Technology in the Classroom- Action Research (Synopsis)
Can technology impact student success in the classroom? Advancements in the use of technology to support learning has led to a major focus on research to determine the role of technology in the classroom. This action research project intends to provide better understanding of the effectiveness of technology in the classroom. The research was conducted at Orchard View high school during the second trimester to a group of students consisting mainly of sophomore students. The baseline condition of technology used in the classroom included the use of an overhead projector, a computer, and powerpoint slide shows. There were no additional course specific online resources offered by the classroom teacher.
The purpose of the action research initiated in this study was to determine the effectiveness of student performance in a World History class given an online resource dedicated to providing daily assignments and additional learning experiences outside of the classroom. The use of the web resource Moodle was incorporated into the twelve week trimester to provide transparency between teachers, students, and parents interested in staying informed of the daily classroom activities.
The research plan for this study included the use of student surveys to determine if this was their first time using an online (Moodle) resource in class, evaluate the student’s availability of the internet in their home, generate student response to the use of Moodle previous to taking tests. Students were initially given a survey on December 14, 2009 in class to determine their availability of having the Internet at home. The second survey was conducted on February 22 2010. The second survey focused on assessing students experience and intent to use an online Internet resource (Moodle) for study. The February 22 survey included the following ten questions:
Is this the first class you have used Moodle?
What was your approximate grade on your last test?
Do you have Internet access available at home?
Do you have Internet access available elsewhere?
Did you use Moodle to study for the last test?
What is your approximate grade in the class so far?
What feature do you like most about Moodle?
What would you like to change about Moodle?
Finish the statement: Moodle would be more help to me if-,
What Internet sources do you use as resources for learning?
The survey initiated on March 11 asked one question relevant to technology in the classroom: do you plan to use Moodle to study for the final exam?
The results of the study determined that 86% of students have Internet for use in their home. Consequently, 14 % of the students participating did not have a reliable resource for use in their for the purpose of learning. With regard to first time users of Moodle, the research concluded that 63% of the students were using Moodle for the first time while 17% had previously used Moodle. Only 46 of 90 students students participated in the forum homework assignment deeming homework provided through an online resource as 51% effective. Regarding the use of Moodle as a method of studying for a test, only 13 students reported using the web resource while 39 students reported that they did not use Moodle. The average test scores for the users of Moodle were 79% compared to an average score of 72% by non-users of Moodle. 33 students revealed they intended to use Moodle as a resource for study for the final exam while 15 students reported that they did not intend to use Moodle and 7 reported that they were undecided. Average Final Exam scores for the 33 students who reported their intent to use Moodle were 78% compared to the average test scores of students who did not use Moodle at 76%. Students, who reported being undecided, earned an average 79% on the final exam.
The study concluded that the use of an online resource has a slight increase in student performance. However, using an Internet resource for homework assignments is quite unsuccessful in generating student participation. In addition the intended use of an online resource for study of a cumulative exam produces a slight increase in student performance. Topics worthy of future research include the effectiveness of the use of technology to produce understanding of the subject content as well as collecting information to solve the problem of students without online resources in their homes.
Reference:
D’Angelo M.Wooley S. Technology in the classroom: friend or foe.
Summer2007, Vol. 127 Issue 4, p462-471, 10p. Retreived March 29, 2010. from http://web.ebscohost.com/ehost/detail?vid=5&hid=108&sid=3c5bf143-cadb-477a-9f85-22303343c791%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=25607617
Kearsley, G and Shneiderman M,(1999) Ben Engagement Theory:A framework for technology-based teaching and learning Retrieved March 22, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Stansbury,M (2009). Technology empowers differentiated instruction
ISTE Webinar offers new strategies for ensuring that all students learn by tailoring instruction to their abilities, needs, and interests Retrieved March 19, 2010, from http://www.eschoolnews.com/news/top-news/index.cfm?i=57064
Walker, L and Logan, A (2008). Learner Engagement: A Review of Learners Voice Initiatives Across the UK’s Education Sectors. Retrieved March 20, 2010, from http://www.futurelab.org.uk/resources/publications-reports-articles/other-research-reports
The purpose of the action research initiated in this study was to determine the effectiveness of student performance in a World History class given an online resource dedicated to providing daily assignments and additional learning experiences outside of the classroom. The use of the web resource Moodle was incorporated into the twelve week trimester to provide transparency between teachers, students, and parents interested in staying informed of the daily classroom activities.
The research plan for this study included the use of student surveys to determine if this was their first time using an online (Moodle) resource in class, evaluate the student’s availability of the internet in their home, generate student response to the use of Moodle previous to taking tests. Students were initially given a survey on December 14, 2009 in class to determine their availability of having the Internet at home. The second survey was conducted on February 22 2010. The second survey focused on assessing students experience and intent to use an online Internet resource (Moodle) for study. The February 22 survey included the following ten questions:
Is this the first class you have used Moodle?
What was your approximate grade on your last test?
Do you have Internet access available at home?
Do you have Internet access available elsewhere?
Did you use Moodle to study for the last test?
What is your approximate grade in the class so far?
What feature do you like most about Moodle?
What would you like to change about Moodle?
Finish the statement: Moodle would be more help to me if-,
What Internet sources do you use as resources for learning?
The survey initiated on March 11 asked one question relevant to technology in the classroom: do you plan to use Moodle to study for the final exam?
The results of the study determined that 86% of students have Internet for use in their home. Consequently, 14 % of the students participating did not have a reliable resource for use in their for the purpose of learning. With regard to first time users of Moodle, the research concluded that 63% of the students were using Moodle for the first time while 17% had previously used Moodle. Only 46 of 90 students students participated in the forum homework assignment deeming homework provided through an online resource as 51% effective. Regarding the use of Moodle as a method of studying for a test, only 13 students reported using the web resource while 39 students reported that they did not use Moodle. The average test scores for the users of Moodle were 79% compared to an average score of 72% by non-users of Moodle. 33 students revealed they intended to use Moodle as a resource for study for the final exam while 15 students reported that they did not intend to use Moodle and 7 reported that they were undecided. Average Final Exam scores for the 33 students who reported their intent to use Moodle were 78% compared to the average test scores of students who did not use Moodle at 76%. Students, who reported being undecided, earned an average 79% on the final exam.
The study concluded that the use of an online resource has a slight increase in student performance. However, using an Internet resource for homework assignments is quite unsuccessful in generating student participation. In addition the intended use of an online resource for study of a cumulative exam produces a slight increase in student performance. Topics worthy of future research include the effectiveness of the use of technology to produce understanding of the subject content as well as collecting information to solve the problem of students without online resources in their homes.
Reference:
D’Angelo M.Wooley S. Technology in the classroom: friend or foe.
Summer2007, Vol. 127 Issue 4, p462-471, 10p. Retreived March 29, 2010. from http://web.ebscohost.com/ehost/detail?vid=5&hid=108&sid=3c5bf143-cadb-477a-9f85-22303343c791%40sessionmgr110&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=25607617
Kearsley, G and Shneiderman M,(1999) Ben Engagement Theory:A framework for technology-based teaching and learning Retrieved March 22, 2010 from http://home.sprynet.com/~gkearsley/engage.htm
Stansbury,M (2009). Technology empowers differentiated instruction
ISTE Webinar offers new strategies for ensuring that all students learn by tailoring instruction to their abilities, needs, and interests Retrieved March 19, 2010, from http://www.eschoolnews.com/news/top-news/index.cfm?i=57064
Walker, L and Logan, A (2008). Learner Engagement: A Review of Learners Voice Initiatives Across the UK’s Education Sectors. Retrieved March 20, 2010, from http://www.futurelab.org.uk/resources/publications-reports-articles/other-research-reports
connecting_with_students_through_technology.doc | |
File Size: | 37 kb |
File Type: | doc |
Improving Student Performance through Learning Assessments
Using learning style assessments allows teachers to understand how their students learn. Each learning style is unique. The teacher that takes the time to assess the needs of the students in the classroom will have the advantage of understanding which strategies will be most helpful. During my placement I used several methods to assess the learning styles of my students.
I was surprised to find that approximately 85% of the students were tactile learners. I used this information to develop lesson plans that allowed for collaborative groups and movement in the classroom. Two strategies that were effective were using gallery walks and carousel brainstorming in combination with collaborative groups.
These methods allowed students to work together to solve problems (collaboration), create illustrations (visual), and to present the material in small groups (kinesthetic). I have included an example of the learning style assessment that I was able to use during my placement.
I was surprised to find that approximately 85% of the students were tactile learners. I used this information to develop lesson plans that allowed for collaborative groups and movement in the classroom. Two strategies that were effective were using gallery walks and carousel brainstorming in combination with collaborative groups.
These methods allowed students to work together to solve problems (collaboration), create illustrations (visual), and to present the material in small groups (kinesthetic). I have included an example of the learning style assessment that I was able to use during my placement.
learning_style_quiz.doc | |
File Size: | 67 kb |
File Type: | doc |