I know much research has been done on the use of technology
and increased student achievement, but that research is basic use of technology
or particular software packages. It
doesn’t specify exact technology tools and how they are used; only general information
is obtained through these studies. For
example, Schacter (1999) reports that Kulik’s Meta-Analysis study found that
students spend less time learning more when computer-based instruction
is used. Students also liked their classes more and developed a more positive attitude towards
classes. The other four studies done by the
various researchers in the Milken Exchange of Technology provided similar
results. Because these studies don’t
apply to our students at Hutto High School and the specific technology
we have to use, I wanted to explore with more specificity. With the help from my site mentor, the
following has evolved.
PURPOSE
The purpose of this action research is to investigate if the
use of the Mimio pad promotes or inhibits student engagement and student
achievement in a secondary biology classroom.
RELEVANCE TO PURPOSE: Within two years our district has spent
approximately $30,000.00 on 70 Mimio pads for the high school alone. Teachers or students are not utilizing the technology
to its full potential. Furthermore, one
of our biology teachers and his inclusion co-teacher requested that I research new
ways of instruction and differentiation to ensure ALL their students are
learning. Another issue he is
experiencing is the students time-on-task and their attitude towards their
studies. After looking at their common
assessment scores (every 3 weeks), six weeks’ grades, and semester exam scores,
they knew there was a need for instructional method revamping to inspire all of
their students.
Knowing what I know about kids and technology, I began to
wonder how the use of the Mimios by the students might affect their
time-on-task and achievement.
SIGNIFICANCE
The direct benefactors are the biology teacher, the co-teacher,
and the students. The indirect
benefactors are the science department, the campus principal, parents, the
superintendent and assistant superintendent, and society in general.
REASONING: If my research shows that the Mimio pads
promote engagement and learning, the students will benefit the most because
they will enjoy their class more, exhibit more on-task behaviors, and increase
their scores. Through the differentiated
instruction, the students will be in charge of their own learning allowing the
teachers the opportunity to monitor more extensively their students’
understandings. When learning occurs,
scores go up and the teacher will spend less time with the principal reflecting
on why his students are unsuccessful.
The principal in turn will not
have to schedule a time to meet with the teacher to help him with interventions
and parents won’t have to make that call to the teacher or principal to ask why
their student is failing. When learning
has taken place, the principal, superintendent, assistant superintendent of
curriculum, and the science department can expect higher test scores, which
results in less planning and pull out programs to intervene. Finally, society benefits because these
students will develop into productive, contributing citizens.
Schacter, J.
(1999). “The impact of education
technology on student achievement: What
the most
current research has to say.” Milken
Exchange on Education Technology.
Retrieved from
http://www.mff.org/pubs/ME161.pdf
I am intrigued by your action research topic. I had considered Mimio pads to be a great potential instructional resource when I first saw them. I will be following your action research closely to see what you uncover as you investigate your topic.
ReplyDeleteThanks. Any ideas you can provide will help. I am going to meet with the teachers I will be working with soon. I talked a bit to them about what we need to do. We are concerned though with the different make up of the three classes. Maybe I will test the one class with various topics of study also to see what the data looks like. I wanted to use his three inclusion classes. I do understand their concern with the different makeup of the classes. Any ideas?
ReplyDeleteThat is something I am trying to figure out myself for my action research. My site mentor mentioned that I might consider trying out my flipped classroom with two classes with similar demographics. For example, I might start with my two most similar Pre A.P. classes. One class would flip and the other would not for the first unit. The following unit, she suggested I switch the classes. By alternating the two groups, I can get some comparative data. I don’t know if something like that could work with your study. I’ll think on it some more and get back with you if I uncover a different idea.
ReplyDeleteI've thought some more on your question. You mentioned that your teacher wanted to improve engagement for all of his students. If you just worked with one class, the other two classes would not gain the potential benefit of the study. What if you pulled a sample group from each of the three classes? That way you could use your study with all three classes but focus only on the subset of students you selected for your data collection. It is just a thought.
ReplyDeleteThanks for your validation. I thought the same thing so we have decided to work with his three inclusion classes since they all have a sampling of our school community. Delia looked at my discussion this week and said she wondered if I was doing too much. I guess time will tell. We learn from our mistakes.
DeleteI haven't seen your discussion post as I am in a different section number so your plans may have changed. Mine have a bit. Your plan might be ambitious, but you are in a slightly different position in the sense that you are not working alone.
DeleteBased on what you are say here, your topic appears to be focused on one specific technology and you are working with one specific teacher. He will be a support for your project too. Even if you do not discover what you expected, you will learn a lot from the experience.