership

in your educational

setting,

participation in

local and global

learning

communities, and

self-renewal as an

educator,

researcher, and

collaborator?

Weekly

emails

Research

Midterm

progress

report

Culminating

report

TC (5)

Professional

Behaviors and

b. exhibit

leadership by

demonstrating a

Weekly

emails

12

Responsibilities

CCCT Domain 6:

Professional

Responsibilities

and Teacher

Leadership

vision of

technology

infusion,

participating in

shared decision

making and

community

building, and

developing the

leadership and

technology skills of

others

Research

Midterm

progress

report

Culminating

report

TC (5)

Professional

Behaviors and

Responsibilities

CCCT Domain 6:

Professional

Responsibilities

and Teacher

Leadership

c. evaluate and

reflect on current

research and

professional

practice on a

regular basis to

make effective use

of existing and

emerging digital

tools and

resources in

support of student

learning

Weekly

emails

Research

Midterm

progress

report

Culminating

report

TC (5)

Professional

Behaviors and

Responsibilities

CCCT Domain 6:

Professional

Responsibilities

and Teacher

Leadership

d. contribute to

the effectiveness,

vitality, and self-

renewal of the

teaching

profession and of

their school and

community

Weekly

emails

Research

Midterm

progress

report

Culminating

report

13

CONNECTICUT STATE DEPARTMENT OF EDUCATION 2010

Common Core of Teaching: Foundational Skills

Overview

The Common Core of Teaching articulates the art and science of teaching as essential knowledge,

skills and qualities. These foundational skills and competencies are grouped by domains but, in

practice, are to be viewed as integrated parts of the complex and dynamic process of effective

teaching. The CCT should be used to help guide and build teacher competence beginning with

pre-service and continuing throughout a teacher’s career.

Domains of Teacher Performance

Domain 1: Content and Essential Skills:

Teachers understand and apply essential skills, central concepts and tools of inquiry

in their subject matter or field.

Domain 2: Classroom Environment, Student Engagement and Commitment to Learning:

Teachers promote student engagement, independence and interdependence in

learning by facilitating a positive learning community.

Domain 3: Planning for Active Learning:

Teachers plan instruction in order to engage students in rigorous and relevant

learning and to promote their curiosity about the world at large.

Domain 4: Instruction for Active Learning:

Teachers implement instruction in order to engage students in rigorous and relevant

learning and to promote their curiosity about the world at large.

Domain 5: Assessment for Learning:

Teachers use multiple measures to analyze student performance and to inform

subsequent planning and instruction.

Domain 6: Professional Responsibilities and Teacher Leadership:

Teachers maximize support for student learning by developing and demonstrating

professionalism, collaboration with others, and leadership.

For details, please see http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/Board_Approved_CCT_2-3-2010.pdf

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STATE OF CONNECTICUT Page 11 of 124 pages

REGULATION

Of

State Board of Education

Rev. 2-3-2010

Part III

Pre-Service Teacher Competencies

Sec. 10-145d-808. Teacher competencies necessary to teach a diversity of students

The following set of competencies was developed to address critical knowledge, skills and dispositions

needed by teacher candidates and all teachers working in the Connecticut. These competencies are

based on state and national standards and are intended for all teacher seeking general education

endorsements in early childhood, elementary, secondary and special subject areas. These competencies

are specific to the skills needed by general education teachers to teach a diversity of students including

students with disabilities, English language learners and issues related to the impact of culture,

linguistics and environment on the learning needs of students.

(a) Teacher candidates shall complete preparation at an approved institution or professional

development through a specially approved provider in each of the following domains:

(1) Development and characteristics of learners

(A) Demonstrate understanding of the growth and development of typical and

atypical students pre-kindergarten through grade 12 including the characteristics and functioning of

students with disabilities, English language learners and issues related to the impact of culture,

linguistics and environment on the learning needs of students;

(B) Demonstrate understanding and application of learning as an active, not passive,

process.

(2) Evidence-based/Standards-based Instruction

(A) Organize, sequence, and teach the general education curriculum using evidencebased

principles of instructional design and delivery to meet the needs of students with disabilities and diverse

learning needs.

(B) Teach and support reading and literacy skills and strategies within and across

specific content areas;

15

(C) Provide targeted supplemental or specialized academic instruction and intervention to students who don’t respond to primary instruction alone;

(D) Adjust instruction in response to information gathered from ongoing assessment

and monitoring of performance and progress;

(E) Provide meaningful and appropriate feedback to students about their performance

and progress;

(F) Design and implement appropriate instructional accommodations, modifications

or differentiation to support student learning; and

(G) Maximize student engagement and motivation and the role and responsibility of

students in the learning process.

(3) Evidence-based Classroom and Behavior Management

(A) Maintain a structured, safe, and positive learning environment that promotes and ensures

socially valid behavioral outcomes and student learning, within the context of the school

culture;

(B) Define, model, and acknowledge student learning behavior expectations and assess, document, and report both appropriate and problematic social behaviors of students;

(C) Provide explicit or direct instruction on social skills that are conducive to ensuring learning, including school-wide and classroom-wide positive expectations, self-management

strategies, and study skills;

(D) Reinforce appropriate behavior and minimize problematic social behaviors by proactively providing targeted supplemental, specialized or individualized behavioral instruction and

intervention through a continuum of strategies such as: modifying classroom management or

environment, using a variety of grouping options, using positive reinforcement or corrective feedback,

contributing to the design of individual behavioral support plans, and facilitating problem-solving and

conflict resolution processes.

(4) Assessment

(A) Understand the purposes, strengths and limitations of formal and informal assessments for making instructional decisions. Has the ability to select, administer and interpret a

variety of assessments to document students’ learning and growth to inform planning and instruction;

(B) Design, implement and modify a variety of developmentally appropriate curriculum-based/classroom-based assessments to meet the needs of students;

(C) Understand different assessment approaches for different purposes (i.e.,

16

screening, diagnosis, progress monitoring or evaluating outcomes), and the role of assessment in

determining eligibility and assisting with the development of IEPs for students with disabilities and the

impact of inappropriate assessment and instruction that may lead to overrepresentation of students

with cultural, ethnic, gender and linguistic differences;

(D) Has the ability to communicate assessment results to students, parents, guardians and other educators; and

(E) Review and interpret the results of externally-produced standardized tests including but not limited to the CMT, CAPT, Skills Checklist, Developmental Reading Assessment (DRA).

(5) Professional Behaviors and Responsibilities

(A) Demonstrate knowledge of the rights of students and families and the legal responsibilities of teachers within the processes for referral, planning and placement, development and

implementation of the individualized education program and the continuum of placements and services

available;

(B) Understand the roles of and when appropriate to seek support/consultation from special service staff such as, but not limited to, the special education teacher,speech/language pathologist, school nurse, school psychologist, school social worker, guidance counselor or content area specialists to assess impact and progress of accommodations and modifications;

(C) Understand the role of classroom teachers in coordinating support personnel working within the teacher’s own classroom;

(D) Understand culturally responsive practices when and how to proactively communicate and collaborate with families about students’ progress; and

(E) Keep current in understanding of responsibilities to educate all students and continue to seek training and professional development in trends and effective teaching strategies to

meet the needs of learners including those with special needs.

17

Office of AccessAbility Services If you are a student with a disability and believe you will need accommodations for this

class, it is your responsibility to contact the Office of AccessAbility Services at (860)

465-0189. To avoid any delay in the receipt of accommodations, you should contact the

Office of AccessAbility Services as soon as possible. Please note that accommodations

are not retroactive, and that I cannot provide accommodations based upon disability

until I have received an accommodation letter from the Office of AccessAbility Services.

Your cooperation is appreciated.

Academic Services Center

Students are encouraged to use the support offered by the Academic Services Center

located on the ground floor of the Library. Tutoring, Math, Writing, and supplemental

Advising Services are available for students in the Center at the following times: Sun. 2-

9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4272 or check the

ASC website at http://www.easternct.edu/asc/

Academic Misconduct:

Students should read and understand Eastern's Academic Misconduct Policy, which

can be found in the student handbook or at:

http://kb.easternct.edu/article.aspx?article=1522&p=11. All violations will be handled

under the procedures established in this policy.

WRITING CENTER STATEMENT

"The ECSU Writing Center, located in the ASC and staffed by trained peer tutors, is

available to help all students with their writing. The Writing Center supports the liberal-

arts mission of ECSU by helping students with their writing from any class, at any stage,

from brainstorming and drafting to revision to proofreading and editing. We help

students do their own work, and do it more comfortably and confidently. Any student

can and should use the Writing Center--the process of talking with readers about writing

and getting feedback on their writing is something all writers do and can benefit from.

Students can either drop into the Center or make an appointment by going to

www.rich37.com/easternct and registering online. It's a good idea for students to bring

copies of any assignment sheets to the Writing Center, so the tutor knows what is

expected of the assignment."