Embedded Files
Rationale
Rationale
As I have mentioned previously, multiple sources of data will be collected throughout the action research process. Collecting multiple forms of information will help me to gain a clearer picture of teachers' expectations of students' abilities to work with technology. Phillips (2010) recommends using triangulated data in order to draw well-informed conclusions. This type of data collection includes various forms of interviews, observations, and artifact analysis (Phillips, 2010). There are multiple ways of representing each of these pieces of triangulated data. For example, a survey or a questionnaire can serve as a type of interview (Phillips, 2010).
As I have mentioned previously, multiple sources of data will be collected throughout the action research process. Collecting multiple forms of information will help me to gain a clearer picture of teachers' expectations of students' abilities to work with technology. Phillips (2010) recommends using triangulated data in order to draw well-informed conclusions. This type of data collection includes various forms of interviews, observations, and artifact analysis (Phillips, 2010). There are multiple ways of representing each of these pieces of triangulated data. For example, a survey or a questionnaire can serve as a type of interview (Phillips, 2010).
Data Analysis
Data Analysis
The image to the left is a graphic representation of my data analysis plan for the pre-action and post-action data collection. The observation and interview data will be analyzed via qualitative data methods. Using the inductive method, I will code students responses and my informal notes to find themes or patterns (Phillips, 2010). Through this data analysis process, I will be able to see if any thoughts or experiences were common for my students. For example, if a high volume of students said that they did not understand how certain tools worked, I may report that a common theme was, "Inexperience/Difficulty with Tech Tools." I could compare the themes generated before and after the intervention to see if/how they changed. Similarly, I would collect and score students' rubrics both before and after the intervention was implemented. Because the rubric converts students achievement into a numerical score, this data will be completing using quantitative methods. By finding a class average before and after the implementation of the intervention, I will be able to see any change that the intervention caused. I will also look specifically at focus students' qualitative and quantitative measures to see if these specific students were impacted by the intervention in a positive or negative way. Noting change through multiple, distinct, and triangulated methods will help me to see if my teacher-focused reflective intervention was successful in improving students' experiences with technology.
The image to the left is a graphic representation of my data analysis plan for the pre-action and post-action data collection. The observation and interview data will be analyzed via qualitative data methods. Using the inductive method, I will code students responses and my informal notes to find themes or patterns (Phillips, 2010). Through this data analysis process, I will be able to see if any thoughts or experiences were common for my students. For example, if a high volume of students said that they did not understand how certain tools worked, I may report that a common theme was, "Inexperience/Difficulty with Tech Tools." I could compare the themes generated before and after the intervention to see if/how they changed. Similarly, I would collect and score students' rubrics both before and after the intervention was implemented. Because the rubric converts students achievement into a numerical score, this data will be completing using quantitative methods. By finding a class average before and after the implementation of the intervention, I will be able to see any change that the intervention caused. I will also look specifically at focus students' qualitative and quantitative measures to see if these specific students were impacted by the intervention in a positive or negative way. Noting change through multiple, distinct, and triangulated methods will help me to see if my teacher-focused reflective intervention was successful in improving students' experiences with technology.
Graphic Representation of the Data Analysis Plan
Graphic Representation of the Data Analysis Plan
As I mentioned in my methodology section, I will be collecting one sector of data that will not be used in pre-test and post- test analyses. Because teachers will be reflecting on the questions that I compiled and designed, I decided that they will also be recording their responses through voice thread. I will analyze through qualitative methods by organizing information into themes so that I can see what teachers generally thought and discussed. While I will provide these results in this study, I also plan to use this data later, for a related exploratory study on teachers' reflections of their expectations.
As I mentioned in my methodology section, I will be collecting one sector of data that will not be used in pre-test and post- test analyses. Because teachers will be reflecting on the questions that I compiled and designed, I decided that they will also be recording their responses through voice thread. I will analyze through qualitative methods by organizing information into themes so that I can see what teachers generally thought and discussed. While I will provide these results in this study, I also plan to use this data later, for a related exploratory study on teachers' reflections of their expectations.
Conclusion and Intended Plan for Future Results
Conclusion and Intended Plan for Future Results
Classroom Application
Classroom Application
After analyzing the results of my action research study, I will be able to see if my proposed intervention created change. If my intervention improved students’ academic achievement and perceptions of technology, I would use the reflective questions before planning other lessons that involve high levels of technology usage. Reflecting on these questions would guide me in creating more effective technological lessons, further improving the experiences of my students.
After analyzing the results of my action research study, I will be able to see if my proposed intervention created change. If my intervention improved students’ academic achievement and perceptions of technology, I would use the reflective questions before planning other lessons that involve high levels of technology usage. Reflecting on these questions would guide me in creating more effective technological lessons, further improving the experiences of my students.
Future Endeavors
Future Endeavors
If positive change was created, I plan to use the methods and materials described here to guide other teachers through this intervention process. I will complete the data analysis procedures with these teachers as well to further test the validity and reliability of this intervention. By gathering more data and refining this process, I will be better able to help educators raise their expectations of their students’ technological capabilities. It is my hope that, if positive results are found, this intervention will eventually be published and possibly used during professional development exercises in the future.
If positive change was created, I plan to use the methods and materials described here to guide other teachers through this intervention process. I will complete the data analysis procedures with these teachers as well to further test the validity and reliability of this intervention. By gathering more data and refining this process, I will be better able to help educators raise their expectations of their students’ technological capabilities. It is my hope that, if positive results are found, this intervention will eventually be published and possibly used during professional development exercises in the future.
Page updated
Google Sites
Report abuse