Connecting to Your Area of Psychology The discipline of psychology has a variety of sub‐fields to be explored through empirical research. Whether you are studying cognition and instruction, performan

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Kara Dawson. (2012) Using Action Research Projects to Examine Teacher Technology Integration Practices. Journal of Digital Learning in Teacher Education 28:3, pages 117-123.

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https://files.eric.ed.gov/fulltext/EJ972452.pdf

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The research scrutinized the practices of technology integration of teachers engaged in a statewide campaign via a single cycle of action research. The study utilized thematic analysis in providing a macro-level outlook of the technology integration practices in not less than 350 teachers. The study reveals explicitly audience, classroom performance strategies, usage of hardware and software, content and objectives, and the results linked with the integration of technology. The article mirrors the inferences for this and other similar inventiveness, professional research development. The key words include action research, statewide initiatives in technology, technology integration practices.

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Patricio Rodríguez, Miguel Nussbaum, Lioubov Dombrovskaia. (2012) ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools. Technology, Pedagogy and Education 21:3, pages 291-315.

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https://doi.org/10.1080/1475939X.2012.720415

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At present, the utilization of information and communication technologies (ICT) in instruction doesn't decisively show noteworthy impacts on learning. However, not all ICT models are intended to influence learner results. Along these lines, to precisely think about the effect of ICT, the idea of an instructive program upheld by ICT should initially be characterized. The authors propose the ICT for Education (ICT4E) program, a proof-based system to shape a model's capacity to generate improvement before assessing its outcomes. The structure has four parts: implementation, transference, total cost, and intervention. Because of an explicit meaning of the results sought after by the given program, this structure underpins the plan of its exercises to advance cognitive changes in academic practices in schools and ascertain the program's total costs. According to the authors, the program has been used in 6 different countries.

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Rector-Aranda, A., & Raider-Roth, M. (2015). ‘I finally felt like I had power’: student agency and voice in an online and classroom-based role-play simulation. Research In Learning Technology, 23. doi: 10.3402/rlt.v23.25569

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http://dx.doi.org/10.1080/15244113.2017.1378566

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This study mirrors on the link between the selection of character and learner engagement in the Jewish Court of All Time (JCAT). JCAT is an online and classroom-founded role-simulation play of existing court cases which have historical origins. The authors posed three questions in the out-of-character JCAT dialogue forum. The authors then proceeded to track the different engagement styles and how this was associated with the character roles of the students. The findings were meant to supplement the future JCAT simulations implementation, and inform practice and research of role-play simulations involving assuming personality personas.

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Sarah K. Howard, Jun Ma, Jie Yang. (2016) Student rules: Exploring patterns of students? computer-efficacy and engagement with digital technologies in learning. Computers & Education 101, pages 29-42.

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https://www.researchgate.net/publication/303529671_Student_rules_Exploring_patterns_of_students'_computer-efficacy_and_engagement_with_digital_technologies_in_learning

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Teachers have always believed that students are confident and connected users of digital technologies. However, there is a developing research body challenging this belief. The researchers conducted this research to determine the students' engagement and confidence using digital technologies to comprehend how disparities may affect experiences in a technologically incorporated learning. The study proposed data mining strategies to be used in examining exclusive patterns among the primary factors of learners' technology usage and experiences linked to education, as a methodology of informing instructors' practice and instructional design. The study suggests that teachers should try various strategies in attending to the varying experiences in technologically incorporated learning, as well as future studies in this area.

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Victoria Lynn Lowell, James Michael Morris Jr. (2019) Multigenerational classrooms in higher education: equity and learning with technology. International Journal of Information and Learning Technology 36:2, pages 78-93.

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https://doi.org/10.1108/IJILT-06-2018-0068

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The article aims at discussing the possible challenges faced by learners from different generations when it comes to the utilization of current methods of instruction that use educational technologies in the classroom. The authors aim to craft awareness to help in improving equity in learning opportunities and enable educators to comprehend the importance of multigenerational classes. The study found out that higher learning institutions have to be knowledgeable of their learners' demographic profiles to promote better learning outcomes. Generational characteristics are, therefore, very crucial in determining the effectiveness of the instruction method.