Transcript Action Research - Frostburg State University

Improving the Use of Technology in
Education through
Action Research
ATE 2004
Susan Arisman
Marcia B. Cushall
Frostburg State University
The Question
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The question is not whether to use technology
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Review of literature documents positive impact of
computers on student learning and achievement
The question is what is the best use of
technology to enhance learning.
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One way to identify best use is through action
research
Research Comparisons
Traditional Research
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Produces knowledge
learning and teaching
that is generalizable to
the broad population
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Focuses heavily on
previous research
Action Research


Produces knowledge
that leads to
improving teaching
and learning in a
particular classroom
or school
Focuses on current
goals, problems, or
challenges
Research Comparisons
Traditional Research
Action Research

Requires randomly
selected sample
representative of the
target population
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The study is done with
rigorous control and
structure

The subjects of the
study are students
and/or colleagues with
whom the researcher
works
The study is dynamic
and subject to change
and constant
refinement
Research Comparisons
Traditional Research

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Incorporates formal
qualitative testing
techniques
Findings are
published as articles
in journals and/or
given as professional
presentations
Action Research

Focuses on practical
significance of data

Findings are shared
as narrative reports
between colleagues
and researcher
implements changes
Action Research Definition
“Action Research is any systematic inquiry conducted
by teacher researchers, principals, school counselors,
or other stakeholders in the leaching/learning
environment to gather information about how their
particular schools operate, how they teach, and how
well their students learn. This information is gathered
with the goals of gaining insight, developing reflective
practice, effecting positive changes in the school
environment (and on educational practices in general),
and improving students outcomes and the lives of
those involved.”
Mills (p.5)
Benefits of Action Research
Action Research gives educators opportunities to:
•
•
•
•
•
reflect on and assess their teaching
explore and test new ideas, methods and materials
assess the effectiveness of various approaches to
instruction
share feedback and findings with colleagues
make informed decisions about curriculum,
instruction, and assessment
8 Steps
1.
2.
3.
4.
Examine an area of interest or concern
Focus the problem or question to be
studied through action research
Extend and refine knowledge of the
problem through preliminary data
collection
Formulate a plan of action
8 Steps
5.
6.
7.
8.
Implement plan of action
Collect data related to action plan
Reflect upon and analyze data
Share findings, implement changes, or
return to steps 1. or 4.
Action Research Questions to
Consider
Rank order the following five questions, best
formulated question first
1. Will training teachers in the use of problem
based learning which includes use of Internet
resources, increase the degree to which
teachers use technology as an instructional
tool?
2. Will third grade mathematics students who
complete homework assignments using a
computer do better on mathematics tests than
students who do not use computers?
Action Research Questions to
Consider
3.
4.
5.
What is the effect of using PowerPoint to
support student presentations?
Do students who use Camelot Learning
computer-based problem solving software
perform differently on teacher designed
problem solving tests compared to students
not using the software?
How can the Internet be used to improve
reading?
Considerations When Planning
Technology Focused Action Research
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Match to standards (ISTE/NETS, content, state),
curriculum goals, Maryland School Assessment
Search for resources
Availability of equipment, resources
Limitations, restrictions on access
Best (promising) practices for use of technology
for teaching and learning
Assessing technology-based products
Examples
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
How can students be assisted in using
the Internet effectively or efficiently?
(O’Sullivan & Scott, 2000a)
What educational variables affect the
teaching and learning experiences of
using a classroom computer minilab?
(Stellwagen, 1999)
Action Research Areas
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Use of AlphaSmart Keyboards (writing)
Use of virtual manipulatives
Use of manipulatives and computers
Aids to Implementation
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Action Research Network of the University of
Kansas (http://actionresearch.altec.org/)
British Educational Communications and
Technology Agency
(http://www.becta.org.uk/technology/infosheets/html/actionresear
ch.html)
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Arizona K-12 Center (http://www4.nau.edu/pt3/tech_int/)
Keele University
Caveats
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Action research must be grounded in
student achievement (O’Sullivan & Scott)
Researchers should involve the “gatekeepers” in the school before beginning a
research study (O’sullivan & Scott)
Potential of using technology to enhance
student achievement is largely untapped
References
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__, A Computer in Every Hand, Technology & Learning, Sept 2002.
Arhar, J., Holly, M., Kasten, W., Action Research for Teachers, Merrill Prentice Hall,
2001.
Center for Applied Research in Educational Technology (CARET) (2002a). How can
technology develop higher order thinking and problem solving? Retrieved October
15, 2002 from
CARET (2002b). How can technology influence student academic performance?
Retrieved October 15, 2002 from
Harris, J., Design Tools for the Internet-Supported classroom, Merrill Prentice Hall,
1998.
Hubbard, R., Power, B., Living the Questions, Stenhouse, 1999.
McNiff, J (2002). Action research for professional development: Concise advice for
new action researchers (3rd edition). Retrieved January 7, 2003, from
http://www.jeanmcniff.com/booklet1.html
References
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Mills, G., Action Research: A Guide for the Teacher Researcher (2nd ed.), Merrill
Prentice Hall, 2003.
O’Sullivan, M., & Scott, T. (2000ba, March/April). Teaching internet information
literacy: A critical evaluation. Multimedia Schools, 6.
O’Sullivan, M., & Scott, T. (2000b, May/June). Teaching internet information literacy:
A collaborative approach (part Ii). Multimedia Schools, 7(3), 34-37.
Schater, J. The Impact of Education Technology on Student Achievement: What the
Most Current Research has to Say. The Milken family Foundation. Retrieved
September 15, 2003, from http://www.mff.org/edtech
Stellwagen, J. (1999). Technology and action research: How effective are
classroom computer minilabs? American Secondary Education 28(2), 3-9.
Swanitz, J., Mullin, C., Teacher Training in the Development of Technology-based
Lesson Plans, www.teachnet.org.
Witmer Jr., K., & Cushall, M. *2002) Improving the use of technology in education
through action research [slide presentation’. Hot Springs, AK: Southeastern
Regional Association of Teacher educators (SRATE).