Methodology: Limitations/Challenges

Digital Technologies
Changing Literacies
Teacher Training
No Technology

This survey
See the Survey

Courses & Workshops
Nature of Training
Faculty & Graduate Students

Further Study
Appendix A
Works Cited


There are, of course, limitations to this study, the foremost of which is the representativeness of the sample. A challenge of any survey research is finding and recruiting participants from the target population. This challenge is compounded by an online survey with its distribution limitations. As a result of the online format, I was unable to randomize my sample population, which may have resulted in reduced variation in data. Instead, I resorted to self-directed sampling, which means that I solicited particular participants and groups of respondents. Because of the surveying tool (INQSIT), I limited my potential pool of respondents to those already involved in online activities and/or those attending a national convention. Surface mailing surveys to all institutions may have increased my response rate overall and specifically the response rate of faculty members; however, it was not a viable alternative because of financial considerations and time constraints. Finally, while the online survey had the potential to increase ease of response within a target population, some members of the target population may have not participated because of their discomfort with online interactions. An attendant difficulty is that it was difficult to determine exactly who participated. Despite these difficulties with distribution and sampling, I obtained data, which I analyzed by collating responses and calculating percentages. I then used common responses from the text-boxes to expand the quantitative analysis.

While a survey provides me with quantitative and qualitative data offering insight to attitudes, opinions, and feelings about technology training and teacher preparation, it will not produce the kind of data needed to create a full picture of the state of technology training especially with regard to new literacies. But what is important is that we continue to track both the nature of technology training and the processes we take to offer or require such training.  Furthermore, I hope this survey serves as a place to begin an explicit discussion concerning technology training for new teachers and graduate students. See questions for further research.

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