Research Scenarios

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.

I believe that a qualitative research approach to this scenario would be best. This is because this scenario uses observation to collect data. When observing, the data that is collected contains less numbers and more narrative thought and response. I believe the case study qualitative approach should be used. This approach examines “a case, over time in detail” (McMillan & Schumacher, 2008, p. 26) which is what this scenario would be doing. The students will be observed over three weeks of time.

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.

For this scenario I think that the quantitative approach would work best. A quantitative approach answers questions using numbers. With this scenario, the data will be the number of office referrals of the students. This would be data involving numbers. I also believe that the true experimental design would work for this scenario. McMillan & Schumacher (2008) state “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups” (p. 24). This approach would work with this scenario because the students that are selected will randomly be placed into either a group that receives peer mediation or a group that does not receive mediation.

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.

I believe that for this scenario, a mixed method exploratory approach would work best. McMillan & Schumacher (2008) state that in this exploratory mixed method approach “the qualitative data are gathered first and a quantitative phase follows” (p.28). I believe that this approach would work best because first, the school counselor will use qualitative methods to find out more about student attitudes and thoughts, and second, the number of office referrals would be looked at which is more quantitative methods.

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.

I believe that a mixed research approach would work best for this scenario. I think that an explanatory design would work best. In an explanatory design, “quantitative data are collected first and, depending on the results, qualitative data are gathered” (McMillan & Schumacher, 2008, p. 28). I feel that this design fits with the scenario because a survey will be given first as pre and post tests, which would be the quantitative data and then interviews would be conducted, which would be the qualitative data.

References:

McMillan, J., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson

Research Questions

I plan to determine the impact on second graders’ achievement by using individualized technology programs (Renaissance - Math Facts in a Flash, etc.) to learn math facts compared to using paper and pencil.

With the help of discussions with classmates, I have come up with some research questions to help me guide my research. They are:

Does using technology based programs to learn math facts increase student achievement on common timed math fact tests?

Is there a difference between student achievement when using technology programs to learn math facts compared to using paper and pencil?

Which type of approach effects student achievement on common timed math fact tests?

I feel that my overall approach to my research will be the quantitative approach. To be more specific, I believe I will focus on a true experimental approach. To carry out my research, I will sort my population into two groups. I will have half of the second graders using paper and pencil methods to learn math facts and the other half of the second graders will use technology based programs like Renaissance – Math Facts in a Flash to learn their math facts. Since “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups (McMillan & Schumacher, 2008)” I will need to randomly assign the second graders to each group.

I am interested in beginning some research in order to find some answers to my questions!

References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.

Problem Statement

I believe that learning basic math facts is a very important skill that needs to be taught in the elementary classroom. When students know and can quickly solve basic math facts, it will be easier for them to complete more difficult problems accurately and quickly. In my school district, we have many technology tools that we can use in our classroom in order to give students time to practice these math facts. Some teachers in the district feel that these programs have no benefits. I would like to look more into these technology tools to see if they do have a benefit compared to when teachers use regular paper and pencil when teaching math facts.

After thinking about what I would like to focus on for my research, I created a problem statement. It is important to start with a problem statement because “it communicates to others the focus and importance of the problem (McMillan & Schumacher, 2008).” I will use my problem statement to help guide my research.

I plan to determine the impact on student achievement by using technology programs to learn math facts compared to using paper and pencil.

Who: second grade students

What: technology programs to teach math facts compared to paper and pencil

Why: the impact in student learning


References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.

Reflection on Technology in my Classroom

I went back and thought about my beliefs relating to learning and have realized that my thoughts and ideas have not changed. I still believe that students learn differently and as a teacher, I need to incorporate different learning styles into my teaching. I also continue to agree with the social learning theory and continue to use it in my classroom. In a classroom, this would mean that students gain knowledge as a “result of the collaboration of a group of learners in an effort to construct a common core of knowledge” (Lever-Duffy & McDonald, 2008, p. 18). I believe that students learn from discussion with peers and through creating artifacts to show their knowledge. Although my own theory of learning has stayed the same, I have been introduced to many new techniques and tools that I can use in my classroom which relate to my beliefs in how students learn.

I have been very nervous in incorporating technology into my classroom. An immediate change that I will make to my classroom for next year is just incorporating more technology. I have learned about the benefits of incorporating technology into my classroom as it “provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments” (Pitler et al., 2007, p. 2). This course has helped me to feel more confident in being able to use technology and has given me choices as to what pieces of technology I can use in my classroom. VoiceThread is one tool that I would like to use in my classroom. I believe that VoiceThread is a very easy to use, student friendly program that students can use to communicate with each other and to share information with each other. A second piece of technology that I would like to integrate into my teaching right away is Virtual Field Trips. I believe that Virtual Field Trips can help students really gain a picture of what something looks like without actually leaving the classroom. Virtual Field Trips give students a visual experience and help to make rich connections for students to store information into their long term memories (Laureate Education, Inc., 2008).

One goal that I have for the long term is using a piece of technology for each unit that I have in class. I feel that by incorporating a technology tool into each of my units, my students will be more comfortable using technology in the future, they will be more engaged in the units, and connections can be made for greater learning. In order to achieve this goal, I will need to take some time to look at my units and find out which tools will work best for each unit. Due to the fact that we only have one computer lab for our school, I will also need to plan ahead in order to use the lab. Another long term goal that I have for myself is to continue to learn more about technology. I am learning about the technology that is available now, but in five or ten years, new technology will come out. I would like to continue to learn about those new tools I can use in order to keep my students engaged and eager to learn. Collaborating with my coworkers, taking new technology courses, and staying up to date with professional readings will be the best ways for me to meet this goal.

“Teaching, learning, and technology work together to achieve the ultimate goal of effective knowledge transfer” (Lever-Duffy & McDonald, 2008, p. 26). This quote shares my new understanding on how these three things can increase student learning when used together. I am excited to integrate my new learning into my classroom in order to meet my students’ needs, engage my students, and to create lessons where students are actively learning.


Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Social Learning Theories

This week’s resources and discussions were focused around the topic of social learning theories. With these theories, it is thought that students learn through working with peers while building and creating artifacts.

In the text, Using Technology with Classroom Instruction that Works, I read about different technology tools that can be used in the classroom to build collaboration and cooperation between groups and peers.

One type of technology that I feel really emphasizes cooperative learning and social learning theories are WebQuests. “WebQuests are inquiry-orientated activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 145). Just like the above quote states, I feel that WebQuests are a great way to have students team up to complete a project. Students need to do research and read through online links to help them answer questions and create a completed project using the information that they gained. I found a website that gives a good introduction of WebQuests and also has some other websites which can be helpful for a teacher beginning to use WebQuests.

Using a WebQuest in your Classroom

Wikis are also something that was discussed in Chapter 7 of the text. Wikis are a great technology tool that can be used in the classroom to allow students to communicate and work together. Wikis are a great tool because they can be used at any time and can be used by many students from different places. All of the students need to add information to the wiki in order for it to be a successful and complete project.

VoiceThread is another program that I have been learning about this week. I feel that VoiceThread can be used as a starting point for students to be introduced to new problem-based, cooperative learning project in my classroom. I created a VoiceThread that I will use after I have completed my simple machines unit with my class. Through this VoiceThread, students will learn about the project they will need to complete in groups to solve the problem of trapping a leprechaun. Take a look and tell me what you think!

Leprechaun Trap

References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructionist Learning Theory

The constructionist learning theory is based around the idea of learning through creating. Students learn best when building, doing, and putting together artifacts. This would include project based learning where students are actively finding the answers to their questions and are able to then share their learning with others.

I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.

Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

The text, Using Technology with Classroom Instruction that Works, gave many examples of tools and technology that can be used for summarizing, note taking, and organizing information. Many of these tools relate to the cognitive learning theory discussed this week.

Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:

How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom

The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.

“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:

Combination Notes

Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.

Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.

I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.

References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.