ETEC 500 – Research Methodology in Education

“This research survey course provides students with an introduction to a wide range of research methods. Through interactive modules, students learn about and engage with different kinds of research strategies in an effort to understand how research impacts our lives and our educational pursuits.” UBC MET Program.

 

This course in Educational Research, ‘Competencies for Analysis and Applications’ is a very intense and comprehensive course that aims at guiding learners through the research process. This process puts the learner in a better level of understanding when assessing the work of researchers to support various theories and strategies of educational pedagogy. One of my significant artifacts, “Research Paper and Literature Review “is from this course. I learned so much about research methodogies that is important in the acquisition of data and knowledge to define areas in education that need reform and definition.

I selected my Literature Review and my Research Proposal as one of my significant artifacts. You may read more about them under the tab labelled ARTIFACTS or click Here for Literature Review and Here for Research Paper. To summarize their importance to my MET journey is to acknowledge that ETEC 500 assignments were instrumental in determining how collaboration in a grade one classroom (two students per one laptop) demonstrates a constructivist learning environment. It helped me answer my original question,”To what extent does one integrate technology in a grade one classroom and what activities produce collaborative scaffold learning that support curriculum objectives?”

ETEC 500 helped me to understand the various research methodologies in educational pedagogy that deal with analysis and evaluation of learners through scientific inquiry. My Research Paper proposal and Literature Review was another layer in my learning. It also helped me along the path of using APA style in my writing.

“One’s destination is never a place but rather a new way of looking at things.”- unknown

References

Chalmers, C. & Nason, R. (2003). Developing Primary Students’ Group Metacognitive Processes in a Computer Collaborative Learning Environment.

Dewey, J. (1897). My Pedagogic Creed. School Journal, Jan.1897,vol.54, p.77-80.

Kuswara, A. & Richards, D. ( 2008-2009). Matching the Affordances of Wikis to Collaborative Learning :A Case Study of IT Project Students. Proceedings of the 44^th Hawaii International Conference on System Sciences- 2011

Poris, Steven. (1997). Effects of Computer –Based Cooperative Learning on the Problem Solving Skills of Grade Six Students. School of Computer and Information Sciences Nova Southeastern University. ISBN: 1-58112-101-6

Resta, P. & Laferriere T. (2007).Technology in Support of Collaborative Learning. Educ Psychol Rev, DO1 10.1007’s10648-007-9042-7

Seymour, S. (1994). Operative Computer Learning with Cooperative Task and Reward Structures.  Journal of Technology Education. Vol. 5  No.2 Spring 1994.

Willoughby, T. Wood, E. Desjarlais, M. Williams, L. Leacy, K. Sedore, L. (2009). Social Interaction  During Computer-based Activities: Comparisons by Numbers of Sessions

Gender, School-level, Gender Composition of the Group, and Computer- child Ratio,Springer, Science & Business Media, LLC 2009. DO1 10 1007/s11199-009=9687-4 

 

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