Laura's.mod4.methodology

**Research Questions ** || **Methodology ** || **Sample **  || **Data Collection ** || **Statistical Analysis ** || How do teachers of students with Autism Spectrum Disorders use interactive technology to increase social and academic skills for their students?  || Qualitative-Phenomenology, Disability Studies || Teachers of students with autism spectrum disorder, and whose students are using interactive technologies to increase student academic and social skills || Interviews, questionnaires, observations || Coding interview, questionnaire and observation data, triangulation between the different sources ||  ||^  ||  ||  || How can interactive technology be used to reduce barriers to academic content for students with ASD? <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Qualitative-Phenomenology || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Teachers of students with autism spectrum disorder, and whose students are using interactive technologies to increase student academic and social skills || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Interviews, questionnaires, possibly a parent focus group, observations of students using technology || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Coding interview data, triangulation with data collected from parents, teachers and class observations || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Parents of students with autism in the classrooms targeted ||^  || <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> || What do educators view as the most significant changes in learner outcomes that occur when students with ASD use interactive technologies to gain academic skills?<span style="font-size: 10pt; font-family: "Arial","sans-serif";"> <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Qualitative-Phenomenology || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Teachers of students with autism spectrum disorder, and whose students are using interactive technologies to increase student academic and social skills || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Teacher interviews, class observations, gather samples of student work from either using interactive technologies or after instruction with interactive technologies. || <span style="font-size: 10pt; font-family: "Arial","sans-serif";">Coding interview data, triangulation with observations and student samples of academic work || <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> ||^  || <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> || <span style="font-size: 10pt; font-family: "Arial","sans-serif";"> ||
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Methodology Analysis Table || ** Strengths ** || ** Limitations ** || ** Authoritative Primary Source for This Methodology ** || ** Why I Will or Will Not Use This Method ** || Believed to be not as rigorous as true experimental design because subjects are not assigned randomly, but typically chosen to participate based on membership in a subgroup. || Keppel, G. (1991). Design and analysis: A researcher’s handbook (3rd Ed.). Englewood Cliffs, NJ: Prentice-Hall. || The questions of my study are more qualitative in nature, they examine teacher perceptions of technology efficacy for students with autism. ||
 * ** Research Methodology **
 * ** Quantitative-Quasi-experimental design/Single Subject Design<span style="background: yellow none repeat scroll 0% 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;"> ** || Can determine patterns and trends for specific students, with specific interventions in certain conditions. || Limited generalizablity due to typically small sample sizes-results can be very student-specific
 * ** Quantitative-Experimental Design ** || True experimental design, considered to be rigorous if participants are truly randomly selected, and variables are controlled and measured with statistical comparisons of experimental and control groups || Quantitative designs show only patterns that exist, not why patterns or relationships exist. || Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally Publishing. || The questions of my study are more qualitative in nature, they examine teacher perceptions of technology efficacy for students with autism. ||
 * ** Qualitative- **
 * Case Study ** || A very in-depth examination of student in particular settings, situations, etc. Has multiple perspectives on student (student, teachers, parents, observers, etc), can triangulate data to verify claims || Limited generalizablity due to typically small sample sizes-results can be very student-specific || Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. || Tends to take a longitudinal look at student, so it can be very time consuming. ||