RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION

Name: Maggie Harris Date: July 19, 2019

Topic Selected: What are some of the innovative tools that research says is suitable
and works great for distance education? Choose one or highlight several tools that
works in distance education according to research.
In presenting the four case studies, Mizell and Pina (2014) reveal the strategies of
innovative technology tools implemented for a variety of subjects in a distance education
environment at Michigan Virtual School (MVS). The educators utilize technology tools including
Course Management System, Web 2.0 tools, Word Processing and Writing Revision Software,
Scanner, Equation Editor, Virtual Classroom, and Concept Mapping Software.

One case study demonstrates that a math teacher, Elisha Murphy (MVS), incorporates
technology strategies to overcome issues with her online algebra and calculus students to
improve their productivity. Teaching and learning math in an online environment are extremely
difficult for teachers and students, in contrast to a traditional face-to-face math course, which
allows the teacher to assess the students’ understanding of computations by reviewing their
handwritten calculation steps on paper. In addition, students have difficulty inputting
computation formats in an electronic environment, which increases the assessment challenges
for online teachers, and is also cumbersome for students. This is particularly acute for students
enrolled in higher-level math courses such as algebra and calculus which involve complex
symbols, equation solving, and emphasis on relationships (Cavanaugh, et al., 2008). As a
result, online students must acquire technical skills to utilize these symbols and solve equations
using these tools. Elisha’s four methods include Course Management System, Scanner
Software, Equation Editor, and Virtual Classroom application, facilitating her students to handle
computations effectively in distance education as follows:
 The Scanner Software allows students to scan their handwritten math work and attach the file to
e-mail or upload it to a digital drop box in Blackboard.

 An Equation Editor enables students to show the steps to solve math problems in Microsoft
Word.
  A Symbol key enables students to apply a standard symbol sheet in Word Processing software
to replace computational language.

 Synchronous tools such as Adobe Connect Pro that connects the teacher and students in real
time to work on problems together in a virtual classroom.

1. LITERATURE REVIEW:
What does the literature/research say about this issue/topic? By using NAU Library or Online
Search engines, conduct a literature review.
 You need to include 5 different sources (book, journal article, web article etc.) in your
review. Try to use current sources as much as possible.
 You need to summarize and synthesize your sources by discussing a common theme or
issue.
 You don't need to critique your sources
 You don't need to evaluate your sources (if the sources are trustworthy, weather the
author has a bias or not)
 You need to provide background information such as history and definitions
Brief Literature Review:
In the literature, Mizell and Pina (2014) discuss how K-12 online learning in the United
States has grown rapidly over the past two decades, during which online educators have
needed to incorporate strategic technology tools to overcome obstacles in distance education
such as absence of face-to-face interaction and motivation. In fact, the research-based
benchmarks to guide educators to work in a distance learning environment are lacking.
Consequently, the authors examine four case studies from the educators in (MVS) to provide
exemplary strategies for virtual school educators to overcome common problems in K-12 online
teaching environments. Each case demonstrates a rationale for the pedagogical issues, the
strategies, and utilization of technology tools and materials to overcome the obstacles in
distance education.
The first case is about an English language arts teacher (Julie Swartz) who provides
substantial individualized feedback to her students via the following tools: 1) The comment
feature in a word processor allows Julie to provide feedback on students’ grammar, sentence
structures and writing and language mechanics; 2) Quick Write enables students to input their
reflection on their own learning in either an accommodation or assimilation schema; and 3)
writing revision software, an intuitive tool, allows students to review their mistakes and to rectify
them before they submit their work.
 In the second case, math teacher Elisha Murphy implements four methods including Course
Management System, Scanner Software, Equation Editor, and Virtual Classroom to overcome
obstacles for her online algebra and calculus students to improve their productivity.

The third case demonstrates how social studies teacher Jay Bennett adopts Web 2.0 tools
and Course Management System to keep his students engaged during online interactions.

The last case is about how science teacher Lorri MacDonald incorporates a five-step
process in terms of gathering information, creating a visual organizer, composing a summary,
developing a concept map and conducting a critical analysis using technology tools such as
Course Management System, Concept Mapping and Word Processing Software.

History of distance education:

Distance education has been prevalent in the United States since the early 1990’s and has
been growing exponentially. The first virtual school program was initiated in 1991 (Barbour,
2009). Subsequently, by the year 2000, a dozen states started online learning programs.
(Clark, 2001). According to Clark (2001), in the first national survey of virtual schooling, there
were approximately 40,000 to 50,000 K-12 students enrolled in distance education courses.
Within a decade, there were over 2 million K-12 students enrolled in online courses in all 50
states and the District of Columbia (Watson, et al.,2012). Looking forward, half of all of K-12
education will be occurring in online learning environment by the year 2020 according to
Christensen, Johnson, & Horn (2011).

Definitions of terminology:
K-12 online learning: Refers to distance education at the k-12 level which uses the Internet.
Virtual school: A supplemental K-12 online learning program in which students attend a brick-
and-mortar or traditional school and are enrolled in one or more online courses to aid their
classroom studies.

2. REFLECTION:
 What is your personal opinion on this issue? Do you agree with the research? If you
agree or disagree, please explain why?
 Provide examples/experiences regarding this issue from school perspective or If you are
not working in a school, from your profession. Be specific with your examples. You can
mention software/hardware names, specific methods that you plan to use, etc.
 How would you implement this research in your career? (At least 1 paragraph)

Reflection:
What is your personal opinion on this issue? Do you agree with the research? If you
agree or disagree, please explain why?
In my opinion, these case studies help online educators address the common issue of lacking
benchmarks in distance education. I agree with the research since distance education has a
relatively short history (less than three decades). Therefore, conducting further research is
necessary to explore best practices in distance education in order to provide exemplary
guidelines for online educators. These strategies demonstrate a blue print for educators to
learn and apply to their own online teaching subject areas. If one strategy doesn’t work out,
other strategies may work well by implementing a trial-and-error process in order to maximize
student online learning effectiveness. s
Provide examples/experiences regarding this issue from school perspective or If you are
not working in a school, from your profession. Be specific with your examples. You can
mention software/hardware names, specific methods that you plan to use, etc.to
Since best practice guidelines for distance education are unavailable, many online educators
don’t know where look for references to gain online teaching experience. The four case studies
provide exemplary strategies for online educators to learn how to cope with similar issues in an
online learning environment.
In addition to Elisha’s technology examples mentioned in the literature review, EquatIO is an
excellent tool which allows teachers and students to handwrite, type or enter by voice
command formulas and convert them immediately into accurate digital formulas on-screen. Its
features listed below have enabled me to tutor my students in algebra and geometry effectively:
 Replace traditional pen and paper for solving equations
 Easily insert created math formulas into G Suite for Education and Microsoft Word
 No need to code to learn mathematical description languages
 Support for collaboration in STEM subjects
 Windows, Mac, and Chromebook support
 Provide a wide range of learning styles
 EquatIO is absolutely free for teachers

How would you implement this research in your career?

I would incorporate some of these strategies in my teaching and tutoring career. Since I
primarily tutor algebra and geometry students, I would utilize Equation Editor and EquatIO to
aid them in their learning process, as well use the Web 2.0 tool SurveyMonkey to obtain
feedback from my students on their needs, interests and expectations. To maximize learning
effectiveness, I plan to implement a two-fold strategy which involves instilling students to be
self-regulated and intrinsically motivated and then demonstrating how to use these tools
effectively in the online environment. For example, I can create tutorials using Snagit so that
students can view them to learn how to use the tools to complete their learning objectives.

3. REFERENCES:
 Cite at least 5 References in APA.
 You may use http://www.citationmachine.net/apa/cite-a-journal for citing your sources in
APA style.
References

Barbour, M. K. (2009). Today’s student and virtual schooling: The reality, the challenges, the

promise. Journal of Distance Learning, 13(1), 5–25.

Cavanaugh, C., Gillan, K., Bosnick, J., Hess, M., & Scott, H. (2008). Effectiveness of

interactive online algebra learning tools. Journal of Educational Computing Research,

38(1), 67–95.

Christensen, C., Johnson, C., & Horn, M. (2011). Disrupting class, expanded edition: How

disruptive innovation will change the way the world learns (2nd ed.). New York, NY:

McGraw-Hill.

Clark, T. (2001). Virtual schools: Trends and issues–A study of virtual schools in the United

States. San Francisco, CA: Western Regional Educational Laboratories. Retrieved from

http://www.wested.org/online_pubs/virtualschools.pdf

̃ , A. A. (2014). Real-life Distance Education Case Studies in Practice.

Mizell, A. P., & Pina

Charlotte, NC: Information Age Publishing. Retrieve from http:// web.b.edscohost.com/

ehost/ebookviewer/ebook/bmxlYmtfXzY4ODA4Ml9fQU41?sid=eecc510f-8bf7-4b54-adf3-

92da817479ab@pdc-v-sessmgr04&vid=23&format=EK&ppid=Page-__-11

Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2012). Keeping pace with K–12

online learning: An annual review of policy and practice. Evergreen, CO: Evergreen

Consulting. Retrieved from http://kpk12.com/