Coding Worksheet: In-depth Coding of Sample Data
Name: Skyler Dallas
“A Study To Assess Teacher Educators’ Attitudes Towards Technology Integration In Classrooms” By Nishta
Rana
Initial Codes (codes noticed on
initial observations of sample
data)
Technology use in education
Teacher attitudes
Positive outcomes/attitudes
Ages of teachers
Color of Code in Data Set Sample Data (observations of data
(if color-coding) in primary source that correspond
with the code)
(no color codes) “As an innovative tool, technology
has played a central role in
improving teaching and learning in
light of educational reforms around
the globe (Kahveci, Sahin and Genc,
2011).”
(p. 190)
“The excess of studies conducted on
teacher characteristics including
perceptions, beliefs and attitudes
indicate the primacy of
understanding what drives teachers
to integrate technology in their
teaching.”
(p.191)
“Overall, the teacher educators
showed positive attitude towards
technology usage, as shown by the
mean score for each subscale being
4.0 and above (on a 5-point scale).”
(p. 198)
“Next finding of this study revealed
significant difference in attitude
towards technology with respect to
age of teacher educators. Younger
Potential Focused Codes (I.e.
additional codes noticed by doing
close analysis of sample data)
Technology “enhances”
teaching, according to the
article.
Article concluded that most of
their findings were positive
attitudes from teachers in their
study.
After the study, researchers
concluded that teachers are
interested in integrating
technology in the classroom.
This study found that the age
of teachers contributes to their
attitudes on involving
technology in the classroom.

“What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using
classrooms?” By Amy L Baylor
Interviews by Administration
Interviews by Teachers
age group scored lower than the
middle age group. However, no
significant differences emerged
among younger and older; middle
and older age groups.”
(p. 198)
“Also around 63% of the teachers
who are 25 years or younger versus
only 32% of the teachers who are 56
years or older have a positive
attitude towards the use of the
Internet in their own teaching.”
(p. 199)
(no color codes) “A structured interview was It was concluded that
conducted and tape recorded with administration sees potential
each chief school administrator to gains from incorporating
gather information regarding the technology into the school.
following variables, as shown
in Table 1: technology planning,
leadership, professional
development, and teacher
morale.”
“A structured teacher interview Teachers became more
was conducted with each of the informed and familiar with the
94 teachers to identify the use of technology which
teacher's perception of technology resulted in a negative outcome,
in the classroom regarding the as stated below.
following variables, as shown
in Table 1: curriculum alignment,
technology use, impact on content
acquisition, impact on HOTS, and
 technology integration.”
Positive attitudes given by “Administrators may serve as The article concluded that if
those involved positive role models for both administrators portray a
students and faculty. If teachers positive attitude to the rest of
and students perceive that the the school, others will be
administrator values and uses influenced to use the
educational technology, it may be
technology at hand.
more widely incorporated in the
classroom and more
conscientiously used by
students.”
Negative outcomes “Unexpectedly, it was found Teachers who used technology
that teacher non-school use of outside of the classroom often
technology negatively affected left out the importance of
the impact on content explaining and teaching
acquisition. Perhaps the more unfamiliar students with the
the teacher used technology technology at hand.
out of the classroom, the more
s/he was a more advanced user
and may have focused on the
technology itself rather than
the application of the
technology in the classroom.”

“Elementary school teachers’ ICT use in the classroom and motivators for using ICT” By Celebi Uluyol and Sami
Sahin
Positive attitudes (no color codes) “The most frequently occurring Some teachers have found that
incentive for the teachers to use incorporating communication
ICTs is their own expectations. technology in the classroom

Negative attitudes
Teacher Interviews
Technology use in education
These include increasing students'
attention and involvement, saving
time, making their job easier and
using media-rich teaching
materials.”
“Another finding that is also
striking is that the teachers
(except for one individual who
uses e-mail, instant messaging
and web design) do not use any
communication technologies.”
“I believe that technology use can
save time. Instead of writing
everything on the board, which
takes lots of time, I project the
content onto the board.”
“ICT innovation requires
investment in curriculum change
and, most important of all, in the
teachers and administrators.”
“Introducing ICT into schools is
like a jigsaw puzzle, comprising
many different pieces, each of
which is indispensable. All these
pieces should be considered
carefully.”
encourages involvement
among the students.
Some teachers from this
research choose not to use
communication technology in
their classrooms or in their
personal life.
Many teachers from this
research concluded that they
enjoy the integration of
communication technology in
the classrooms.
This article concluded that
incorporating technology into a
school is hard work and must
be done so thoughtfully and
carefully.
“Teachers and Technology: Present Practice and Future Directions” By Isha DeCoito and Tasha Richardson
Teacher use of technology (no color codes) “Teachers in this study indicated This study shows that teachers
that they used a variety of use technology in a variety of
technologies for multiple reasons different ways, incorporating a
in their classrooms. Emergent variety of different
themes of motivation – “Try to applications into the
keep it fun if possible, and
classroom.
involve the students. … I’m
trying to use technology more
when I can, and use computers
when we can,” and, “Because I
think it’s important for the kids to
be comfortable with it, because
they are going to be using it” –
and accessibility were highlighted
in the interview data.”

Student use of technology “Survey data revealed that This survey concludes that
teachers identified student use of students have reacted to the
technology as slightly more use of technology in the
positive than neutral, and classroom in a positive
included accessing online manner.
resources (3.68), working on
projects (3.11), problem solving
(3.27), supporting higher order
thinking (3.03), and generating
new ideas and representing
information (3.14; see Table 1).
Both online collaboration (2.57)
and the use of researchers’
professional tools (2.19) were
rated slightly negatively by
teachers.”

Types of technology “The most commonly used The article displays the most
 technology was digital cameras
(88%), followed by presentation
(82.4%), and tablets (including
Chromebooks; 77%). Simulations
and email followed (71% each),
then digital video games and
social platforms (47% each) and
class planning (35%).”
common methods of
technology use in the
classroom as well as how often
the applications are used by
this select group of teacher
subjects.

Preliminary Data Analysis:

In my research paper, I plan to include key pieces of data such as the positive outcomes from sources as well as the negative outcomes
from sources that have been collected. From this data, I have found that every source shares a pattern of including the shift a
classroom goes under when and if a school makes the decision to incorporate technology. Another pattern I have recognized is the
acknowledgement that incorporating technology into a school is a big adjustment and must be handled with care. Many of my sources
have supported the use of technology in the classroom. For these reasons, my current claim is that technology has a positive impact on
child development and education.