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

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?

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