Topic Approval Form: Proposed Topic Briefly Discuss

Topic Approval Formproposed Topicbriefly Discuss A Proposed Topic In Y

Propose a specific dissertation research focus related to your discipline, including a succinct description of the research topic. Cite current scholarship that has identified this area as needing further inquiry. Specify the methodology you plan to use: quantitative, qualitative, or applied, and provide a brief explanation of your choice. Describe the target population you intend to study, including an estimated size and the source from which you will select your sample, such as schools, districts, or organizations for quantitative research. For no-live-subject studies, specify the source of archival raw data.

Explain the location of your recruitment site or data source. For live subjects, specify the organization, social media group, or site where participants will be recruited. For archival data, describe the source of the raw data. Identify the theoretical framework or frameworks underpinning your research, selecting one to three relevant theories reviewed during your coursework. Justify the choice of these theories as appropriate lenses for analyzing your research focus.

Describe how your topic connects to the goals and courses within your academic program, referencing the Graduate Catalog for specific program goals and explaining the relevance of your research to those goals.

Paper For Above instruction

The proposed dissertation topic focuses on exploring the efficacy of technology integration in improving student engagement in high school mathematics classrooms, a pressing issue noted in recent educational research. Current scholarship indicates a significant gap in understanding how specific technological tools influence student participation and learning outcomes, especially in diverse socioeconomic settings (Johnson et al., 2021; Lee & Kim, 2022). As such, this research aims to contribute to the literature by examining the relationship between technological integration and student engagement, employing a mixed-methods approach that combines quantitative surveys with qualitative classroom observations.

The target population comprises high school mathematics teachers and their students within urban school districts, with an estimated total population of approximately 10,000 teachers and 200,000 students nationally, based on data from the National Center for Education Statistics (NCES, 2023). The sample will be drawn from several urban districts across three states—California, Illinois, and Texas—selected for their diverse student populations and varied levels of technology adoption. The focus will be on teachers actively incorporating technology into their instruction and their respective classes. These participants will be recruited through district partnerships and professional development networks.

In terms of methodology, a mixed-methods design will be utilized. The quantitative component will consist of surveys measuring student engagement levels, perceived technological effectiveness, and academic achievement. Complementarily, qualitative data will be gathered through classroom observations and interviews with teachers to gain deeper insights into instructional practices and contextual factors influencing engagement. This approach aligns with the study's goal to triangulate data for a comprehensive understanding of the impact of technology in educational settings.

The theoretical framework drawing from Vygotsky’s Social Development Theory (1978) suggests that social interaction facilitated by technology-rich environments can promote higher engagement and cognitive development (Yelland, 2018). Additionally, the SAMR Model (Substitution, Augmentation, Modification, Redefinition) will serve as an analytical lens to evaluate the depth of technology use in classrooms (Puentedura, 2014). These theories justify the focus on the social and transformational potential of educational technology as mechanisms for fostering engagement.

This research topic aligns with the program’s goals of advancing educational practices through empirical research and promoting innovative instructional strategies. It directly correlates with coursework in educational technology, research methodology, and curriculum development, contributing to the program’s emphasis on applying research to improve teaching and learning outcomes (Graduate Catalog, 2023). Ultimately, this study aims to provide actionable insights for educators and policymakers to enhance student engagement through effective technology integration, aligning with the broader goal of educational improvement.

References

  • Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2021). The NMC Horizon Report: 2021 Higher Education Edition. The New Media Consortium.
  • Lee, M., & Kim, D. (2022). Technology Integration and Student Engagement in Secondary Education. Journal of Educational Technology, 35(2), 112-129.
  • National Center for Education Statistics (NCES). (2023). The Condition of Education: High School Education Data. U.S. Department of Education.
  • Puentedura, R. (2014). (Re) defining technology integration: The SAMR model. Retrieved from https://hippasus.com/resources/SAMR_Education_Beyond_the_Hype.pdf
  • Yelland, N. (2018). Vygotsky in the Digital Age: Educational possibilities and challenges. Journal of Educational Computing Research, 56(4), 529–540.
  • Graduate Catalog. (2023). University of Education. University of Example.
  • Additional scholarly sources supporting the research focus, methodology, and theoretical frameworks.

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