Final Draft Action Research Plan
Caleb Miller – CEP 894D
Part 1 - Problem Statement:
My proposal for my action research assignment will incorporate a number of different variables that I hope to identify and evaluate in an effort to enhance overall student achievement and teacher instruction. My research will focus on technologies impact on student’s ability to manage their time effectively. Moreover, my research will identify students of different learning styles and evaluate how each student learning style is impacted by the use of technology.
My research will be structured to first evaluate students so as to identify their preferred learning styles. I will identify students/groups by their two most preferred formats based on the learning style survey. Throughout the course of the school year, I will have selected topics that I will present in both “traditional” (i.e., paper, pencil, textbook, lab, etc) formats and multimedia formats (i.e., on-line assignments, web quests, etc). Students will be asked to keep their own time that is dedicated toward completing the assignment. I will be interested in studying the relationship between which format engages students for the greatest amount of time, and then use that variable in comparison to assessment scores. My goal will then be to divide students up into preferred learning styles and determine which formats were most effective for specific learning styles.
In summary, I am interested in trying to make a connection between students time management in terms of using, or not using, new technologies. Additionally I will attempt to identify connections between how time is managed compared to different learning styles. My method of evaluation will incorporate a comparison of standard assessment results.
Part 2 LiteratureReview:
1) Araya, Agustin A.(1997) San JoseStateUniversity. Techné: Journal of the Society for Philosophy and Technology, vol.3, number: 2. Experiencing the World Through Interactive Learning Environments.
Summary: This article examines the possible effects of the introduction of technologies across all levels of education. The author identifies that it is becoming clear that the use of new kinds of tools in an activity not only produces the intended effects of improving its efficiency, but can alter in unexpected and significant ways the activity itself as well as those involved. As technologies become more powerful and more widely used, the need for scrutinizing their unintended effects on people, activities, and communities, becomes more urgent.
2) Benson, Janette B., University of Denver, The National Teaching and Learning Forum, Volume 11 Number 2, Teaching with Technology and Generation E.
Summary: This article identifies that the effective use technology in teaching “Generation E” presents an interesting problem. What exactly can educators expect students to know about how to use computer technologies that we are currently learning and trying to incorporate into our teaching practice? Just because students are members of “Generation E” does not mean they have mastered even the most fundamental features of the operating system on their laptop or desktop computer. This is a major hurdle that education, and educators, faces in the future.
3)Brualdi, Amy C., ERIC: ED410226, Publication Date: 1996-09-00, Multiple Intelligences: Gardner's Theory.
Summary: Gardner's Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning.
4) Diaz, D. P., & Cartnal, R. B. (1999). Students' learning styles in two classes: Online distance learning and equivalent on-campus. College Teaching 47(4), 130-135.
Summary: The purpose of this study was to compare the student learning styles of two online health education classes. Educators have, for many years, noticed that some students prefer certain methods of learning more than others. These traits, referred to as learning styles, form a student's unique learning preference and aid teachers in the planning of small-group and individualized instruction. If optimal student learning is dependent on learning styles, and these styles vary between distance and equivalent on-campus students, then educators should be aware of these differences and alter their preparation and instructional methods accordingly.
5) Kearsley, Greg & Shneiderman, Ben, Engagement Theory: A framework for technology-based teaching and learning.
Summary: The fundamental idea of this article is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching. Because it emphasizes collaboration among peers and a community of learners and it focuses on experiential and self-directed learning, this article proposes that engagement can occur through distance and technology based learning.
6) Miller, Pamela 2001, ERIC: ED451140 LearningStyles: The Multimedia of the Mind. Research Report.
Summary: Research presented suggests that student motivation and performance improves when instruction is adapted to student learning preferences and styles. Educators have a responsibility to understand the diversity of their students and to present information in a variety of ways in order to accommodate all learners' preferences. Several learning styles theories have been proposed over the past 30 years, all of which concur on the diversity of learners and the need to address diversity in classroom instruction to improve student performance.
7) Montgomery, Susan M. &. Groat, Linda N, Occasional Papers on Teaching and Learning, Center for Research on Learning and Teaching, Universityof Michigan 1998, Student Learning Styles and Their Implications for Teaching
Summary: The authors suggest that by matching teaching style to learning style we are not resolving all classroom conflicts. Other factors such as classroom climate, previous background, motivation, gender and multicultural differences will greatly influence the amount of quality learning that takes place. However, by being self-reflective about the role of learning styles, educators can make teaching more rewarding and enhance student learning at the same time.
8) Trujillo-Mendoza Dissertation (2001) The Global Digital Divide: Exploring the Relations Between Core National Computing and Progress Over Human Development Over the Last Decade.
Summary: This dissertation provides extensive research and data used to explore aspects of global digital and human development resulting from adaptation and creation of information and knowledge resulting from improved communications technologies. The article concludes that information and communication technologies will be the single greatest factor in progress and national development in developing countries.
9) Veenema, Shirley and Gardner, Howard, "Multimedia and Multiple Intelligences," The American Prospect vol. 7 no. 29, November 1, 1996 - December 1, 1996.
Summary: Technology does not necessarily improve education. Consider a simple innovation like the pencil: One can use it to write a superlative essay, to drum away the time, or to poke out someone's eye. Another example is the television, it has educated thousands, while the daily network offerings dull the sensibilities of millions. The same is true of interactive technology, it could become a valuable education tool, but only if we use it to capitalize on our new understanding of how the human mind works.
Part 3 -Intervention/Instructional Plan:
Describe what you will do to address the problem you are investigating:
Students will first be evaluated to determine their prefered learning style according to Gardners’ Theory of Multiple Intelligences. Students will be grouped by their prefered learning style and then evaluated on their ability to complete assignments that either include, or do not include, the use of technology. Assessments will include: Exams, projects, lab reports with data collection, student survey, and instructor field notes and observations.
Discuss the learning theories, ideas, or perspectives that have influenced your plan:
Howard Gardners’ theory suggests that at least eight different and relatively independent types of intellignece exist. Gardner suggests that teachers should try to determine which type (or types) of intelligence each student has and direct the student to learning activities that capitalize on these inate abilities. Gardner believes that when group work is performed, students can make contributions based on their expertise. However, my research will consider the implications for individual growth and accomplishment when the use of technology is presented to students of differing learning styles.
Explain how technology will be used in your plan.
Technology will be introduced through a variety of structured formats. In each scenario observations will be made on two populations: one using technology and the other using more “traditional” formats (ex, paper, pencil, textbook). For example, students could complete an assignment on determining the epicenter location of an earthquake. One group will use an on-line version and only be provided resources integrating technology. The second group will be given a worksheet assignment identical to the on-line version. Comparissons will be made across learning styles on time spent working through the problem and assessment scores will be compared to evaluate student achievement.
Another illustration will require students to complete a research project. Group A will be required to use on-line resources and develop their presentation using a technology based format (ie, Powerpoint, Inspiration, web page, etc..). Group B will be given access to textbooks, encyclopedias, and library resources and be expected to develop a poster, story book or class activity to share their research findings.
Lastly, throughout the school year I plan to introduce different technologies to replace traditional methods. For example, classroom notes and assignments may be posted on-line, web resources will be made available to students, and media software will be introduced. The culmination of my data collection will require students to complete learning surveys based on the technologies that were presented to determine if students acquired new knowledge and if they had a preference to the increased use, and types of technology in the classroom.
Describe the setting of your project:
My research will be conducted in my 10th grade (approxiamte age 15-16) Earth Science classroom. Most of these students have been introduced to technology both in the classroom and at home. However, the district demographics would be best defined as middle class rural. Students come from farming backgrounds and have had fewer opportunities to work with (or be introduced) to new technologies. I believe that this setting is ideal for my research. The students are are mostly playing on a level field (or baseline) of knowledge. Moreover, the inquiry based nature of science promotes equal opportunities for all students and the use (or absence) of new technologies.
What will you do to implement your intervention/instructional plan?
First, students will be given a learning styles survey. This is a 50 question survey that analyzes the students preferences for learning. I have conducted this survey for the past two school years and I feel comfortable and confident working with this format. The results I have achieved in the past have been both accurate and helpful.
Second, I will identify 8-10 assignments that are administered through different formats both including and excluding technology. Exams, homework assignments, research projects and labs will be evaluated while considering prefered learning styles. Ultimately, I intend to make observations on the learning styles that benefit most (and least) from the inclusion of technologies.
Lastly, through the use of a survey and field observations, I hope to determine students personal preferences (or avoidances) when technologiers are either introduced or are absent.
At the conclusion of my research, I intend to evaluate these important factors:
1)How did students manage their time. Students will be required to independently track the amount of time they spend on each version of the assignment (on-line vs paper/pencil). I will be interested in determining if one format engages students for a greater amount of time and the assessment results that are achieved as a result of their time investment.
2)Does the use of technololgy favor certain specific learning styles. Assessment scores will be compared across identified learning styles. My research will indicate which specific learners showed a preference to the use of technology.
Part 4 --Evaluation Research Plan
Data Collection:My analysis will consist of five components: 1) Determining students prefered learning styles using a survey. 2) Evaluation of the amount of time students devote to online/technmology based activities compared to traditional assignments using paper, pencil, textbook and library resources for research. 3) Comparisson of assessment scores across the learning styles compared to the inclusion (or exclusion) of technolgy integration into the lesson plan/activity. 4) Students survey analyzing ease of assignment completion, enjoyment, knowledge retention, and prefered technology applications. 5) Field notes and observations of students engaged in lessons/activities.
Sample Survey Questions:
Data Analysis: My analysis will try to make connections across four important variables: 1) students learning styles, 2) time management, or more specifically time dedicated to assignment completion, 3) assessment results, and 4) students expressed satisfaction of learning and enjoyment of completing assignments.
My data analysis will start with the learning styles survey. The execution of this survey has students complete a series of questions, and based on their responses they generate a graph that indicates their prefered learning style.
Once students have been assigned to their learning style groups, I will have them track the amount of time they spend completing online vs traditional type assignments. They will be required to write their start and finish time on the assignment when it is distributed and collected.
Asessments will be varied to insure good representation. Scores will be compared on assignments including exams, projects, labs and daily work. My evaluations will be standardized in an effort to minimize the instructors influence on graded work.
Lastly, students will be given a survey to determine the extent of their technology knowledge, ease of completing assignments, and satisfaction with working through the assignment. Studnets will be given the survey both before and after the data is collected to determine if their preferences have changed.
Once all the data had been gathered, I will first group students by their learning styles. I will then begin to compare the factors of assessment, time management and student preferences across the learning styles. I believe with great confidence that this information will reveal a tendency for technology to benefit certain specific learning styles greater than others.