MECI.8-EDUC-735B-08 Collaborative Action Research Report. Joshua Hoffman. Olivet Nazarene University Instructor- Susan Moore

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1 MECI.8-EDUC-735B-08 Collaborative Action Research Report Joshua Hoffman Olivet Nazarene University Instructor- Susan Moore

2 Student Engagement with Technology A high school science teacher at Pleasant Valley High School in Bettendorf, Iowa conducted this research study. Pleasant Valley High School prides itself on providing a highquality education in all areas of high school from academics to extra-curricular activities and athletics. One area the high school lacks is the area of technology. Most of the classrooms have LCD projectors mounted with the remaining classrooms being outfitted, hopefully, by the end of the current school year. However, most of the technology ends there. The entire teaching staff can check out a formative assessment polling device but this must be planned for in advance. Most teachers will use power point or an overhead projector to administer large group discussion. Even with these technologies the students of Pleasant Valley High School are receiving a high-quality and challenging education and are thoroughly prepared for their future. However, more steps can be taken to advance instruction in the classroom. The state of Iowa, in the Fall of 2009, received a 10% across the board funding cut in all areas of the state including education. With new technologies evolving at a rapid pace, it is important for education to jump on board in order to increase effective instruction and improve teaching practices with the aid of technology. This is not easy when Smart Boards cost close to $1000, document cameras can reach nearly $700 and when it is all said and done, equipping one classroom with engaging technologies can cost nearly an estimated $2000. In my classroom, I decided to investigate more affordable means of similar technologies. I began using the Nintendo Wii-mote White board and free text-polling to enhance instruction in a trial run during the Spring semester of the school year with an anticipation of conducting this study during the Fall of I also purchased a $30 web cam for use as a document camera. The overall cost of equipping this classroom is estimated at around $120, a large cost savings. But if

3 instruction and engagement do not improve with these technologies why invest the time and money to train staff and use them in the classroom? I attempted to answer three basic research questions: 1. What are teacher s self-efficacy with technology and how to effectively use technology in their classroom? 2. Will low-cost technology options be effective at developing 21 st Century skills, utilizing formative assessment, and engaging students? 3. What low-cost options are available and are there any benefits and downsides to using them? The common factor among the questions is the overall impact technology will have on student engagement and behavior. Though teacher efficacy will play a small role in implementing technology, it was not the overall focus of this study but it something that should be considered whenever new technology is developed and put into the classroom. 21 st century skills refer to the skills students need to acquire in order to compete in a global knowledge-based environment. In order to gather the needed data to support my hypothesis that technology will increase engagement during instruction I used an At-task observation instrument during two chemistry classes and one physical science class, or half of my students. While conducting these observations I took note of what teaching strategy I was using and what the students were doing. This helped assess if 21 st century skills were being used and developed. I gave all of my students an Interactive Whiteboard/Technology Attitude survey and also had two other teachers in the high school who use the same technology assessed during this study give the survey two one of their classes. Overall, this survey assessed an estimated 12-13% of the student body. I

4 continued to assess 21 st century skills by interviewing two educators about their teaching practices while using the Wii-interactive whiteboard (WIWB) or other technologies. Finally, I gave a short teacher efficacy survey to ten teachers from different departments in the high school assessing their use of technology and their attitude towards implementing the WIWB and other affordable technologies. This study was conducted during a six-week period at the beginning of the school year. A traditional method of instruction was used consisting of using power point and a chalkboard for group instruction. Cooperative learning and traditional assignments and exams were given. After this three week period the WIWB, text-polling, text-message assignment notification and group work with technology were introduced to enhance the learning experience. As I reviewed the data collected I was pleased to find an increase in student engagement during instruction that utilized some form of technology. I hypothesized that students would enjoy instruction more, pay better attention and participate in more group discussions than they normally would through a more traditional classroom setting. I supported this hypothesis and feel confident that with more years of research, I will be able to correlate my findings on engagement with student grades and assessment. Analysis of Data The at-task observation instrument was used during three classes of 45 minutes each, once per week on the same day of the week, Tuesday. The data supports my hypotheses that students would be more engaged during instruction when the WIWB and/or text polling were used. The results of this instrument can be found in the following table.

5 Table 1 At-Task Observation Results Class Chemistry Chemistry Physical Science Observation % At-Task w/o Observation % At-Task w/ IWB # IWB # The results show that students exhibited more at-task behaviors while the Wii-Interactive White Board was being used compared to when it was not being used at the beginning of the school year. Common at-task behaviors include taking notes, eyes on the board and/or teacher, participating in discussions and group work. This pattern was seen in all three classes during this study. Common at-task behaviors were noticed with similar students throughout the study and may signal further issues beyond what they study looked for. Common off-task behaviors observed were having your head down, turned around or out of your seat, doing school work other than the class s school work or stalling. Most of these off-task behaviors occurred during the first five to ten minutes of class and during the last five minutes of class. It can then be concluded that during the bulk of instructional time at-task behavior was observed. While collecting at-task data, I also noted what teaching practices and activities were completed during the class period. This enabled me to determine if 21 st century skills were being utilized. According to the Iowa Core Curriculum all students must acquire certain skills that will prepare them for a competitive economy. Two such skills were observed during this study. The

6 first is use digital media and environments to communicate work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (Iowa Core Curriculum 2009). With this essential skill students wrote on the white board, shared answers and data with each other, and gave presentations using the white board, document camera or chalkboard. It should be noted that the majority (83% and higher) chose to use some form of technology to present their findings. Students did not use digital media during the course to communicate from a distance but I did begin sending homework text-message alerts to anyone who signed up or texted a phone number inquiring about the day s homework assignment. I also maintain a website that has a schedule, all homework assignments, help links, notes and other information that would help a student succeed in the class. I reference it, sometimes daily, to communicate homework assignments and different handouts. Finally, all grades are kept on an internet-based grading system which can be accessed from any home computer to see the progress of a student. The second 21 st century skill observed was to apply digital tools to gather, evaluate, and use information (Iowa Core Curriculum 2009). Students collected and processed data from lab experiments, shared their findings using the white board and/or web-cam, taught their peers essential science concepts, did practice work and gave presentations using digital media. Though the chalkboard and traditional lab equipment was available, the majority (85% and higher) of students chose to use computers to gather their data. The ability to use digital thermometers that can also graph results as readings are taken gives immediate feedback on trends noticed during lab experiments. Students do not have to wait hours or days to draw conclusions on their findings but can have supportive evidence immediately. This is a powerful

7 tool to have and allows students to process information a faster rate and draw conclusions quicker. At the end of the study a survey was given to students in order to assess how they felt during IWB use and while using other technologies. It was given to also see if there was a relationship between student perception of technology and their actual behavior during instruction. After gathering survey results, I found there is a direct relationship between student perception and their actual behavior. Students enjoy using the IWB and other technologies like cell phone text polling for formative assessment purposes, digital probe-ware during lab experiments and the webcam. They feel learning with technology will help them achieve more in school and better prepare them for the future. Averages of the results for each question are provided in Table 2. Table 2 Interactive Whiteboard/Technology Attitude Survey 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree Question 1. I enjoy classroom instruction using the IWB I am not tired of technology use in the classroom I will be able to get a good job if I know how to use an IWB I can concentrate better on the lesson with the IWB I would work harder if the IWB were used more I know that the IWB gives me more opportunities to learn new things I understand the lesson better when the IWB is used I believe that if more teachers used the IWB, I would enjoy school more I believe that it is important for me to be able to use technologies such as the computer and 3.4 the IWB 10. I can learn new things when the IWB is used I feel comfortable using the IWB I (do not) think lessons take longer using the IWB Using the IWB does (not) scare me Using the IWB does not make me nervous 3.5 Mean

8 15. Using the IWB is not difficult I can (not) learn more from books than the IWB I want to work with technology whenever I can I work hard on my schoolwork I do try hard in school I pay attention in class When I am in class, I just act as if I m working It is important to do my best in school I always try to complete my assignments Cell phone surveys help me assess my learning Cell phones in learning can help me achieve in class Cell phones can hinder my academic progress 2.1 In addition to this survey I asked the students what do they like and dislike about the IWB and cell polls and what could be done to improve them? A small sample of these qualitative responses is given below. Finally something new and different in high school! I m not a fan of school but the IWB is ten times better than power point and lecture. I wish all my classes had this technology. Keeps me involved and awake! Text polls are a fast way to see if I get a concept. It s pretty cool. I become more involved with the material. It s what we re used to. What?! How d you do that?! That s so awesome! The following is a small sample of the ten negative comments I received: Can slow down the class.

9 It s just a toy. Let me use it, not just you. (This was said by several students.) In order to answer question one, assessing teacher efficacies, I gave a short ten question survey to ten teachers from different areas and departments in the school. The survey quickly assessed their experience with working with computers, how long they have been teaching and any worries they had about technology implementation. All participants felt very comfortable using a computer and some were worried that learning a new technology, such as an IWB, polling device or something else would require a lot of time and training. This is the general feeling I hear among the faculty while attending meetings and asking a few teachers for their feelings with putting interactive white boards into each room. What is encouraging is that most teachers want technology in their room and know it will help them become a better teacher despite the extra time needed to learn how to use it effectively. Action Plan and Summary In summary, I set out to investigate low-cost technology options for improving overall instruction in my classroom. I used the Wii-mote interactive whiteboard, a webcam, lab probeware during experiments and text-messaging for formative assessment and homework inquiries. I also wanted to assess overall student reaction and at-task behavior during instruction. I found that, on average, 95% of my students exhibited at-task behavior while using the IWB and cellpolls, compared to 80% without the whiteboard. Teaching practices that were observed were lecture, student presentations, data analysis, cooperative learning activities and formative assessment practices. All of these practices were enhanced through the use of the technologies used during this study. Students were more engaged in the curriculum and were more involved during the class than what was observed prior to using the technology.

10 The impact of grades and the use of technology should be addressed though it was not directly assessed during this study. Because this study was conducted for only six weeks it is not safe to assume a correlation between student engagement and improved grades because of a small sample size. However, there have been numerous studies cited by Smart Technologies that conducted research over a longer period of time and with larger sample sizes that concluded a correlation between grades and student engagement with technology. Even with these studies I would still like to continue this research in my own classroom. I see this study as a way to improve my own teaching practices by focusing more on using technology as a tool to enhance essential skills and concepts to improve student performance and not only focusing on the technology. In looking ahead to the remainder of this school year and the school as a whole I feel confident this research will help open the door for more affordable and effective technologies for each classroom. It can be concluded that the IWB is a useful instructional tool that can be utilized to motivate, stimulate, and engage students during the learning process. And because this study was conducted using budget conscious technology, they can be considered for earlier implementation compared to more expensive commercial items. Finally, because the school feels implementing technology into the classroom they are moving ahead at getting interactive whiteboards into more classrooms. This is great news and one that will only improve the education of the students at Pleasant Valley High School.

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