Monitoring My Game Plan, Got the Rug Pulled From Under Me!

This school year has been one that I will not forget. I started off the year with my large roomy science classroom only to be moved weeks later to a smaller room. Then I found out this month we were getting new carpet during the break, which meant packing up again. I am worried about what I will find Monday and how I will conduct my lessons.

I was told that a company down the street was interested in being a sponsor for our science department and wanted a wish list of things I needed. No word on that. Goal # 1 is still on hold, however I can still research the equipment I need for wish list #2.

Goal #2 of student reflections on blogs could still happen. I did talk to our technology team to get things started. The technology specialists are also getting carpet. I will also need the mobile laptop cart for my room.

I'm hoping that things will settle down at our school. One thing that I have learned this year, always expect the unexpected.

Carrying out my GAME Plan

To get my plan rolling in the right direction, I first need to do more reading on what is available on portable digital tools. I want to be sure which equipment is grade appropriate and can the students benefit from the experience. When I have made my decision, I will create my "wish list" and present it to one of our school sponsors. For my other goal, I am investigating when our mobile laptop cart is available for use.

For more information on laptop use, I will be communicating with our technology team for direction and advice. I will also talk to a company representative on which hand held devices are best for our science students.

The first steps that I have taken so far involve scheduling of the laptop computers. Not only am I competing with other classroom teachers for the equipment, but also administrative use in training teachers. I am also working with one of our technology specialists on setting up a plan for student blogging and reflection.

My Technology GAME Plan

As I looked over the NETS standards, there are two that I want to be able to use in the classroom. The first is:

1b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Goal - I want my students to have a better understanding of their world by being able to use technology to record and understand.

Action - I will take my students outside of the school and point out issues that are a concern. We will use portable and classroom digital equipment to study our world.

Monitor - I will closely monitor their progress and see that they are using technology correctly. I will ask for feedback from the technology specialist. Dr. Peggy Ertmer (Laureate Education, 2009) stated, "Integrating technology effectively, requires a supportive culture".

Evaluate - I will evaluate their progress through student collaborative works on their documentation.

The second is:

1c. promote students reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes.

Goal - Through the use of technology, I want my students to reflect on the lesson learned or project to be planned with collaboration and creativity.

Action - I will find ways for students to communicate their ideas, thoughts and reflections through technology.

Monitor - I will check the progress of the students' reflections and give redirection when necessary.

Evaluate - I will evaluate the progress of the students collaboration and creative works.

References:

Laureate Education, Inc. (2009). "Enriching Content Area Learning Experiences with Technology, Part 1." Baltimore, MD: Laureate Education Inc.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Reflection

With the conclusion of this course, the words that really stand out in my mind are by David Warlick (Laureate Education Inc., 2009) stating, "What do children need to be learning today, to be ready for an unpredictable future". As I think back to my early years in grade school, I was taught basically the same way as my parents. Maybe the math was taught differently. But as the information age began to unfold, I had to quickly adapt. The teachers that instructed me, did not know of these "new" literacy skills. With what I have seen in the past ten years with cell phones and other communication devices, things are changing so fast. I am amazed at how technology helps us so much to navigate around our world or to simply catch up with friends from the past. I am also concerned that our education system is not keeping up with our fast pace world. For the most part, we are still teaching our students the same way we were taught. Yes, we are using more technology with our lessons. What we need to do is teach students how to find answers on a more independent level and take a more active part in their learning. The learning of new literacy skills has become the next chapter in the list of basic learning skills.

This course has given me an opportunity to step back and observe the way Science is taught in my classroom. Traditionally, I lecture my students for a short time and have them participate in hands-on Science activities. I often wonder if they are really getting the idea of the lesson and could there be a better way. In the course, I was able to gain experience and knowledge by creating a lesson plan that incorporated the power of the internet with the science of the water cycle. By using new literacy skills to navigate and find information on the internet, students can take charge in having a better understanding of the water cycle and its importance to life on earth. In addition, the students need to develop their skills in using various websites to extract the information they specifically need for the project. I also understand the importance of teaching my students the definition of plagiarism and the correct way to report information.

One goal that I plan to work on is the development of information literacy skills within the subject of Science. This would basically be a test run to see what works and what adjustments need to be made. Our school has two mobile carts that can be checked out. I will need to work around our 5th grade team and their scheduled time with the cart. I will also need to collaborate with our technology specialist to find appropriate websites. Our county has a strong internet filter that keeps our students safe, but also tends to block out the good sites too.

Another goal I want to work on is the creation of short tutorial cartoons for Science. I have always enjoyed drawing free-hand when explaining Science. Why not combine this with video editing technology? We already have the camera equipment available in our media center and the software installed on our computers. Finding the time is always the challenge. Perhaps during the summer months.

References:

Laureate Education Inc. (2009). Program one. Skills for the Future. [Motion Picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

Evaluating Research Methods

Along with all of the great things I have learned with technology in the past year, educational research has been another surprise. My past experiences with research brings up memories of searching through a jungle of old books at the college library. Now, as stated by McMillan & Schumacher, 2008, p.3, "Powerful tools have been afforded us through the variety of technology and research methods that have been refined throughout the last half century." I was truly amazed at how I could access such an abundance of knowledge through the various websites.
In this assignment, I was given four scenarios and asked to identify the best type of research method that will provide an answer along with a rationale for that method.

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 scenario, I believe that the qualitative research method would work. In the study, interviews will be conducted with the students. "Qualitative research is first concerned with understanding social phenomena from participants' perspectives." (McMillan & Schumacher, p. 135) The scenario also mentions an observation for more than three weeks.

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.

For Scenario 2, I think that the quantitative method would work. The classes are randomly divided in two groups containing 15 students. Then, one selected group will receive training on peer mediation. McMillan & Schumacher, 2008, p. 23, stated that, "In an experimental design, the researcher manipulates what the subjects will experience."

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.

Scenario 3 was tough to decide on. I believe that the action research method is appropriate because a school counselor wants to know how students attitudes affect the value of peer mediation. McMillan & Schumacher, 2008, p.174, state, "Action research is the process of using research principles to provide information that educational professionals use to improve aspects of day-to-day practice."

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.

Scenario 4 would be considered a mixed method. The pre- and post-tests that are given will use quantitative methods of gathering data, while the bi-monthly follow-up interviews provide qualitative data.

In conclusion, the process of educational research can be a complicated and challenging task. With new tools available to us, the research process should result in answers that will help build a better educational system.


McMillan, J., & Schumacher, S. (2008) Research in Education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Application 3, Research Questions

After making some modifications, my problem statement will be the following: I plan to determine if technology use with third grade science students raises benchmark scores.

The research questions that I will address are as follows:

1. What teacher centered technologies will be used with the science instruction?
2. What student centered technologies will be used with the science instruction?
3. What types of standard science instruction will be used?
4. How will the benchmark data be collected and interpreted from use of technology tools vs. non technology tools?

I have decided that the mixed method, exploratory design will work best for the literature review. I feel that collecting the qualitative data first will help promote the quantitative data I am looking for in the benchmark scores. McMillan & Schumacher (2008), stated, "By using a qualitative component in the beginning, researchers are able to use the language and emphasis on different topics of the subjects in the wording of items for the survey".

Reference:

McMillan, J., & Schumacher, S. (2008) Research in Education: Evidence-Based Inquiry (Laureate custom edition). Boston: Pearson.

Application 2, General Problem Statement

I plan to determine if technology use on third grade science students raises benchmark scores. I will also plan to record the monthly benchmark scores of the third graders to determine which type of instruction is more effective.

• Who: Third grade students who are learning science.
• What: Use of technology with science instruction vs. standard science instruction.
• Why: Impact on achievement in Science.

All students in elementary school are required to learn science. However, students are not given the end of year state test until they are in grades third through fifth. It has been my observation that some third grade students are not prepared for the end of the year state test.

McMillan and Schumacher (2006), stated, "A research problem is significant when it aids in the development theory, knowledge, or practice". Benchmark testing has shown that their are students that are not understanding the information given to them in their lessons. I plan on developing lesson plans that give students the opportunity to use technology tools with the unit. When test results become available, I will compare the scores of students using the technology tools with those from another class using standard instructional methods. When the data is collected, I will share the results with the third grade teachers.

Reference

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