Action Research Plan
Nadia Flores
EDLD 5315
Lamar University
Action Research Plan: Empowering Engagement Through Technology in Middle School Art and Leadership
This action research study explores how the integration of digital tools such as iPads and QR codes in 7th-grade Art and 8th-grade PALS (Peer Assistance and Leadership Skills) classes can increase student engagement, motivation, and digital literacy. As a teacher who transitioned from a library paraprofessional to a certified educator, I aimed to carry forward my original innovation plan that brought excitement and creativity into the school environment. I’ve observed that when students are offered opportunities to use technology meaningfully, they take more ownership of their learning and are more motivated to participate. This study will help measure and document that impact using student feedback, engagement data, and artifacts of student work.
Fundamental Research Question
How does the use of iPads and QR codes in Art and Leadership classes affect middle school students’ engagement, creativity, and digital literacy?
This question is essential as it aligns with 21st-century learning goals and helps educators adapt to students' learning preferences and needs. Middle school students often thrive when their learning involves hands-on experiences, creativity, and technology. This research will contribute to understanding how digital integration supports these goals in an elective setting.
Summary of the Literature Review
The literature shows that digital tools in the classroom promote student engagement, creativity, and autonomy. According to Zhang et al. (2022), the use of technology in arts education enhances visual literacy and provides platforms for student voice. Church (2020) found that QR codes can act as bridges between physical work and digital portfolios, making student work more accessible and interactive. Studies by Ertmer et al. (2012) and Koehler & Mishra (2009) support that teachers who leverage digital tools through meaningful pedagogical frameworks like TPACK can significantly improve learning outcomes. My literature review synthesized findings across disciplines and confirmed that creative technology integration helps students feel more connected, skilled, and proud of their work.
Study Information
Research Design
This study will use a mixed-methods approach. Quantitative data will include Likert-scale surveys measuring engagement, creativity, and leadership skills. Qualitative data will consist of student reflections, teacher observations, and samples of digital student artwork and leadership projects. This approach allows me to explore both the measurable and narrative aspects of learning experiences. By using both data types, I can paint a more complete picture of how digital integration supports student growth.
Data Collection and Analysis
Data will be collected over a six-week period:
Week 1: Student pre-survey on digital comfort, engagement, creativity, and leadership confidence.
Survey Questions:
On a scale of 1-5, how comfortable do you feel using iPads and digital tools in class?
How engaged do you feel during art lessons using technology? (1-5 scale)
How confident do you feel leading activities with your peers? (1-5 scale)
Weeks 2–5: Implementation of iPad/QR-based projects in both classes. Students will use Canva and Art Set for art and leadership presentations. QR codes will be used to display final products.
Key data points: Project completion, QR code scan analytics, and project submission rates.
Week 3 & 5: Teacher journals and informal student interviews will be collected.
Teacher Journal Prompts:
How did students engage with technology today?
What challenges did students face while using the iPads or QR codes?
How did student leadership evolve throughout the lesson?
Week 6: Post-surveys and reflection assignments.
Post-survey questions will ask students to reflect on their overall experience, comfort with digital tools, engagement, and leadership growth over the six weeks.
Data Analysis Methods
Quantitative Data: Descriptive statistics (survey averages and trends) will be used to assess changes in engagement, creativity, and leadership confidence.
Qualitative Data: Thematic analysis will be applied to student reflections, teacher observations, and digital project samples to identify common patterns and insights about student experiences and growth in digital literacy.
A rubric will be used to evaluate creativity, effort, and digital literacy in student projects.
Measurement Instruments
Pre/post surveys (Likert scale) will measure changes in engagement, creativity, and leadership skills.
Student reflections will be analyzed for recurring themes regarding their learning experiences with iPads and QR codes.
Teacher observations will focus on student interactions with the technology, group work, and leadership skills during projects.
Digital project rubric will assess students on:
Creativity: Originality and artistic expression.
Digital Literacy: Skill in using the tools (Canva, Art Set, QR codes).
Effort: Completion and attention to detail in the project.
Sharing and Communicating Results
The results will be shared with campus administrators, fellow elective and core subject teachers, and my ADL classmates. This will happen through a digital slideshow presentation and a reflection video. I will also consider presenting at a district PD day. These audiences were chosen because they influence instruction, professional learning, and have the potential to replicate or support similar initiatives. I will include actionable recommendations based on my findings and share specific strategies for integrating technology in similar classrooms.
Final Reflection
After the study, I will reflect on the process through journaling and a final video presentation. I’ll consider what worked, what I’d change, and how student voices shaped the outcome. I also hope to use this reflection as a guide for future innovation and to encourage colleagues to pursue similar technology-based strategies. This project will serve as both a personal learning journey and a resource for others. Reflection areas will include:
What digital tools worked best for engagement and creativity?
What challenges did students face in terms of technology?
How did students perceive their own leadership growth?
What modifications would improve the process in future iterations?
References
Church, A. (2020). Using QR Codes to Connect Art and Audience. Art Education, 73(3), 20–26. https://doi.org/10.1080/00043125.2020.1719550
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/10.1016/j.compedu.2012.02.001
Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogical-content-knowledge/
Zhang, Y., Lu, Y., & Yang, J. (2022). Digital Art Creation and Student Engagement in Secondary Education. Journal of Educational Technology & Society, 25(1), 108–119. https://www.jstor.org/stable/48642015
Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the iPad in a One-to-One Environment: Does It Really Improve Learning? Journal of Educational Technology, 41(1), 23–29. https://doi.org/10.1111/j.1467-8535.2012.01382.x
Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching (6th ed.). Pearson.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.