We have discussed setting goals, having a plan, monitoring progress, and engaging in reflection; now we need to look at additional pieces of the plan and consider resources that will engage students and create proficiency and confidence, (Cennamo, Ross, & Ertmer, 2010). In order to do so, students will need to become used to the idea that technology resources can extend their learning and that they can, and should have an active part in creating this learning process. I still plan to incorporate staff development opportunities, collaboration time, and to develop class guidelines and lessons with each individual class that I engage; although more of a focus on Monitoring and Evaluating, by linking objectives to technology assisted assessments, will be incorporated. As a formative assessment I would like to continue to develop lessons where I utilize the Turning-Point interactive clickers to facilitate a variety of learning experiences. Consistent project-based assessments can be utilized in daily instruction to target material that is real-world applicable, demonstrates a wide range of skills, and requires judgment and innovation, (Cennamo, Ross, & Ertmer, 2010). The task of importing summative assessments from word processing documents, into the county-based computer assessment software is now an idea that will be a focus for my PLC in the upcoming school year. The data collected from these CBA, will then be used to drive instruction and provide differentiation where needed. Students should still become familiar with blogging, the use of a wiki, and to know the difference in how to utilize the two for peer communication, assessment, and reflection. Ideas and “new finds”, such as the popular Rubistar website to create, customize, and save rubrics will be shared and can support my goal of demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008).
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, July 21, 2010
Wednesday, July 14, 2010
Integrating Resources for the GAME Plan for NETS-T
We have discussed that by setting goals, having a plan, monitoring progress, and engaging in reflection; we can create a technology rich environment and help to prepare our students for future tasks, jobs, and life situations, (Cennamo, Ross, & Ertmer, 2010). In order to do so, careful thought of what resources and information to include, is necessary. To achieve my first goal, to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008); I will need to secure the Netbooks for each student in my classroom during the 2010-2011 school year. While the application has been completed, I will need to follow up with administration and resource personnel so that this luxury is in place when school doors open to students. Proper training and staff development will need to be part of this plan as well. To increase the opportunities that my students have to use technology in school, I will need to carve out planning time to collaborate with my colleagues and revise old projects to infuse technology such as when using it as a mindtool, an assisted technology tool, and to encompass the UDL approach to differentiation. I will need to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use, and would like to develop class guidelines with each individual class that I engage. Lesson plans that help to clarify what proper use is and isn’t should be presented; while a teacher think-aloud, focusing on my own thoughts of how to use technology responsibly will support such lessons. My plans include students becoming familiar with blogging, the use of a wiki, to know the difference in how to utilize the variety of technology tools that are available, and to be able to communicate with their peers about technology on an academic level.
I had stated that I would monitor the proper use of technology and insure that students are using the tools responsibly, by logging into Black Board on a weekly basis and verifying that students have posted appropriate responses to the blog assignments. This will require that I have access to my own laptop as well as to the grading software that Fairfax County utilizes. I will provide formative and summative assessments in electronic format and analyze the data to drive further instruction. To clearly “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008), I will encourage our group to take advantage of collaboration and to know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and to share resources and knowledge that we develop. By revisiting PLC topics each week, I can insure that the level of technology infusion is increasing and to approach administration if further resources are needed to do so.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2008a). Program four. Enriching Content Area Learning Experiences with Technology, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
I had stated that I would monitor the proper use of technology and insure that students are using the tools responsibly, by logging into Black Board on a weekly basis and verifying that students have posted appropriate responses to the blog assignments. This will require that I have access to my own laptop as well as to the grading software that Fairfax County utilizes. I will provide formative and summative assessments in electronic format and analyze the data to drive further instruction. To clearly “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008), I will encourage our group to take advantage of collaboration and to know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and to share resources and knowledge that we develop. By revisiting PLC topics each week, I can insure that the level of technology infusion is increasing and to approach administration if further resources are needed to do so.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2008a). Program four. Enriching Content Area Learning Experiences with Technology, Part Two [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Thursday, July 8, 2010
Establishing a GAME Plan for NETS-T
Common knowledge today is that, “once we let students (particularly in groups) take the lead on technology projects, that teachers tend to see more engagement and better results,” (Prensky, 2008). Certainly the same must be true of adults in the field of education. To enrich professional practice, the National Educational Technology Standards (NETS•T) has established a set of performance indicators for teachers to aspire to. The standards provide opportunities for teachers to become active participants in learning how to use technology, and more importantly, how to use technology within their classroom to engage students. By setting goals, having a plan, monitoring progress, and engaging in reflection; we can create a technology rich environment and help to prepare our students for future tasks, jobs, and life situations, (Cennamo, Ross, & Ertmer, 2010).
My first goal will be to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008). Indicator 4c can be accomplished by simply increasing the opportunities that my students have to use technology in school, and moving away from the idea that we must focus on mastering each skill, (Prensky, 2008). Simple willingness can increase confidence and allow for authentic and responsible learning to occur more frequently. I will need to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use, and would like to develop class guidelines with each individual class that I engage. Lesson plans that help to clarify what proper use is and isn’t should be presented; while a teacher think-aloud, focusing on my own thoughts of how to use technology responsibly will support such lessons. To monitor the proper use of technology and insure that students are using the tools responsibly, I will log into Black Board on a weekly basis and verify that students have posted appropriate responses to the blog assignments that I will give and that they are conducting themselves in a respectful manner when responding to their classmates. Students who are not following our class guidelines will not only be deducted points for the assignment, but will also need to spend additional time with me to clarify what proper use is. As for the evaluation piece of this plan, I will provide formative assessments where students will have to identify proper use of technology and those situations that are not, as well as routine warm-ups exercises where students will have to create a response to my prompt and then share with the class what they might post. I will also require my students to engage in a classroom discussion that assesses how someone on the receiving end of misuse may be made to feel and evaluate their participation and responses. With each of these components in place, I have confidence that my students will become more comfortable with the use of technology as a classroom tool and that they will learn to conduct themselves in a scholarly manner while doing so.
Second, I am making a plan to focus on Indicator 5b and to “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008). As the Planned Learning Community Leader of 8th grade science I will promote the idea that our group, take advantage of collaboration and know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and that we share our successes and failures so that we can all learn from them. Since I am fortunate enough to work with a Department Chair in Science who shares my view of technology infusion and is motivated to encourage and help develop such practices; we will apply for and attempt to furnish each student that we teach, with their own laptop for classroom use. Our focus and philosophy of the integration of technology will continue to be communicated to our administration and further supported by resource teachers in the school and parents within the community. A scaffolded approach to helping other teachers in our PLC can be used incorporating the idea that I or my Department Chair can come to teach a class period in their room and that by observing our process/lesson, that they can develop their own confidence and repertoire of technology skills. By revisiting the focus topic or lesson that we are addressing each week in our PLC meetings, I can monitor the level of technology infusion and share in the decision making process of what we should modify and what we found success with. By working as a group and evaluating ourselves, we will be able to take risks and clearly see the motivation and engagement that we all desire for all students in our classroom.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2008). Program three. Enriching Content Area Learning Experiences with Technology, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
My first goal will be to become more “proficient and confident in promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information,” (NETS-T, 2008). Indicator 4c can be accomplished by simply increasing the opportunities that my students have to use technology in school, and moving away from the idea that we must focus on mastering each skill, (Prensky, 2008). Simple willingness can increase confidence and allow for authentic and responsible learning to occur more frequently. I will need to model and scaffold the idea of proper etiquette and responsible social interactions related to technology use, and would like to develop class guidelines with each individual class that I engage. Lesson plans that help to clarify what proper use is and isn’t should be presented; while a teacher think-aloud, focusing on my own thoughts of how to use technology responsibly will support such lessons. To monitor the proper use of technology and insure that students are using the tools responsibly, I will log into Black Board on a weekly basis and verify that students have posted appropriate responses to the blog assignments that I will give and that they are conducting themselves in a respectful manner when responding to their classmates. Students who are not following our class guidelines will not only be deducted points for the assignment, but will also need to spend additional time with me to clarify what proper use is. As for the evaluation piece of this plan, I will provide formative assessments where students will have to identify proper use of technology and those situations that are not, as well as routine warm-ups exercises where students will have to create a response to my prompt and then share with the class what they might post. I will also require my students to engage in a classroom discussion that assesses how someone on the receiving end of misuse may be made to feel and evaluate their participation and responses. With each of these components in place, I have confidence that my students will become more comfortable with the use of technology as a classroom tool and that they will learn to conduct themselves in a scholarly manner while doing so.
Second, I am making a plan to focus on Indicator 5b and to “exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others,” (NETS-T, 2008). As the Planned Learning Community Leader of 8th grade science I will promote the idea that our group, take advantage of collaboration and know that for every subject we teach, there are people out there in the same position (Laureate Education, Inc., 2008). I will encourage us to keep open lines of communication with neighboring middle schools and that we share our successes and failures so that we can all learn from them. Since I am fortunate enough to work with a Department Chair in Science who shares my view of technology infusion and is motivated to encourage and help develop such practices; we will apply for and attempt to furnish each student that we teach, with their own laptop for classroom use. Our focus and philosophy of the integration of technology will continue to be communicated to our administration and further supported by resource teachers in the school and parents within the community. A scaffolded approach to helping other teachers in our PLC can be used incorporating the idea that I or my Department Chair can come to teach a class period in their room and that by observing our process/lesson, that they can develop their own confidence and repertoire of technology skills. By revisiting the focus topic or lesson that we are addressing each week in our PLC meetings, I can monitor the level of technology infusion and share in the decision making process of what we should modify and what we found success with. By working as a group and evaluating ourselves, we will be able to take risks and clearly see the motivation and engagement that we all desire for all students in our classroom.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2008). Program three. Enriching Content Area Learning Experiences with Technology, Part One [Motion picture]. Integrating technology across the content areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Sunday, June 27, 2010
Final Reflection for Course 6712
The use of technology in the classroom enables connections to be made across the curriculum, the school, the county, and further, across the world. This striking revelation, as well as the idea that in effective classrooms the integration should appear seamless, motivates me to continue to engage my students in meaningful lessons about new information literacy skills and to reflect and revise projects and assignments as necessary, (Laureate Education, Inc., 2008). Simply using Power Points Presentations or asking students to type out projects, then print and paste on poster board is not enough. Multimedia projects that require thought and inquiry should be driving our instruction. Lessons where students are actively using their minds and creating their own process, as they go are what we should focus on. I had previously and mistakenly assumed since my students were so familiar with personal technology and have grown up, digital natives, that they would already know how to proceed with such tasks. Now, I accept and look forward to my role in helping them to correctly explore the new skills.
This particular Walden University course, has given me insight on how to breakdown each part of the inquiry process using the QUEST model suggested by Eagleton & Dobler, 2007. This process includes developing good questions, locating valuable resources, evaluating websites, and finally creating a product of some sort that helps to synthesize and communicate information to others (November, . Surprisingly, I have already used the idea of which search engines can be used for which purpose in my own life and will certainly adapt my teaching to reflect this shift of knowledge. My students deserve a teacher who will prepare them for a 21st Century world where job skills encompasses information literacy and the ability to be able to use such skills. Next year, I plan to incorporate small inquiry projects that use technology such as blogs into my classroom on a bi-weekly basis. While this is only a starting point, I am excited to teach the correct way to write on a blog and the etiquette of its use. I will select a blog topic that is open ended enough to require some inquiry and minimal research, and will require all communications be posted by a specific deadline, creating meaning and promoting learning through connectivism (Laureate Education, Inc., 2008). I will require that my students reflect on other responses and then reply to a minimum of 2 students, finally submitting a one paragraph personal reflection of the experience to me through the digital dropbox tool on BlackBoard. In addition, I would also like to use the lesson plan that I have developed for this course, later modifying and improving it for increased student benefit.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (Producer). (2008). Program thirteen. It’s not about the technology [Motion picture]. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
This particular Walden University course, has given me insight on how to breakdown each part of the inquiry process using the QUEST model suggested by Eagleton & Dobler, 2007. This process includes developing good questions, locating valuable resources, evaluating websites, and finally creating a product of some sort that helps to synthesize and communicate information to others (November, . Surprisingly, I have already used the idea of which search engines can be used for which purpose in my own life and will certainly adapt my teaching to reflect this shift of knowledge. My students deserve a teacher who will prepare them for a 21st Century world where job skills encompasses information literacy and the ability to be able to use such skills. Next year, I plan to incorporate small inquiry projects that use technology such as blogs into my classroom on a bi-weekly basis. While this is only a starting point, I am excited to teach the correct way to write on a blog and the etiquette of its use. I will select a blog topic that is open ended enough to require some inquiry and minimal research, and will require all communications be posted by a specific deadline, creating meaning and promoting learning through connectivism (Laureate Education, Inc., 2008). I will require that my students reflect on other responses and then reply to a minimum of 2 students, finally submitting a one paragraph personal reflection of the experience to me through the digital dropbox tool on BlackBoard. In addition, I would also like to use the lesson plan that I have developed for this course, later modifying and improving it for increased student benefit.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (Producer). (2008). Program thirteen. It’s not about the technology [Motion picture]. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
Sunday, April 18, 2010
Evaluating Research Methods
As we conclude our study of research design and a complete analysis of literature; the world of research seems larger and significantly more understandable. The following scenarios are for application purposes, and can be described using the knowledge that we have gained from our current Walden University course.
Scenario 1:
Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
Response:
Since, qualitative studies are important for the improvement of educational theory, it is clear that this approach to research is completed in a qualitative manner (McMillan, J., & Schumacher, S., 2008). The study focuses on observation and uses a face to face method of collecting research, such as interviews and observation (Laureate Education, Inc., 2008b). There does not seem to be a statistical gathering of data for this scenario, nor does the research warrant numerical analysis. In my opinion, this study could lend itself to an ethnographic approach, though I see it more clearly through the case study lens.
Scenario 2:
Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
Response:
Quantitative research designs “maximize objectivity by using numbers, statistics, structure and control” (McMillan, J., & Schumacher, S., 2008, p. 23). In this scenario, the target population being controlled and observed is each group of 15 students, all of whom have similar demographics. The sampling appears to be done in a random manner, meaning that each student had the same probability of being chosen for the study. The researcher could be looking for a correlation or possible taking the quasi-experimental approach to finding and analyzing data ((McMillan, J., & Schumacher, S., 2008). In either case, the objective is to see which group of students will have the fewest office referrals.
Scenario 3:
A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Response:
Since by definition, “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day to day practice,” (McMillan, J., & Schumacher, S., 2008, p. 174); we find that these parameters encompass the third scenario. Here, a school counselor attempts to investigate student attitudes affecting the value of peer mediation. The inference is made that the school counselor will analyze the data collected in order to decrease the number of office referrals. This immediate application to such a specific problem again, qualifies this approach as action research (Laureate Education, Inc., 2008a).
Scenario 4:
Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
Response:
Finally, the last scenario can be defined using a mixed method approach to research. The study begins with a quantitative survey, collecting numerical data and then focuses more on qualitative interviews to provide meaning to the information gathered. The bi-monthly follow-up occurs after the quantitative portion of the investigation, allowing us to classify the study even further, in that it uses the explanatory method of the mixed method design. Here, we “get the best of both methods”, (Laureate Education, Inc., 2008a) and can apply each in a successful manner.
References:
Laureate Education, Inc. (Producer). (2008b). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008a). Program seven. Additional Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry Laureate custom edition). Boston: Pearson.
Scenario 1:
Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
Response:
Since, qualitative studies are important for the improvement of educational theory, it is clear that this approach to research is completed in a qualitative manner (McMillan, J., & Schumacher, S., 2008). The study focuses on observation and uses a face to face method of collecting research, such as interviews and observation (Laureate Education, Inc., 2008b). There does not seem to be a statistical gathering of data for this scenario, nor does the research warrant numerical analysis. In my opinion, this study could lend itself to an ethnographic approach, though I see it more clearly through the case study lens.
Scenario 2:
Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
Response:
Quantitative research designs “maximize objectivity by using numbers, statistics, structure and control” (McMillan, J., & Schumacher, S., 2008, p. 23). In this scenario, the target population being controlled and observed is each group of 15 students, all of whom have similar demographics. The sampling appears to be done in a random manner, meaning that each student had the same probability of being chosen for the study. The researcher could be looking for a correlation or possible taking the quasi-experimental approach to finding and analyzing data ((McMillan, J., & Schumacher, S., 2008). In either case, the objective is to see which group of students will have the fewest office referrals.
Scenario 3:
A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
Response:
Since by definition, “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day to day practice,” (McMillan, J., & Schumacher, S., 2008, p. 174); we find that these parameters encompass the third scenario. Here, a school counselor attempts to investigate student attitudes affecting the value of peer mediation. The inference is made that the school counselor will analyze the data collected in order to decrease the number of office referrals. This immediate application to such a specific problem again, qualifies this approach as action research (Laureate Education, Inc., 2008a).
Scenario 4:
Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
Response:
Finally, the last scenario can be defined using a mixed method approach to research. The study begins with a quantitative survey, collecting numerical data and then focuses more on qualitative interviews to provide meaning to the information gathered. The bi-monthly follow-up occurs after the quantitative portion of the investigation, allowing us to classify the study even further, in that it uses the explanatory method of the mixed method design. Here, we “get the best of both methods”, (Laureate Education, Inc., 2008a) and can apply each in a successful manner.
References:
Laureate Education, Inc. (Producer). (2008b). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008a). Program seven. Additional Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry Laureate custom edition). Boston: Pearson.
Sunday, March 21, 2010
Application Number 3: EDUC-6653 Introduction to Educational Research
After writing my research problem statement last week, telling the reader what my focus will be, describing the educational context of the topic, and why my problem is significant enough to research; the next step was to clarify the variables that might impact my problem. One or two questions allowing me insight into my topic of study and to further develop a good research report, were the goal. Good research questions should help to focus the topic and to allow the researcher a more manageable study. The following information provides a review of last week’s task as well as the additional research questions and methodology that I have developed.
General Problem Statement (Revised)I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.
Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives and within my local school
Further Research Questions
What is the current achievement level of middle school students on Standardized Tests? (Descriptive Question)
How often are on-line assessments, created by teachers, being used in the classroom? (Descriptive Question)
Will using teacher-created on-line assessments in the classroom improve Standardized Test scores? (Relationship Question)
Is there a difference between Standardized Test scores for students who participated in on-line classroom assessments and those who did not?
(Difference Question)
Research Design and Methodology
“The purpose of a research design is to specify a plan for generating empirical evidence that will be used to answer the research questions. The intent is to use a design that will result in drawing the most valid, credible conclusions from the answers to the research questions,” (McMillan, J., & Schumacher, S., 2008, p. 24). A Quantitative, non-experimental design describes things that have occurred such as the performance on Standardized tests, with or without the use of teacher created on-line assessments as practice. This design does not directly manipulate the conditions experienced, but more so assesses the relationship between the two phenomena. To clarify my research design even further, I will be using the correlational subclassification design method and will study statistical data to help further answer my research questions and make a statement about the degree of association between students who had practice with teacher created, on-line assessments and their Standardized test scores and then those students who did not have the on-line classroom practice.
References
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
General Problem Statement (Revised)I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.
Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives and within my local school
Further Research Questions
What is the current achievement level of middle school students on Standardized Tests? (Descriptive Question)
How often are on-line assessments, created by teachers, being used in the classroom? (Descriptive Question)
Will using teacher-created on-line assessments in the classroom improve Standardized Test scores? (Relationship Question)
Is there a difference between Standardized Test scores for students who participated in on-line classroom assessments and those who did not?
(Difference Question)
Research Design and Methodology
“The purpose of a research design is to specify a plan for generating empirical evidence that will be used to answer the research questions. The intent is to use a design that will result in drawing the most valid, credible conclusions from the answers to the research questions,” (McMillan, J., & Schumacher, S., 2008, p. 24). A Quantitative, non-experimental design describes things that have occurred such as the performance on Standardized tests, with or without the use of teacher created on-line assessments as practice. This design does not directly manipulate the conditions experienced, but more so assesses the relationship between the two phenomena. To clarify my research design even further, I will be using the correlational subclassification design method and will study statistical data to help further answer my research questions and make a statement about the degree of association between students who had practice with teacher created, on-line assessments and their Standardized test scores and then those students who did not have the on-line classroom practice.
References
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Sunday, March 14, 2010
Application Number 2: EDUC-6653I Introduction to Educational Research
As we are introduced to the various designs and procedures for research, I aim to gain a deeper understanding and appreciation of the work, process, and commitment that is involved. The first step in conducting a research study is to write a problem statement. This statement should tell the reader what the focus will be, describe the educational context of the topic, and to explain why the problem is significant. Below is the statement that I have developed after continual and engaging thought of current, valid, and meaningful issues in Education.
General Problem Statement
I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.
Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives
General Problem Statement
I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.
Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives
Subscribe to:
Posts (Atom)
Posts
