Summary+of+Research+Topic


 * Overarching Topic from a Conceptual Standpoint**

The idea that teachers face change agents on a continuous basis is a reality that teachers will remark on repeatedly. From the perspective of the teacher, these calls for change raise concerns within the teacher on many levels. Some concerns are the result of mandates being handed down from governmental bodies, some from local school boards, some from central office, some from building administrators, and so on. Some concerns are perceived necessary through a teacher's natural progression of learning over time and through experiences.

One change agent that tends to go unaccounted for is the students. Students, with their learning experiences, their intellectual needs, and their social-emotional needs, come into the classroom setting and teachers must change some aspect of themselves to meet those features within their students. Today, students are coming into the classroom setting very ready to use technologies as a vital piece of their learning experience, but many teachers are still not ready to teach with technology the way students are ready to learn with technology. Essentially, teacher change is required, but teacher concerns are needing to be recognized for what they are. Teacher attitudes are needing to be understood at their root. Teacher behaviors are needing to be tracked and categorized. Teacher innovations are needing to be enacted with the goal of developing teacher technology knowledge and skills to meet the needs of today's learners.

This research study will use the Concerns Based Adoption Model as its theoretical framework. The research seeks to understand the teacher concerns related to welcoming students into their classrooms who having existing technological knowledge. Particularly, students with existing technological knowledge who understand how to learn and share learning with technology are especially of interest to understanding teacher concerns and the change process.


 * Statement of the Problem and Purpose of the Study**

To simplify the problem down to a singular statement is not a simple task. Teachers are being asked to teach with technology fully integrated into their content and the pedagogical approaches they employ. When their students come in expecting that type of instruction from the get-go, teachers develop concerns that run the gambit. The first problem that arises for teachers is understanding the concerns and attitudes for what they are. Secondly, understanding their behaviors are for what they are is another step along with the change process continuum. Finally, how teachers implement some form of innovation to change needs to be understood. Essentially, no formal research exists to help teachers understand this problem.

Instead, staff developers and administrators throw their expertise and their monies at what they perceive to be the problem instead of understanding the problem as it is. This research study seeks to understand 6 essential questions and their answers from the teachers' perspectives. Understanding the problem requires time to listen to the concerned voiced by teachers, to observe their patterns of behaviors, and to study the processes they are employ to change (or to put their head in the sand).


 * Research Questions**

+ How do students with existing technological knowledge influence classroom teachers' concerns about integrating technology into their teaching? + How do students with existing technological knowledge influence classroom teachers' concerns about making sure that students are technological active in their learning activities? + How do students with existing technological knowledge act as change facilitators for classroom teachers who are aware of their need to change? + What attitudes do classroom teachers exhibit when students with existing technological knowledge are perceived to know more than the classroom teacher? + What are the patterns of behaviors classroom teachers exhibit when students with existing technological knowledge are perceived to know more than the classroom teacher? + How do students with existing technological knowledge help facilitate the process of change in classroom teachers who perceive a need to change?