Feedback 1
The research questions help to explore the overarching query, which is to determine what motivates or limits teachers when they are adopting new technologies and to bring out an understanding of the teacher’s use of new media technologies. This would tell the researchers and practitioners of the elements in the current programs, such as the Common Core State Standards that are supportive of the overall teaching and educational goals in high schools. At the same time, the research question provides specific dimensions of the phenomenon of teacher attitudes, motivation when it comes to technological teaching aids. The study is seeking to explain the way new media technologies will end up assisting student learning. It, therefore, picks the primary stakeholders and the secondary stakeholder who are teachers and administrators.
Feedback 2
The study narrows down to a case of several high schools that prove the environment for teachers to work with various new media technologies. The questions also bring out the theoretical underpinnings available in the theory of planned behavior. Especially, they show how motivation leads to action, and whether the motivations are intrinsic or extrinsic. The questions ensure that the study does not only dwell on the information gathered from teacher surveys but also offer a link to the various policy architects seeking to introduce new technologies and implement them as part of education reform. The questions also expand the scope of the study and elaborate on the main problem statement, which was to find out the attitudes and perceptions of teachers regarding new media technologies by providing a focus on the entire school environment. This environment includes teachers, administrators, and the infrastructure as well as policy in place.
Feedback 3
The study is evaluating aspects of the theory of planned behavior that relate to the ability to follow the theory to predict behavioral outcomes. Following the teacher’s perceptions and their interaction with new media technology and then relating them to expect the behavior of individuals when interacting with new information and roles helps to develop additional literature. The additional information assists in finding alternative approaches to reviewing the potential uses of the TPB. Moreover, the research also follows a structure that introduces new information and then verifies the information according to the TPB to come up with a new conclusion. In this case, the query is whether there are specific relations between perceptions and behavior outcomes that are unique to the high school teacher context when interacting with new media technology as a teaching aid.
The approach of conducting a survey of teachers and collecting qualitative data, such as interview reports provide the context of applying different behavior modification incentives and observing their results in terms of the eventual behavior of the studied subject. Here, teachers are receiving an incentive to change behavior through the Common Core State Standards, and school investment in new media technologies. However, they are subject to intrinsic reasons and other contextual circumstances. Therefore, their eventual behavior outcome and explanation for observed and intended behavior towards the phenomenon of new media technologies for teaching helps to explain the causes of observed and reported data. The study design and its research questions bring out behavioral beliefs, normative beliefs and control beliefs that should shape behavioral intention, according to the TPB (Armitage & Christian, 2004). At the same time, answering the research question also reveal actual behavioral control and how it links back to perceived behavioral control expressed by the teachers, who are the study’s population (Ajzen, 2005).
References
Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead, Berkshire, England: Open University Press.
Armitage, C., & Christian, J. (2004). Planned behavior. New Brunswick, N.J.: Transaction Publishers.