6.1 Evaluation of an online technology leadership master's program  (Page 13/16)

Summary and results

In an effort to bring richer data and more viewpoints to the study, a convergent mixed methods research design was selected. As a result of analyzing the quantitative and qualitative datasets, a clearer understanding emerged of ETL graduate’s leadership trends in online learning, Web 2.0 tools, and technology professional development.

Quantitative

Results from the quantitative survey item data indicated Educational Technology Leadership online program graduates exhibited leadership in the personal use and campus implementation of online learning, Web 2.0 tools, and technology professional development. The survey item content was closely aligned with the ETL online program curriculum components. Thus, survey item responses reflected some graduate knowledge gained during the master’s program and potentially contributed to transference of concepts into PK-12 school settings.

Online learning. Data displayed in Tables 4 and 5 indicated the majority of ETL graduates agreed and strongly agreed online learning was implemented for PK-12 students in the school setting (55.5%) and district (73.6%). However, there was a discrepancy in viewpoint between classroom teachers and non-classroom teachers as to the implementation of online learning for professional development for educators. Data set one (classroom teachers) rated both the implementation of online professional development at the school level ( M =3.35) and district level ( M =3.86) higher than data set two (non-classroom staff) at the school level ( M =2.37) and at the district ( M =3.96).

An examination of the data results in Tables 6 and 7 showed video tools were consistently rated high with respect to use in PK-12 teaching and for personal learning. However, although still a high rating, there was evidence of less use of collaborative tools in PK-12 teaching by the non-classroom staff ( M =3.94) than by the classroom teachers ( M =4.18). The data in Tables 8 and 9 indicated web conferencing as one of the areas least used for PK-12 student interactions. Non-classroom staff( M =3.9) rated the use of web conferences to interact with colleagues and for personal learning higher than classroom teachers ( M =2.7).

Web 2.0 tools. Supporting PK-12 colleagues in the use of web 2.0 tools appeared to be highly supported by both data sets. A total of 93.6% of the respondents reported agreement or strong agreement with supporting fellow educators in the use of Web 2.0 tools in PK-12 school settings as displayed in Table 10 and Figure 1. An analysis of the Web 2.0 tools used with PK-12 students showed Google tools were used more frequently by graduates than other approaches. However, Web 2.0 tools such as Blogs, wikis (collaborative software), Prezi (presentation software), Wordle, and Animoto (video application) were implemented with PK-12 students by more than 40% of the respondents. For personal learning, again Google tools topped the list with 89.1% and close followers were Blogs (83.6%), wikis (80.9%), and discussion forums (71.8%). Reviewing the data in Figures 2 and 3, there appeared to be a discrepancy between the tools graduates used with PK-12 students from what was often utilized for adult personal learning.