Qualitative Narrative Study

The use of technology in the classroom is an important tool to utilize as an educator. Technology allows for educators to have instant access to a plethora of resources that would not be available if technology was not used in the classroom. Teachers have the ability to plan lessons, create presentations, and have interactive games for students to use as a learning tool through the use of different digital devices. Modern day technology is rapidly advancing and providing teacher with many different tools to use in the classroom to enhance the students learning experience.

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

Teachers can use technology within the classroom to assist with providing instructional guidance and education to students. However, the use of technology in the classroom has both its advantages and

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

The premise of narrative therapy was developed as a way of removing the blame in sessions. This could allow the opportunity in hopes of gaining empowerment within the client. Narrative therapy is thought of as more of a collaboration between the therapist and the client to allow recognition of his or her natural competencies, expertise and unique skills that one possesses. By practicing the narrative therapy process it is conceived that the client can then return with a sort of plan or outline that can assist in guiding them towards more productive and hopeful positive changes within their lives. Humans are generally viewed as separate entities from that of their own issues at hand. This being said, humans take their problems and have way of either blaming themselves directly or tossing it to another directly, instead of matching the issues with the symptoms. We as humans need reasons for everything in order to compartmentalize our situations. It is just how humans are naturally wired.

The first set of questions were used to see what technology teachers use and how often they use them. The seven different devices that were surveyed are computers, smart boards, mobile devices, tablets/iPads, digital cameras, clickers, and televisions/projectors. Each device was rated based on use either daily, weekly, monthly, yearly, or never. Using this data we can see which devices are used most and least by teachers. These charts also show us which devises teachers and students are most familiar with in the classroom. The most significant statistic from this first set of questions is that 91% of teachers use computers daily and weekly in the classroom (Fig.

Moreover, to date, there have been little, if any, formal exploration of African American informal elder caregivers’ advocate/leader self-identification. Moreover, Montgomery (2009) argues that research support for informal caregivers have not been successful due to the inconsistencies in the caregivers’ experiences. To understand the complexities of African American eldercare, it is important that this qualitative narrative study is conducted to capture lived experiences of former and extant African American informal elder caregivers to offer a platform where their stories and voices may be heard.

In “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?”, Stephanie Hicks successfully argues, using primarily logical evidence, that teachers should integrate technology into education. Hicks begins by stating, “In today’s classroom technology abounds and students are extremely tech savvy,” using this claim to justify the need for teachers to implement the use of technology (188). Her statement regarding students and their technological knowledge logically introduces the argument because of its easily observable nature. In addition, because students have a sense of familiarity and experience with computers, it follows that the use of such technology would suit their educational needs. Hicks begins her argument by countering the

The approach of the research is based in qualitative research. It is necessary to show evidence of why schools should be provided with technological resources even if it means changing the educational system. The evidence here is firstly taken from West et al (2013), and in particular their Brookings research on Five Ways Teachers Can Use Technology to Help Students.

Technology is everywhere, it is involved in almost every part of our culture. It affects how we live, work, play, and most importantly learn. With technology being such a fundamental part of our lives and growing each day, it only makes sense that schools incorporate technology in the classrooms. Even though many people support the use of technology in schools, there are those that have concerns about the effectiveness of technology and whether or not it undermines education to solely prepare students for the workforce. Despite the concerns, technology is being integrated with classroom lessons daily, and proving how beneficial it is for student success.

I have work experience with the Department of Youth Rehabilitative Services as a Family Crisis Therapist Intern (May 2016-August 2016). Duties include, but are not limited to working with clients and families to obtain social and background information involving income, education, religion, criminal, health, addiction, race or ethnicity. Information is used to help in determining eligibility of various social service needs and resources. Provide individual and group counseling to identify specific problems to aide in the development and implements of service/treatment plans. Maintain and document narrative case notes for data entry into an automated information system. Report progress and make recommendations to the court and staff.

Narrative therapy is one of the post-modern therapies used today. Narrative therapy helps individuals identify their values, skills, and knowledge they have to effectively face problems in their lives. The key ideas of narrative therapy are: people’s stories give meaning to their lives, stories are shaped by emotional themes, a person’s story shapes his/her personality, people seek counseling when their stories do not match their lived experiences, and people who have less social power benefit greatly from Narrative Counseling. The concern is with meaning making and there is an emphasis on mindfulness and positive psychology. The process of Narrative therapy starts in the initial stage exploring the client’s issues. It then transitions into the insight stage to a deeper understanding of the issues. The insight stage is followed by the action stage, where the client and therapist work to change the story and therefore change the outcome. Lastly, there is the termination phase.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how

The use of narrative research in IS has been limited although there have been some recent publications (Alvarez & Urla, 2002; Davidson, 1997; Dube & Robey, 1999, Hirschheim & Newman, 1991). Table 2 lists some of these studies. However, the clear understanding of how to conduct, interpret and describe narrative research in the context of information systems does not exist and is being provided in this paper. Here, we explain the theoretical foundations and key elements of narrative research and present an exemplar of the application of this method.

Uniquely, both articles explored prior theories on their researched topic to find information which was explored and analyze it to extend their research options. Moreover, the qualitative article refers to several articles that relate and have information relevant to their study. Within the references that they utilize, they find an area where more information can be helpful for others in the classroom scenario regarding technology utilization. Correspondingly, the quantitative article explores prior research finding as well. Their results are analyzed and conclusions are drawn that refer to all the data inclusively. Then, they set out explore a more throughout investigation on how to utilize the technology in the classroom to best assist the teacher.