After analyzing my quantitative research, I have found that collaboration seems to be best when it is done in a face to face setting. My control group scored much higher on the collaboration self-assessment tool that I gave them both before and after the study. My treatment group started off with a lower score but their gain was also not that significant enough to make a difference. I believe that this is due to the fact that not many students were engaged. While I should have been able to use two whole classes as a sample, I was only able to use about half of both classes as a sample because not everyone turned in their homework as they should have. I suggest that if they were to do further research, they would look at the engagement level as well as see how to students can build an online relationship before giving them only technology to use. While I had originally expected that technology would help increase their collaboration, it seems that face to face is still valuable. I had intended on moving to only using technology in the classroom but now I do see the value in making sure those face to face interactions are still provided.
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I definitely feel that I have been able to actually explore more 21st century technology and how I could apply them to my own classroom. I have been introduced to so many more apps and websites that I did not know about, a few of which I have implemented into my own class already. The fact that I have to use some of these new tools to finish an assignment really allows me to see the application and how useful it could be in my classroom. Originally I knew of quite a few tools but never actually tried to use them, now I am more willing to try new things. Since this is my first year its really helpful to explore the different tools and try them all out since I'm still trying to figure out what works for me. In terms of attitudes, I feel that because I just recently finished my credential program, a lot of what was covered about the school systems is what I was covering about a year ago and so I still feel that there is a lot more work that needs to be done. At least now, I am more hopeful, I feel that I'm a lot more prepared than when I started in August. I'm really anxious to start using these tools full force in the next coming school year once I continue to get the hang of things. I still feel that I'm trying to find a balance between technology and other tools so I am looking forward to understanding how to use it more efficiently now that I have so many more tools.
A flipped classroom seems beneficial as long as you know you have a group of students who want to learn or that you at least provide some kind of quiz when they return. At least when it comes to my group of kids... I can't see them wanting to go home and watch a lecture when they got to do all the "fun" stuff at school already. They'll see it as they are done and won't even touch the lecture. Ideally, this would be great as you could have a lot more time to help students work through difficult questions instead of having to be up there giving small lectures in between as I am so often doing. I definitely see the boredom in their eyes even if I am only up there for 5 minutes. This is why a CBL classroom would work better as this is done within the classroom and if it is not, it is not necessarily boring book work so they would still enjoy it better than having to watch a lecture at home. The fact that a CBL classroom demonstrates a learning environment where students help create the space and where they can find the best ways for them to work allows them to be able to take a sense of pride in their work and a willingness to see it through. As suggested, "It captures children's enthusiasm for asking them to think of the big questions, and how to answer them."
I would eventually like to try both and definitely see a lot more benefits in a flipped classroom IF I can get a group of students who I know will do the work at home. A CBL classroom seems like it would work best in a science or even history class. I guess I'd have to really think about how to apply this kind of classroom to an English classroom. I will be having quite a few data tools that I will be using. For my qualitative data I will be using a Google Form to ask a series of questions that ask about their computer usage and how much they know about collaboration skills. I also had the students fill out a Collaboration Self-Assessment Tool where they had to identify where they thought they stood in each category. I had them fill out another Google form to indicate which number they picked for each category so it can be graphed easily.
For my quantitative data I will be using a rubric to assess their portfolios and online sites. For each assignment that they are working on, I am having them do it individually first then having them work on it together so I can see their individual responses and the responses they came up with together. By the end of the study they will have created an argumentative essay together which I will also use a rubric on. Originally I was going to have a pre test/post test but found that when it comes to collaboration, it is a lot of self-reflection and observation as you can't really give them a test to see what they know about these skills since collaboration requires more than one person. Using these tools will help me answer my driving question because I am comparing two different classes data to see whether technology does have any effect on collaboration and communication skills. |