Sunday, December 20, 2009

Evaluating Research Methods

This week we brought together the learning of the different types of research methods. Four different scenarios were given where we had to determine the best method of research.

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.

For this study, I would conduct a qualitative study. The scenario includes a small sample and face to face interviews. Qualitative research data is "in the form of words rather than numbers, and in general, the researcher must search and explore with a variety of methods until a deep understanding is achieved." (McMillan & Shumacher, 2006, pp. 26) This situation is looking for "issues", not numbers. In addition, qualitative research involves interaction among subjects and the researcher takes an active role. In this situation, the researcher will be conducting in-depth interviews which requires an active involvement. While other types of research could be applied, I feel lqualitative is the best fit.

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.

This scenario includes specific information and numbers. I believe quantitative research will be the best method for this situation. Within quantitative research, Experimental Design seems the most appropriate. In this type of study the "researcher manipulates what the subjects will experience." (McMillan & Schumacher, 2008, p. 23) In this case the researcher will manipulate which group receives training and which group will not. In addition, this is a quantitative study because the population is very specific including similar demographics. This is what is referred to as "delimiting variables" (p. 103). This more specific research, population and data collection, this scenario best fits the quantitative method.

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.

This scenario is looking for a systematic change in office referrals. The best method for this type of change is Action Research. Action research "is the process of using research principals to provide information that educational professionals use to improve aspects of day-to-day practice." (McMillan & Schumacher, 2008, p. 174). It is looking for a way to reduce the daily office referrals. According to Dr. Canipe, immediate application to a problem is best solved by this type of research. (Laureate Inc., 2008). Because this scenario is not looking for a long, drawn out study, but rather relatively quick information, I believe Action Research is the best solution.

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.

This scenario includes both quantitative and qualitative aspects; therefore, I believe the Mixed Method research is best. Within the mixed method research, Explanatory Design meets the criteria needed. It begins with a quantitative analysis of the ZASK-R Survey and concludes with interviews. It is looking to assess feelings, a qualitative aspect. The purpose of Explanatory Design Mixed Method research is where "quantitative data are collected first and, depending upon the results, qualitative data are gathered second to elucidate, elaborate on, or explain the quantitative findings." The pre-and post-tests will use quantitative data; however the subsequent interview to determine feelings will be qualitative, definitely using both types of methods.

References:

McMillan, J.H., & Schumacher, S. (2006). Research in education: Evidence-Based Inquiry.
(Laureate custom edition). Boston: Pearson.

Laureate Education, Inc. (Producer). (2008). Program seven. Additional Research Methods
[Motion Picture]. Introduction to educational research. Baltimore: Author.

Sunday, November 22, 2009

Research Questions Week 3

This week I have had to develop research questions that will guide my problem statement. The input from discussions have been very helpful. In many ways the research I will be doing is quantitative as there will be concrete numbers for reading comprehension. Where it becomes a bit blurred is in the assumption that the determining factor for the increase in numbers is, in fact, the reading comprehension programs I am researching. As such, it becomes a bit more of a mixed-methodology approach. I would love any input that would help me narrow those assumptions down.

My Problem Statement:
I plan to determine if there is a significant increase in the reading comprehension of elementary school students who use internet or software reading comprehension programs.

Who: Elementary School Students

What: Internet reading comprehension programs

Why: Increase in reading comprehension performance

Questions:
Do programs such as Accelerated Reader and Reading Counts increase students' comprehension?

Do internet reading comprehension programs increase student interest in reading; thus, impacting their learning?

Are all of these programs promoting individual use or do some of them include collaboration?

Is there a point where the students will plateau or will their comprehension steadily climb throughout the program?

Methodology: Quantitative, then Qualitative...Mixed Methodology

Sunday, November 15, 2009

Problem Statement for Educational Research

For my current Master's class we are to research a topic that relates to our program. Because I am enrolled in the Integrating Technology into the Classroom, I needed to find a topic that included technology. I have used Internet Reading Comprehension programs at both schools where I have taught. One used Accelerated Reader and my current school uses Reading Counts. Essentially, they are almost identical. I have definitely noticed an increase in the students' interest in reading through this program. On a personal level, this year I have noticed my own son, a second grader, really take off in his reading comprehension. When I really analyzed it, I could directly correlate it to the Reading Counts program. I am interested in seeing what I find out on a more formal level.

My Problem Statement:

I plan to determine if there is a significant increase in the reading comprehension of elementary school students who use point-based internet reading comprehension programs.

Who: Elementary School Students
What: Internet reading comprehension programs
Why: Increase in reading comprehension performance

If you have any advice, I would love to hear it! Also, I know of Reading Counts and Accelerated Reader, but do any of you know of any other type of program?

Sunday, November 1, 2009

Reflection

As this class comes to a close, I am amazed and a bit overwhelmed at the things I have learned. Essentially, my personal learning theory has not changed from Week 1; however, the tools I use to implement these theories have changed. I have always been one to disagree with the thought of subscribing to just one theory. Most teachers, if they are honest, use a mixture of all the theories. Yes, I do use Behaviorism at times. Personally, I learn best by Cognitive strategies. This generation will be better reached using Social and Constructionist theories; however, it does not mean that the rest of the theories need to be disregarded. Students are all very different and unique and to reach them all we must be willing to integrate and overlap all theories. In a nutshell...whatever works.

The overwhelming feeling I have as we reach the end of the class is how to make the adjustments I need to make in order to integrate the new technological tools that I have learned. My initial impulse it to add it all at once. I am so excited about the new tools I have learned that I want to teach it ALL...NOW. I have to resist that urge and integrate slowly. To begin with I will definitely be using virtual field trips and VoiceThreads. I have made a list of the virtual field trips that meet the standards in my class and cannot wait to use them. I need to pace myself so as not to overuse them. VoiceThreads are also a new tool I will be using. We will be using these in many different ways. We can use them as a type of flow map for story summaries or as a problem solving tool. The virtual field trips will give students a visual representation and experience they may never be able to have otherwise. VoiceThreads enable students to collaborate and work together to create their own meaningful artifacts.

The two long term goal chages I would like to make to my instructional practice go hand in hand. I would like to integrate the technology into all subjects. Realizing, as I've said, that I need to pace myself, I will look unit by unit and add to what I already have in place. The lesson we created was good practice for this. I know I am not looking to reinvent the wheel, just seeking to make the wheel move smoother and more effectively. I have to be careful not to use technology for technology sake but to discover ways to integrate it into the curriculum that is already in place; thus, making it more successful and able to reach more students. The other goal I have is to use Social Learning techniques more frequently. I realize I need to give the students more time to work with each other and build their own learning. In the past, and depending upon the makeup of the particular class, this may be intimidating. To "let them loose" sometimes creates management issues. Realizing the importance of this is forcing me to make a goal in which I focus on this more.

This class provided tools that I think are necessary for the students of today. I'm excited to put them all in place.
Tonya

Thursday, October 8, 2009

Voice Thread

Here's my voicethread. It is meant as an introduction on a problem solving unit based upon how to help with beach pollution:
http://www.voicethread.com/share/657477

Connectivism and Social Learning

I truly believe that Social Learning theories are excellent tools for the classroom. I put it in use as much as is possible. This year we use blogging and small cooperative groups often. I have future plans for group multimedia projects such as Flipvideo camera productions and, now that I've learned them myself, voicethreads.

There's a part of me that thinks that the ultimate benefit of social learning occurs most in the higher grades. It's not that I don't think it isn't valuable in third grade, it is. However, the Social learning must be very controlled. While I have some students who are fully capable of practicing self control, the truth is, most are not. Using technology in such situations may be chaotic, not to mention expensive. I almost think that the job of the lower grade teachers is to introduce the Social Learning in bits with the ultimate goal of having students able to fully participate and benefit by 5th grade and up. My 4th graders were capable, but again, only in small doses. This school year has been challenging, and my hope is that I can get my 3rd graders involved in more small groups as maturity allows.

Wednesday, September 30, 2009

Constructionist Learning

This week's resources have talked about many project based learning sites. I have already spent tons of time scouting out the libraries on the sites getting more and more ideas. I have used Webquests with my students from time to time and they are always excellent teaching tools. The students are always so proud of themselves for finding their own information. Having students actively participating in their own learning cements the learning so much more. All the resources this week are clear illustrations of that.

I know at times I shy away from major projects such as these for a number of reasons. First, it's difficult to ensure that all group members participate equally. I liked the "role assignment" in the text book that had "Script writers", "Researchers", etc. Giving each student their own role in the group will allow them to have their own voice and not shrink behind the voices of the ones who automatically appoint themselves leaders. Also, with third graders, sometimes it's difficult to manage group projects. Unless it is something they are all completely involved in it leaves room for off task activities. I would think for project learning I would definitely need parent volunteers available.

I've seen, first hand, how powerful group projects can be. As a fourth grade teacher I would always do an Interact unit on California Missions. The students were put into groups of traders coming to the missions. They had to learn trivia in order to earn hides for their boat. As a group they had to decide upon the best materials to bring to trade. They also had to make group decisions at certain points along the journey. In addition, it involved lots of accounting and bookkeeping. This week has shown me how much more I could add to it by adding in some technology. Whereas before they only used the internet to research the missions, I can also envision making graphs, using Excel, videotaping reenactments and so much more. I love the idea of taking an already existing unit and adding technology to make the learning that much more powerful.
Tonya

Wednesday, September 23, 2009

Cognitivism in Practice

All of the instructional strategies of this week are interesting to me because this is definitely the way I learn myself. The idea of graphic organizers and note taking are all essential tools for all educators regardless of grade. Our school has been using Thinking Maps, which are essentially Concept Maps by a different name. It has been very beneficial and our test scores are showing that it is working. These correlate to the principles of cognitive learning theory because it gives the students a visual, concrete link and connections that enable them to transfer the information into long term memory. A great example of this is the idea of getting readers to make connections. We spend lots of time trying to get the students to make Text to Self, Text to Text and Text to World connections in order to more cement their learning or understanding of whatever text we are reading. It definitely works!

The tool I found the most interesting from the resources was the idea of virtual field trips. I use Google Earth a lot to go to places we are learning about that the students do not have knowledge of. In a sense, this is a virtual field trip in that it gives the student a concrete visual rather than some abstract idea. For instance when we read "The Mysterious Giant of Barletta,” I hop on the computer and we travel to Barletta, Spain via Google Earth. It gives them one more connection to make to the story. After reading the resources this week and watching how powerful the virtual field trip on the video was to Ford’s Theater, I discovered a website that did basically the same thing with Alcatraz Island:

http://www.nps.gov/history/museum/exhibits/alca/overview.html

I will use this when I read Al Capone Does My Shirts with my class. It is a story about a boy whose father is a guard on Alcatraz Island and his family lives on the island. To be able to virtually take them to the Island, tour the cells, mess hall and other areas of the island will make the connection so much stronger. In addition, this site even has audio clips of prisoners talking about how they would do time. One inmate describes closing his eyes and covering them real tight until he could teach his mind to make up movies on his eyelid screens. I think adding this to the unit will make Alcatraz Island during the same timeframe come alive for the students. I can’t wait to give it a try!

Wednesday, September 16, 2009

Behaviorism in Practice

I’ve heard over and over from different sources that Behaviorism has no place in the classroom today. In theory, I can see where they are coming from; however, as a primary grade teacher, I absolutely believe that Behaviorist instructional strategies can be very beneficial. Behaviorists believe that behavior is learned or changed due to a stimulus response. While I wholeheartedly agree that the ideal reward would be intrinsic, teaching third grade has me using extrinsic rewards throughout my classroom. For instance, this year I use a “Move your clip” system that is very Behavioristic. Last year, with a completely different make up of kids, I did not have to use this because the students did not need it. By the second day of this school year I was digging for my Rick Morris chart and my clothespins! I have also used contracts for major behavior problems as well as for my Mainstreamed students. Bottom line is, it works. I don’t know if this holds true for the older students, but I know it works for third graders. Of course, the hope is that they will mature and be able to police their own behavior by the end of the year.
The resources this week regarding homework and effort seemed a bit too complex for my students. I do not think they are capable of charting their own effort in the way described in the book. In some very simplistic ways I suppose I do this. For instance, we do what is called “Six Minute Solution” which is a reading fluency program. The students read to each other, and then they chart their progress each day. This is not done on computers, although it could be adapted to track technologically. In the text book it talked about all the students pulling out their laptops. While that would be a dream come true, I think that scenario is so far from my own classroom reality that I cannot even begin to relate. I do use technology to chart effort and progress of my students to show their parents. For example I chart their reading comprehension and fluency and it is a very helpful tool.
The websites found in the resources were helpful. They were a bit high level in some instances. I loved the Social Studies Tutor but I don’t think I could use it for my own students. Also, the site for keyboarding practice was good; however, I have found www.nimblefingers.com to be a bit more third grade friendly. Perhaps I find it that way because it takes a bit more of a Behaviorism approach which my students respond to. On my classroom website I have links to many internet instructional games that my students love. There are too many to name, but if you go to my website and click on “links” it brings up many primary technology games. http://teachersites.schoolworld.com/webpages/TBorns/
I'm interested in knowing if the high school teachers find Behaviorism as beneficial as the Elementary School teachers.
Tonya

Sunday, June 28, 2009

Reflection

Taking this technology course has been amazing. I always thought I was okay with technology and teaching it. It wasn't until now that I realized how much I'd been missing. Being forced to dive right in has helped develop my skills in ways simply reading a book would never have done. Also, the mere fact that I was forced to dive in showed me the best way in which to teach technology to my students. Although I realize I will need to model every new step, I also now realize that the teaching and learning process is best cemented by doing...not simply watching. I saw this first hand with the few lessons I was able to do with my students this year before summer break. They were so excited to learn new technology and could barely wait to dig right in. They had a hard time focusing on the entire modeling lesson because in their heads they had already jumped right into the "doing" part. Through blogging and creating wikis with my class this year I was clearly able to see how the shift is taking place from teacher centered to learner-centered. We all were learning from each other. I'm sure this is how technology will be. While I can introduce it to my students, I know that they will soon be teaching me new aspects of each tool as they are more fearless in their quest to "know it all" and "try it all." It's an exciting time to be sure!

I know my learning will not stop with just this class. There are many more classes to come. I think the best way to expand my knowledge and learning is to keep myself on this path of moving forward and bringing as many students along with me as possible. I will have to shift my thinking and my planning of many lessons in order to incorporate these tools. I am sure there will be a lot of learning what works and what does not work. Many things I will need to learn and finesse will be the management of it all and making sure that the technology is a means to improve the lesson, not just add technology for technology's sake.

The long term goals I set will be two fold. First, I will do what I can with what I have. I will not focus on what I don't have, but instead work with what is available to me now and find ways to make this work with my students. In two years I want my students to know what it is like to blog and to create wikis. I will replace written reports (some, not all) with wikis in which groups collaborate together. I feel it will probably take two years to get this process to run smoothly, with lots of trial and error, I'm sure. Another goal would be to deal with the institutional and systemic obstacles. Fortunately, there are four of us taking this program together and we are now all at the same school. I think that will truly increase our ability to overcome some institutional barriers simply because there is power in numbers. We four are spread out amongst grade levels and will be able to help bring others into the fold of technology. We are also blessed with a principal who seems willing and excited to make the shift along with us. In two years I would hope that we would have most grade levels on board with the use of technology to increase our lessons and bring our school and our students into the skills necessary for the 21st century.
Tonya

Wednesday, June 3, 2009

Podcast of Technology Through the Ages

I recently created a podcast using my own children. I have a child in elementary school, middle school and high school. It was interesting to see the differences in technology use. Interestingly enough, the high schooler was probably the one who uses technology the least actually at school, yet she is the one who uses it the most for school assignments at home. In fact, if the high school server is down it creates panic because assignments cannot be seen. In many ways they are oblivious as to how much their life is ruled by technology because it is simply what they've always known. Enjoy the podcast and try to ignore the middle part of my oldest laughing so hard she could not talk. Thank you dead air! Technology or not, teenage girls will never change.

http://tborns.podomatic.com/entry/2009-06-03T19_54_45-07_00

Wednesday, May 27, 2009

21st Century Skills and Today's Students

After spending time on the website The Partnership for 21st Century Skills (http://www.21stcenturyskills.org) my eyes were opened to many facts I hadn't considered before. The group's mission statement is to "Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders." It seems like such a simple goal, but the more I thought about it, the more amazing that mission would be if it came to fruition. The simple fact is that many times these entities are at odds with each other, not working cooperatively toward a single goal. It's true that no one would ever say they were against education, but the reality is that education is often fighting with the government or accusing businesses as seeing things as too black and white. The fact that these industries have all banded together for a common cause, our future leaders, is very encouraging, to say the least.

I was pleasantly surprised at the span of the companies. You had Microsoft and Apple, but also Sesame Street, Lego and the NEA all supporting the mission. The vision is to have students succeed in learning the core curriculum, but also learning life and career skills, information and media skills and innovation at the same time. It seems overwhelming at first, but when you look at the rainbow system they've created for student outcomes it not only seems feasible, but incredibly necessary.

Our students are growing up in a time very different than our own. They automatically pull up wikihow when they need to know how to do something. They have their own blogs, their own social networks and they can type with their thumbs faster than they can speak. The world is very literally at their fingertips. As a contemporary educator it is my job to embrace this new world of theirs and try to guide them into using their skills for good. I feel that is my biggest challenge. Not only will I have to keep up with technology in order to lead them, but I also need to harness their newfound skills and teach them to use them in a positive way. In many ways the new world of technolgy is scary as there is so much room for negative consequences; therefore, teaching students collaboration and social responsiblity will become just as important as the actual technology skills themselves.

This website encourages discussion, even has Cyber Summits linking business leaders with educators and the community. Discussion leads to understanding. It also leads to answers and new ideas. This can only be a good thing.
Tonya

Tuesday, May 12, 2009

Blogging Third Graders

The past couple weeks I have introduced blogging to my third graders. I thought maybe they would like it, but I never imagined the response I received. They absolutely love it and cannot get enough of it. I have a class website that I have used all year long. There is an application on there for blogging. I turned it off at the beginning of the year because, frankly, I knew nothing about it. After learning about blogging recently, it got the wheels spinning in my head. How could I do this with third graders? The first thing we did was have a lesson on internet safety. They were told they could not use full names under any circumstances and all comments had to be screened through me and any inappropriate comments would not be published. I don't know if you'd call what we've done so far "blogging" on their part. Basically, I blog and they post comments. For instance, the first blog was about a book we are reading in class. I asked for predictions, favorite parts or unanswered questions. They went to town. By the time I got home from school that day I already had 25 comments to approve. They make intelligent comments and have mini discussions. Since then I have posted two more blogs. One is about their favorite book and the other is a Social Studies blog, asking about their favorite part of our community. Because they are third graders I'm not sure exactly how far to take this. I involve them in the process of posting the blog, but as of yet have not had any of them actually post a blog. I did tell them they could submit blogs that I would post for them. I've also thought about trying to get an author of one of the books we're reading to blog with us, or having one of our city councilmen to participate also. Does anyone have any ideas on how to involve them more in the process? I want to keep it safe. Some of them have asked for a blog space where they could post anything they wanted but I'm not sure I want to go there. One thing I have learned though, is they are so open and excited about anything new in technology. Their excitement makes me want to search even harder for ways to use blogging and technology to reach them even more.