What new questions did your study results reveal?
Some new questions I now have relate to what I would have done differently. I wonder if it would have been different had more students participated? I wonder if the study had been given over a longer period of time if the treatment group would have scored themselves higher on their collaboration. This also leads me to the question of how can I use technology to help with their collaboration skills? What do I need to do beforehand to ensure that they are effectively learning how to collaborate? What did this study suggest about a larger research agenda? What this study suggests is that technology may be valuable to teaching students to collaborate but students must be front loaded first with building that relationship with the technology. What next steps might you take to expand on or extend this study?\ Some next steps that I would take would be to figure out how I can ensure there is more engagement from the students.
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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.
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. My driving questions are: What effect does modern technology such as Web 2.0 applications like Google Applications such as Sites, Classroom, Slides, Docs, etc.have on an interactive environment where students can participate in academic conversations in a 21st century setting? What is the relationship between technological resources and the improvement of English communication and collaboration skills?
Will you leverage any tech tools to implement your action research study? I will be using Google Chromebooks with both of my groups to give them both a survey. My treatment group will be using Google Chromebooks throughout the duration of the study and will complete both their pre/post test on the Chromebooks. Why will you choose these tools? I chose this tool because my driving question is focused on using technology in the classroom and this is the type that is available to me for a whole class set What kind of data can they provide? The data that I am interested in is related to to what effect does technology have on communication and collaboration skills. The Chromebooks are my only way to get that type of data. The educational context surrounding my DQ is at a national, state, district and school level. At a national level, when looking at the most recent data available from NAEP reading scores, as a nation overall, scores decreased in 8th grade for select student groups. Nationwide we have around 70% of students who are not meeting proficiency on these standardized tests. At a state level, there are about 50% of students who are not meeting proficiency. Both my school district of Fairfield, and my school, B. Gale Wilson, compare slightly less to the California average. By looking at the data, it is clear that students are not learning all the skills they need to meet proficiency. In 2010 California adopted Common Core Standards and as of March of 2013 the standards were revised (CCCSS - ELA). An emphasis on 21st century skills had been established but it is clear from the data that while our curriculum is moving toward 21st century learning, the skills are not being learned by all students in order for them to meet proficiency. Through the focus of using technology, students might build the skills needed (communication, collaboration, creativity, and critical thinking) to allow them to have a greater depth of understanding the content.
Initially it was really difficult to try to find articles that were updated and showed how technology was being used in the classroom. I only really found a lot about what pre service teachers should be taught during their credential program to prepare them to use technology in the classroom, but as I just finished a credential program after these studies had been published, none of it applied. Another issue I found in my research is that since a lot of it was from 2012 and before then, the research was very outdated as it talked about barriers of having technology in the classroom that don't quite apply 6+ years later. I was finally able to find research that showed the application of these technological resources in the classroom and how it did benefit students. While there is still research that I need to do, this does help with coming up with the reason why I need to continue to pursue my driving question. My driving question is still quite broad and not focused. I know it's not just about the technology but how the technology is being used in the classroom. I've been playing around with the idea of technology helping close the achievement gap. I guess I've been wondering how I can use technology to ensure all kids are understanding the content equally. How can technology help students of low socioeconomic backgrounds achieve the same results as their peers who have had this access from the beginning? Why do some of my students know how to do so much more with technology than others? Is this giving them an advantage? So somewhere amongst these questions is my focus. So I suppose then my need to knows are related to technology and closing the achievement gap.
1. What are some varied and effective strategies that use technology to instruct diverse learners? 2. How can technology help students access content in a way that helps them build on their knowledge? 3. Can technology help keep students engaged? Will that make a difference in how they learn? 4. What students do well using technology? What has worked with them and what can I use to apply to other students? The IRB form also wants research methods and procedures. I'm not quite sure how I would go about researching how technology can help close the achievement gap. Some questions I have are: 1. What group of students can I use to focus on? 2 What criteria is needed to determine whether technology is helping students stay engaged and take in the content? 3. What kind of data will I get? Need to knows:
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