AR Plan
PURPOSE: The purpose of my Action Research is to improve student engagement and achievement through iPad use.
PROBLEM/SITUATION: The situation that I want to improve is student engagement and achievement in Social Studies. Much of the time, students consume knowledge rather than produce content. Students normally read and research for weeks to learn about a past civilization. This all leads up to only one day of a test when the students attempt to summarize all of the content they have learned. The test typically does not address student learning styles or interests. It is centered on a teacher-produced question and requires students to reproduce the information that they’ve learned in a synthetic way. The hope of my action research is to find a way for students to create projects and a way to assess students that is more meaningful than a test. If students are engaged through producing content about what they learned, hopefully their achievement will be higher as well.
RESEARCH QUESTION: My possible research question is: How will different applications and uses of the iPad increase student engagement and achievement?
BACKGROUND RESEARCH: My literature review and discussion with my action research professor helped me plan my action research plan. The resources used in my literature review are the following:
Bielefeldt, T. (2012). Guidance for Technology Decisions from Classroom Observation. Journal Of Research On Technology In Education (International Society For Technology In Education), 44(3), 205-223.
Blow, D., & McConnell, S. (2012). A NEW MODEL FOR classroom technology rollouts. Leadership, 42(2), 32-35.
Dogan, B., & Almus, K. (2014). School Administrators’ Use of iPads: Impact of Training and Attitudes Toward School Use. Computers In The Schools, 31(3), 233-250. doi:10.1080/07380569.2014.932660
Ensor, T., & Elementary, R. (2012). Teaming With Technology: 'Real' iPad Applications. Journal Of Adolescent & Adult Literacy, 56(3), 193. doi:10.1002/JAAL.00127
Gentile, M. (2012). The Importance of Managing iPads in the Classroom. Education Digest, 78(3), 11-13.
Harris, C. (2014). Tablet Takeaways from 2013. School Library Journal, 60(1), 14.
Hedge, S. (2013). Teaching with Tablets. Education Digest, 78(6), 50-52.
Jacobs-Israel, M., & Moorefield-Lang, H. (2013). Redefining Technology in Libraries and Schools. Teacher Librarian, 41(2), 16-18.
Kirkland, A. (2014). Models for Technology Integration in the Learning Commons. School Libraries In Canada (17108535), 32(1), 14-18.
Kovalik, C., Kuo, C., Cummins, M., Dipzinski, E., Joseph, P., & Laskey, S. (2014). Implementing web 2.0 tools in the classroom: Four teachers' accounts. Techtrends: Linking Research & Practice To Improve Learning, 58(5), 90-94. doi:10.1007/s11528-014-0790-1
Larkin, K. (2014). iPad apps that promote mathematical knowledge? Yes, they exist!. Australian Primary Mathematics Classroom, 19(2), 28-32.
Lynch, J., & Redpath, T. (2014). ‘Smart’ technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal Of Early Childhood Literacy, 14(2), 147-174. doi:10.1177/1468798412453150
Milman, N. B., Carlson-Bancroft, A., & Boogart, A. (2014). Examining Differentiation and Utilization of iPads Across Content Areas in an Independent, PreK–4th Grade Elementary School. Computers In The Schools, 31(3), 119-133. doi:10.1080/07380569.2014.931776
Peluso, D. C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?. British Journal Of Educational Technology, 43(4), E125-E127. doi:10.1111/j.1467-8535.2012.01310.x
Pilgrim, J., Bledsoe, C., & Reily, S. (2012). New Technologies in the Classroom. Delta Kappa Gamma Bulletin, 78(4), 16-22.
Rafool, B., Sullivan, E., & Al-Bataineh, A. (2012). Integrating Technology into the Classroom. International Journal Of Technology, Knowledge & Society, 8(1), 57-71.
Raths, D. (2013). 5 Solutions for Your Tablet Management Woes. (Cover story). T H E Journal, 40(6), 14-20.
Reiss, D. (2013). TEXTBOOKS to TABLETS. District Administration, 49(2), 60-63.
Schaffhauser, D. (2013). Tips for Effectively Managing Your iPad Classroom. T H E Journal, 40(5), 7.
From these resources, I learned that iPad use can be a powerful tool in the classroom. The success of the device’s use depends on if the applications are student-centered, how many iPads are in the classroom, and if the students and teacher are trained. If these factors align, research has shown that students improve their academic skills, become engaged and motivated, and collaborate with one another. IPads allow students to take ownership in their learning by having experience appropriate for their academic level and by allowing them to create rather than consume knowledge. Overall, the research found in these articles supports iPad use in the classroom within the right context.
Community of Practice: My position in the community of practice that I am working in can be described as the leader. As a teacher in the classroom, I support my students and guide them in their daily activities. Students work on their own and in groups while I help them by setting up the system in which they work.
MY ACTIONS (Cycle 1): The research question is: How will creating a website with an iPad increase student engagement and achievement?
I have already surveyed my social studies students about how they would like to use the iPads in which I learned that 87% of my students are interested or very interested in creating a website. I also created my own website through Google sites so that I can help students when they come across problems that they cannot solve on their own. Through this, I also found several templates that can be the base for the student websites. The students have started their next unit on studying India, which they will create a website for. I booked the iPad cart so that students will have several days to plan and create their website. After students create a page on their website, I will collect survey data from them on their engagement.
ARTIFACTS COLLECTED: I will be collecting the following...
-AR Journal
-Assessment data about the relevance of content of their site
-Survey data about student engagement
EVALUATION: I will evaluate the outcomes of this action by recording my observations and anecdotal records in a journal, analyzing survey data about engagement, and comparing assessment scores to previous assessment scores. In my journal, I will record how engaged students seem from my perspective. I will compare these upcoming units with the previous units and explain how student participation compares. I will also give each student a grade for the content of his or her site. The students will know the standard ahead of time before they start their sites. I will then compare the score from their website content with the average grade of their past assessments. In the student survey, students will report how much they liked this unit and how much they liked their project compared to other assessments.
PLAN (Cycle 2): While the outcomes and my reflections on them my change my plans dramatically, I currently plan to research how creating an iMovie will affect engagement and achievement in my second cycle. I will evaluate the second cycle the same way as the first cycle. In my third cycle, I plan to research either how creating prezis or programming affects student engagement and achievement.
Estimate of timeline:
-Finish Cycle 1 by 12/19/14
-Finish Cycle 2 by 2/28/14
-Finish Cycle 3 by 4/24/14
The timeline depends on how long each social studies unit takes. I will implement technology use and evaluate at the end of each unit.
PURPOSE: The purpose of my Action Research is to improve student engagement and achievement through iPad use.
PROBLEM/SITUATION: The situation that I want to improve is student engagement and achievement in Social Studies. Much of the time, students consume knowledge rather than produce content. Students normally read and research for weeks to learn about a past civilization. This all leads up to only one day of a test when the students attempt to summarize all of the content they have learned. The test typically does not address student learning styles or interests. It is centered on a teacher-produced question and requires students to reproduce the information that they’ve learned in a synthetic way. The hope of my action research is to find a way for students to create projects and a way to assess students that is more meaningful than a test. If students are engaged through producing content about what they learned, hopefully their achievement will be higher as well.
RESEARCH QUESTION: My possible research question is: How will different applications and uses of the iPad increase student engagement and achievement?
BACKGROUND RESEARCH: My literature review and discussion with my action research professor helped me plan my action research plan. The resources used in my literature review are the following:
Bielefeldt, T. (2012). Guidance for Technology Decisions from Classroom Observation. Journal Of Research On Technology In Education (International Society For Technology In Education), 44(3), 205-223.
Blow, D., & McConnell, S. (2012). A NEW MODEL FOR classroom technology rollouts. Leadership, 42(2), 32-35.
Dogan, B., & Almus, K. (2014). School Administrators’ Use of iPads: Impact of Training and Attitudes Toward School Use. Computers In The Schools, 31(3), 233-250. doi:10.1080/07380569.2014.932660
Ensor, T., & Elementary, R. (2012). Teaming With Technology: 'Real' iPad Applications. Journal Of Adolescent & Adult Literacy, 56(3), 193. doi:10.1002/JAAL.00127
Gentile, M. (2012). The Importance of Managing iPads in the Classroom. Education Digest, 78(3), 11-13.
Harris, C. (2014). Tablet Takeaways from 2013. School Library Journal, 60(1), 14.
Hedge, S. (2013). Teaching with Tablets. Education Digest, 78(6), 50-52.
Jacobs-Israel, M., & Moorefield-Lang, H. (2013). Redefining Technology in Libraries and Schools. Teacher Librarian, 41(2), 16-18.
Kirkland, A. (2014). Models for Technology Integration in the Learning Commons. School Libraries In Canada (17108535), 32(1), 14-18.
Kovalik, C., Kuo, C., Cummins, M., Dipzinski, E., Joseph, P., & Laskey, S. (2014). Implementing web 2.0 tools in the classroom: Four teachers' accounts. Techtrends: Linking Research & Practice To Improve Learning, 58(5), 90-94. doi:10.1007/s11528-014-0790-1
Larkin, K. (2014). iPad apps that promote mathematical knowledge? Yes, they exist!. Australian Primary Mathematics Classroom, 19(2), 28-32.
Lynch, J., & Redpath, T. (2014). ‘Smart’ technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal Of Early Childhood Literacy, 14(2), 147-174. doi:10.1177/1468798412453150
Milman, N. B., Carlson-Bancroft, A., & Boogart, A. (2014). Examining Differentiation and Utilization of iPads Across Content Areas in an Independent, PreK–4th Grade Elementary School. Computers In The Schools, 31(3), 119-133. doi:10.1080/07380569.2014.931776
Peluso, D. C. (2012). The fast-paced iPad revolution: Can educators stay up to date and relevant about these ubiquitous devices?. British Journal Of Educational Technology, 43(4), E125-E127. doi:10.1111/j.1467-8535.2012.01310.x
Pilgrim, J., Bledsoe, C., & Reily, S. (2012). New Technologies in the Classroom. Delta Kappa Gamma Bulletin, 78(4), 16-22.
Rafool, B., Sullivan, E., & Al-Bataineh, A. (2012). Integrating Technology into the Classroom. International Journal Of Technology, Knowledge & Society, 8(1), 57-71.
Raths, D. (2013). 5 Solutions for Your Tablet Management Woes. (Cover story). T H E Journal, 40(6), 14-20.
Reiss, D. (2013). TEXTBOOKS to TABLETS. District Administration, 49(2), 60-63.
Schaffhauser, D. (2013). Tips for Effectively Managing Your iPad Classroom. T H E Journal, 40(5), 7.
From these resources, I learned that iPad use can be a powerful tool in the classroom. The success of the device’s use depends on if the applications are student-centered, how many iPads are in the classroom, and if the students and teacher are trained. If these factors align, research has shown that students improve their academic skills, become engaged and motivated, and collaborate with one another. IPads allow students to take ownership in their learning by having experience appropriate for their academic level and by allowing them to create rather than consume knowledge. Overall, the research found in these articles supports iPad use in the classroom within the right context.
Community of Practice: My position in the community of practice that I am working in can be described as the leader. As a teacher in the classroom, I support my students and guide them in their daily activities. Students work on their own and in groups while I help them by setting up the system in which they work.
MY ACTIONS (Cycle 1): The research question is: How will creating a website with an iPad increase student engagement and achievement?
I have already surveyed my social studies students about how they would like to use the iPads in which I learned that 87% of my students are interested or very interested in creating a website. I also created my own website through Google sites so that I can help students when they come across problems that they cannot solve on their own. Through this, I also found several templates that can be the base for the student websites. The students have started their next unit on studying India, which they will create a website for. I booked the iPad cart so that students will have several days to plan and create their website. After students create a page on their website, I will collect survey data from them on their engagement.
ARTIFACTS COLLECTED: I will be collecting the following...
-AR Journal
-Assessment data about the relevance of content of their site
-Survey data about student engagement
EVALUATION: I will evaluate the outcomes of this action by recording my observations and anecdotal records in a journal, analyzing survey data about engagement, and comparing assessment scores to previous assessment scores. In my journal, I will record how engaged students seem from my perspective. I will compare these upcoming units with the previous units and explain how student participation compares. I will also give each student a grade for the content of his or her site. The students will know the standard ahead of time before they start their sites. I will then compare the score from their website content with the average grade of their past assessments. In the student survey, students will report how much they liked this unit and how much they liked their project compared to other assessments.
PLAN (Cycle 2): While the outcomes and my reflections on them my change my plans dramatically, I currently plan to research how creating an iMovie will affect engagement and achievement in my second cycle. I will evaluate the second cycle the same way as the first cycle. In my third cycle, I plan to research either how creating prezis or programming affects student engagement and achievement.
Estimate of timeline:
-Finish Cycle 1 by 12/19/14
-Finish Cycle 2 by 2/28/14
-Finish Cycle 3 by 4/24/14
The timeline depends on how long each social studies unit takes. I will implement technology use and evaluate at the end of each unit.