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Description of Intervention
Description of Intervention
My proposed intervention consists of 10 reflective questions, listed below. The goal of this intervention is to help teachers raise their expectations of students abilities to work with technology. This intervention is designed as guide that, if analysis shows it to be effective, could be used as an exercise for teachers to engage in before lesson planning to help maximize the effectiveness of technology. For my initial pilot study, I will utilize this intervention on myself. I will follow the guide (shown below) to reflect on ten questions before implementing a lesson that includes a high usage of technology. I will read the directions and answer-reflect on each question to the best of my ability, within the allotted time frame. To assist with data collection and to allow me to revisit any insights I gained or ideas that I came up with, I will audibly and visually record the process. This will be completed through the use of a voice thread presentation. Pre-tests and post-tests will be used to measure changes in students' experiences and achievement (in order to judge the effectiveness of this intervention). After completion of the pilot study and refinement of the process, I intend to use these same (or similar) questions to guide other teachers through this process.
My proposed intervention consists of 10 reflective questions, listed below. The goal of this intervention is to help teachers raise their expectations of students abilities to work with technology. This intervention is designed as guide that, if analysis shows it to be effective, could be used as an exercise for teachers to engage in before lesson planning to help maximize the effectiveness of technology. For my initial pilot study, I will utilize this intervention on myself. I will follow the guide (shown below) to reflect on ten questions before implementing a lesson that includes a high usage of technology. I will read the directions and answer-reflect on each question to the best of my ability, within the allotted time frame. To assist with data collection and to allow me to revisit any insights I gained or ideas that I came up with, I will audibly and visually record the process. This will be completed through the use of a voice thread presentation. Pre-tests and post-tests will be used to measure changes in students' experiences and achievement (in order to judge the effectiveness of this intervention). After completion of the pilot study and refinement of the process, I intend to use these same (or similar) questions to guide other teachers through this process.
Timeline and Implementation of Initial Intervention
Timeline and Implementation of Initial Intervention
Before implementing the intervention, it is important that I complete pre-test processes to facilitate the measurement of change. Students will first complete a project in which they are asked to integrate technology and create a video that covers a STEM concept. The day after these projects are completed, students will reflect on the process using a Flip grid video. I will begin scoring the student-created videos with a rubric to measure student achievement. Scoring will take no more than a week. After collecting this data, I will engage in the proposed intervention: answering the reflective questions. This process should be completed in the same sitting and last no more than an hour. Below I have provided a sequence and approximations of time for each intervention task.
Before implementing the intervention, it is important that I complete pre-test processes to facilitate the measurement of change. Students will first complete a project in which they are asked to integrate technology and create a video that covers a STEM concept. The day after these projects are completed, students will reflect on the process using a Flip grid video. I will begin scoring the student-created videos with a rubric to measure student achievement. Scoring will take no more than a week. After collecting this data, I will engage in the proposed intervention: answering the reflective questions. This process should be completed in the same sitting and last no more than an hour. Below I have provided a sequence and approximations of time for each intervention task.
1. Read the title slide and the purpose of the intervention (~3 Minutes)
1. Read the title slide and the purpose of the intervention (~3 Minutes)
2. Read the directions slide and test the tools (~5 Minutes)
2. Read the directions slide and test the tools (~5 Minutes)
3. Read and respond to each of the 10 reflective questions (~3 to 5 Minutes Each, ~30 to 50 Minutes Total)
3. Read and respond to each of the 10 reflective questions (~3 to 5 Minutes Each, ~30 to 50 Minutes Total)
After the intervention process, I would spend at least a week re-planning the initial tech lesson, focusing on a different, yet similarly challenging STEM concept. This process should take no more than a week. I would then implement the new lesson plan and allow students to complete their projects. Post-test measures will then be collected. Following the same sequence, I will ask students to reflect on the process of creating a video the day after. Next, I would take no more than a week to grade these projects with the same scaled rubric. After this process, I would begin to analyze the data, which may take up to two weeks.
After the intervention process, I would spend at least a week re-planning the initial tech lesson, focusing on a different, yet similarly challenging STEM concept. This process should take no more than a week. I would then implement the new lesson plan and allow students to complete their projects. Post-test measures will then be collected. Following the same sequence, I will ask students to reflect on the process of creating a video the day after. Next, I would take no more than a week to grade these projects with the same scaled rubric. After this process, I would begin to analyze the data, which may take up to two weeks.
Rationale and Connection to Previous Literature
Rationale and Connection to Previous Literature
When reviewing the literature on teachers' expectations and technology, I noticed that teachers who held high expectations for their students' technological capabilities exhibited several common characteristics. Rather than focusing on just one activity, mindset, or strategy, I decided to create an intervention that encompassed multiple aspects of high expectation teachers. I decided, based on suggestions from previous researchers like by Ramkellawan and Bell (2017), that I would utilize an intervention that required teachers to reflect on several key ideas. Rather than designing my own protocol, I adapted an existing protocol, also created by Ramkellawan and Bell (2017), to include technology. The existing protocol provides a bank of questions, situated at different levels. The first questions create buy-in (#1) and orient the teacher towards the reflective process (#2, #3), while latter questions delve into deeper issues, requiring teachers to reflect on their teaching practices (#4, #5, #6, #10) and mindsets (#7, #8, #9). The questions in my proposed intervention follow this same pattern and utilize many of the same topics and structures presented in this framework. Utilizing a tool that has already shown to have strong reliability and validity will help to increase the effectiveness of my intervention. The topics that were added to this intervention are derived directly from research findings that are discussed in my review of the literature. Lastly, I decided to require verbally recorded responses to these questions because recent studies have demonstrated that verbal responses reduce communication anxiety (Bower, Cavanagh, Moloney, and Dao, 2011). These types of responses also elicit more complete answers from participants and improve presentation quality (Bower et al., 2011). Voice thread allows the user to view the questions, record their responses, all while viewing a timer. I am proposing the use of this tool because it allows teachers (myself included) to complete the intervention process through the use of just one tool. Teachers will be given a range of time to complete each question to accommodate for different communication styles. The proposed guidelines state that each teacher should spend about 3 to 5 minutes (and no more than 5 minutes) on each question. By creating a clear and convenient tool, I will be better able to focus my attention (and others' attention) on the reflective questioning process.
When reviewing the literature on teachers' expectations and technology, I noticed that teachers who held high expectations for their students' technological capabilities exhibited several common characteristics. Rather than focusing on just one activity, mindset, or strategy, I decided to create an intervention that encompassed multiple aspects of high expectation teachers. I decided, based on suggestions from previous researchers like by Ramkellawan and Bell (2017), that I would utilize an intervention that required teachers to reflect on several key ideas. Rather than designing my own protocol, I adapted an existing protocol, also created by Ramkellawan and Bell (2017), to include technology. The existing protocol provides a bank of questions, situated at different levels. The first questions create buy-in (#1) and orient the teacher towards the reflective process (#2, #3), while latter questions delve into deeper issues, requiring teachers to reflect on their teaching practices (#4, #5, #6, #10) and mindsets (#7, #8, #9). The questions in my proposed intervention follow this same pattern and utilize many of the same topics and structures presented in this framework. Utilizing a tool that has already shown to have strong reliability and validity will help to increase the effectiveness of my intervention. The topics that were added to this intervention are derived directly from research findings that are discussed in my review of the literature. Lastly, I decided to require verbally recorded responses to these questions because recent studies have demonstrated that verbal responses reduce communication anxiety (Bower, Cavanagh, Moloney, and Dao, 2011). These types of responses also elicit more complete answers from participants and improve presentation quality (Bower et al., 2011). Voice thread allows the user to view the questions, record their responses, all while viewing a timer. I am proposing the use of this tool because it allows teachers (myself included) to complete the intervention process through the use of just one tool. Teachers will be given a range of time to complete each question to accommodate for different communication styles. The proposed guidelines state that each teacher should spend about 3 to 5 minutes (and no more than 5 minutes) on each question. By creating a clear and convenient tool, I will be better able to focus my attention (and others' attention) on the reflective questioning process.
Relationship to the Identified Issue and Collegiate Coursework
Relationship to the Identified Issue and Collegiate Coursework
As I mentioned in my review of the literature, there is currently a shortage of students planning to enter into STEM/technology specific jobs (Vekiri, 2010). Several questions included in my proposed intervention directly touch on this idea. For example, Question #7 asks teachers to reflect on the messages that students receive about who can or cannot succeed in technological occupations. Another issue that this action research project is addressing is teachers' low expectations of their students. Questions #3, #4, and #9 call on teachers to reflect on practices that are generally used by high-expectation teachers (Timmons, 2018).
As I mentioned in my review of the literature, there is currently a shortage of students planning to enter into STEM/technology specific jobs (Vekiri, 2010). Several questions included in my proposed intervention directly touch on this idea. For example, Question #7 asks teachers to reflect on the messages that students receive about who can or cannot succeed in technological occupations. Another issue that this action research project is addressing is teachers' low expectations of their students. Questions #3, #4, and #9 call on teachers to reflect on practices that are generally used by high-expectation teachers (Timmons, 2018).
This proposed intervention also relates to my graduate-level coursework. For example, in my research/learning theory class, I learned that students' characteristics (such as race) and behavior impact the expectations that their teachers develop (Ormrod, 2014). These ideas helped me to decide to create an intervention that was focused on teachers' expectations. Additionally, in my educational technology course, I learned about a multitude of technological tools that are used throughout this project. The information presented in these two classes helped me to develop my initial I Wonder graphic organizer, choose the questions that seemed the most relevant to study, and design this action research project.
This proposed intervention also relates to my graduate-level coursework. For example, in my research/learning theory class, I learned that students' characteristics (such as race) and behavior impact the expectations that their teachers develop (Ormrod, 2014). These ideas helped me to decide to create an intervention that was focused on teachers' expectations. Additionally, in my educational technology course, I learned about a multitude of technological tools that are used throughout this project. The information presented in these two classes helped me to develop my initial I Wonder graphic organizer, choose the questions that seemed the most relevant to study, and design this action research project.
Relevance for Focus Students
Relevance for Focus Students
The intervention process described here was designed with a specific student population in mind. The literature that I reviewed helped me to identify students that would specifically benefit from participation in a study of this nature. After realizing that previous studies focused specifically on the inequities of students from different genders, economic classes, and achievement levels, I decided to ensure that my focus students included a student who identified as a female, a student from a low SES background, and a student who achieves at below grade level standards. Multiple questions in this proposed intervention directly address these students. Questions #2, #5, and #9 were designed specifically to assist teachers in reflecting on the ways in which they could improve technological education for students who are traditionally held to low expectations in the classroom.
The intervention process described here was designed with a specific student population in mind. The literature that I reviewed helped me to identify students that would specifically benefit from participation in a study of this nature. After realizing that previous studies focused specifically on the inequities of students from different genders, economic classes, and achievement levels, I decided to ensure that my focus students included a student who identified as a female, a student from a low SES background, and a student who achieves at below grade level standards. Multiple questions in this proposed intervention directly address these students. Questions #2, #5, and #9 were designed specifically to assist teachers in reflecting on the ways in which they could improve technological education for students who are traditionally held to low expectations in the classroom.
Snapshot of Intended Questions and Tools
Snapshot of Intended Questions and Tools
The following list provides the questions presented in this proposed intervention, as well as the sources in which they were derived from.
The following list provides the questions presented in this proposed intervention, as well as the sources in which they were derived from.
1. Why did you decide to teach this lesson? (Ramkellawan & Bell, 2017)
2. How do you feel about your students when you are teaching a lesson that includes technology? Include your thoughts about each focus student. (Lee et al., 2015; Ormrod, 2014; Ramkellawan & Bell, 2017)
3. Will all students be able to cognitively grow and improve their abilities to use technology in this lesson? How is this philosophy or perspective related to your past experiences and based on data/research? (Leslie et al., 2015; Ormrod, 2014; Ramkellawan & Bell, 2017, Timmons, 2018)
4. How could different teaching strategies, such as problem-solving, peer collaboration and critical thinking, aid all students’ technological/content growth in this lesson? (Greenes et al., 2017; Ramkellawan & Bell, 2017)
5. In what ways could developing a stronger relationship with students and involving students in the planning process help to improve this lesson? Include your thoughts about each focus student. (Greenes et al., 2017; Hedlin & Gunnarsson, 2014; Ramkellawan & Bell, 2017; Vekiri, 2010)
6. Reflect on the ways in which you could seek external support from your administration, families, technological/professional learning communities, school technology plan, or other resources you may have access to. (Blackwell et al., 2014; Timmons, 2018; Ramkellawan & Bell, 2017)
7. How does this lesson equitably expose students to future opportunities in technological/STEM fields? (Hedlin & Gunnarsson, 2014; Ramkellawan & Bell, 2017)
8. In what ways are students receiving differing messages about who can or cannot succeed in technological fields? (Hedlin & Gunnarsson, 2014; Ramkellawan & Bell, 2017)
9. How can you incorporate the experiences, assets, or interests of students from different subgroups into this lesson in order to foster equitable opportunities for all students to succeed? Consider the characteristics of your focus students. (Hedlin & Gunnarsson, 2014; Ramkellawan & Bell, 2017)
10. Based on these reflective questions, what do you think some of your next steps will be in planning this lesson? (Ramkellawan & Bell, 2017)
The following images are examples of slides pulled directly from my proposed intervention. By clicking on the link below, you can view the entire document that I plan to use for this intervention.
The following images are examples of slides pulled directly from my proposed intervention. By clicking on the link below, you can view the entire document that I plan to use for this intervention.
Link To All Slides: https://voicethread.com/share/12783569/
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