This week, I have been looking over my GAME plan and have thought about how I can continue to progress toward the goals in my GAME plan. I am finding some good resources that I need for my first and second goals, even though some of the resources I need will not be available until the beginning of the school year. So far, I have not found that I need to modify my action plan. I have learned that there is a lot of work in the action part of my GAME plan and finding resources is not easy. Still, I have not had any new questions arise. Here are the goals I have been working on:
1. 1(B) engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.
2. 2(C) promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
Because most of the action in my GAME plan will start at the beginning of the year when I have my students in class, I haven’t been able to do a whole lot yet, but I have decided that I will talk to my principal about getting an interactive whiteboard at the beginning of the year. For my first goal, in order to help my students explore real-world issues, I have decided that these websites will work well with the content I teach:
www.maps.google.com
http://www.inkpot.com/news/
http://www.live-radio.net/european.shtml
www.youtube.com
www.teachertube.com
**The program Google Earth was recently installed on my school computer, which will be of use, too.
For my second goal, I would also like to add blogging and voicethreads to my list of ways students can reflect, using collaborative tools. I will be setting up these accounts at the beginning of the year. I have learned last week that blogging is a good way to have students reflect to a prompt, and then they can comment on their peers’ reflections as well. Voicethread will work in this same manner when doing performance tasks.
I will see you all next week as I continue the GAME plan!!
Wednesday, July 21, 2010
Wednesday, July 14, 2010
Carrying out my GAME Plan
Last week I started to develop my own GAME plan, as Cennamo, Ross and Ertmer (2009) state, to help me “think about and take steps to direct [my] learning process, specifically while learning about technology and how to integrate it into the curriculum” (p. 3). My action plan discusses the two different goals I have: engaging students in exploring real-world issues and solving authentic problems using digital tools and resources and promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
For my first goal, I will need to make sure that I will have access to Net Books and that they will always be available. I will have to reserve the tech cart well in advance, so in August I will start investigating what days I will need them, and I will reserve them on certain dates to make sure I will have them for the students. If something goes wrong and I am unable to have the Net Books, I will take my students to the computer lab for a backup plan. The computers will work just as well. In order to get an interactive whiteboard, I will need to talk with my principal directly and ask about getting one. I still have to do this, but I do not know if I should ask him now or wait until August when I go back to work during our in service days. As for websites, I am currently looking on the internet and bookmarking websites that are valuable for my students learning Spanish. I have them bookmarked on my delicious site, so I will not lose them.
For my second goal, in order to start my action plan, I stated that my students first need to know how they learn best, by determining their strengths and weaknesses. In order for them to know this, I will have them take an assessment online at: http://literacyworks.org/mi/assessment/findyourstrengths.html. This website will help them see how they learn best. According to the results, I will also take a look and see what they say so I can plan the best way for my students to reflect using collaborative tools. One way of having my students reflect collaboratively is to have them create wiki’s as a group, giving them a concept or idea and they create a wiki to demonstrate their knowledge. I would use www.wikispaces.com for this activity. Another idea I have is to have students create their own mind maps using http://bubbl.us. This tool would show me how they see a concept or idea in their own mind, and they can reflect on it after using their mind map as a reference. Reflections could be on their own blogs, using www.blogger.com.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
For my first goal, I will need to make sure that I will have access to Net Books and that they will always be available. I will have to reserve the tech cart well in advance, so in August I will start investigating what days I will need them, and I will reserve them on certain dates to make sure I will have them for the students. If something goes wrong and I am unable to have the Net Books, I will take my students to the computer lab for a backup plan. The computers will work just as well. In order to get an interactive whiteboard, I will need to talk with my principal directly and ask about getting one. I still have to do this, but I do not know if I should ask him now or wait until August when I go back to work during our in service days. As for websites, I am currently looking on the internet and bookmarking websites that are valuable for my students learning Spanish. I have them bookmarked on my delicious site, so I will not lose them.
For my second goal, in order to start my action plan, I stated that my students first need to know how they learn best, by determining their strengths and weaknesses. In order for them to know this, I will have them take an assessment online at: http://literacyworks.org/mi/assessment/findyourstrengths.html. This website will help them see how they learn best. According to the results, I will also take a look and see what they say so I can plan the best way for my students to reflect using collaborative tools. One way of having my students reflect collaboratively is to have them create wiki’s as a group, giving them a concept or idea and they create a wiki to demonstrate their knowledge. I would use www.wikispaces.com for this activity. Another idea I have is to have students create their own mind maps using http://bubbl.us. This tool would show me how they see a concept or idea in their own mind, and they can reflect on it after using their mind map as a reference. Reflections could be on their own blogs, using www.blogger.com.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Friday, July 9, 2010
Developing my personal GAME plan
After reviewing the National Education Technology Standards and Performance Indicators for Teachers website, I realized that I am more proficient than I thought I was in using technology. This Master’s course has really helped me think about technology and its importance in the classroom. Because of the previous courses for my degree, I feel that I do well with modeling digital-age work and learning, promoting and modeling digital citizenship and responsibility and engaging in professional growth and leadership. I feel I do well with meeting these standards, but I still need to work on the first standard, facilitating and inspiring students learning and creativity and the second standard, designing and developing digital-age learning experiences and assessments. In order to work on these two standards, I will be using the GAME plan, as illustrated by Cennamo, Ross and Ertmer (2009) to help me “think about and take steps to direct [my] learning process, specifically while learning about technology and how to integrate it into the curriculum” (p. 3).
GOALS:
The two performance standards I need to work on are:
1. 1(B) engaging students in exploring real-world issues and solving authentic problems using digital tools and resources and
2. 2(C) promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
ACTION:
1. In order to take action for my first goal of engaging students in exploring real-world issues and solving authentic problems using digital tools and resources, Cennamo et al. (2009) suggest that I need to “determine steps [I] can take to meet [my] goal within a reasonable timeline” (p. 10). In order to become proficient in my first goal, I will need to decide what technology tools I feel will be of best use in my classroom. I have three different ideas: interactive whiteboard, NET books and websites. I will need to talk with my principal about getting an interactive whiteboard, my school is in the process of getting NET books and I will need to see what websites would be of best use with world language students.
2. For my second goal of promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and creative processes, I will first need to be able to identify the ways in which my students learn best, in order to creative lessons in which I will get the best student reflection. An example of this is if I find that my students learn best visually, I can have students create mind maps or concept maps using digital tools, and then have them reflect based upon the visual tool they created. In order to determine how my students learn best, I will conduct a survey (either using surveymonkey or finding a survey online which will help students find out their different learning styles). After reviewing the results, I can tailor my lessons to best fit their needs.
MONITORING:
As I work on these goals by taking action, I will need to take a step back and look at how my planning is going. As I take action to achieve my learning goals, I will need to “monitor whether [I am] making sufficient progress toward [my] goals and reflect on whether the strategies [I] have chosen are working” (Cennamo, et al., 2009, p. 4). I will ask myself these questions before going forward:
• Are my goals being met?
• Do I need to modify my actions?
• Do I need to do more research to meet my goals?
.
EVALUATING:
During evaluation, I will reflect on what went well and what I did to change something, so when I look back, I will remember the process I went through to be successful. According to Cennamo, et al. (2009), the most important question I need to consider is “whether [I] was successful in meeting [my] goals (p. 5). I can then ask myself what I would do differently in the future.
As for my students, as I work on my two goals, they will undoubtedly be involved in the process, so I will also have my students give me feedback as to what they thought worked and what did not work, and how I can work to better meet my goals.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaning
classroom use: A standards-based approach (Laureate Education custom edition.
Belmont, CA: Wadsworth.
GOALS:
The two performance standards I need to work on are:
1. 1(B) engaging students in exploring real-world issues and solving authentic problems using digital tools and resources and
2. 2(C) promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
ACTION:
1. In order to take action for my first goal of engaging students in exploring real-world issues and solving authentic problems using digital tools and resources, Cennamo et al. (2009) suggest that I need to “determine steps [I] can take to meet [my] goal within a reasonable timeline” (p. 10). In order to become proficient in my first goal, I will need to decide what technology tools I feel will be of best use in my classroom. I have three different ideas: interactive whiteboard, NET books and websites. I will need to talk with my principal about getting an interactive whiteboard, my school is in the process of getting NET books and I will need to see what websites would be of best use with world language students.
2. For my second goal of promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning and creative processes, I will first need to be able to identify the ways in which my students learn best, in order to creative lessons in which I will get the best student reflection. An example of this is if I find that my students learn best visually, I can have students create mind maps or concept maps using digital tools, and then have them reflect based upon the visual tool they created. In order to determine how my students learn best, I will conduct a survey (either using surveymonkey or finding a survey online which will help students find out their different learning styles). After reviewing the results, I can tailor my lessons to best fit their needs.
MONITORING:
As I work on these goals by taking action, I will need to take a step back and look at how my planning is going. As I take action to achieve my learning goals, I will need to “monitor whether [I am] making sufficient progress toward [my] goals and reflect on whether the strategies [I] have chosen are working” (Cennamo, et al., 2009, p. 4). I will ask myself these questions before going forward:
• Are my goals being met?
• Do I need to modify my actions?
• Do I need to do more research to meet my goals?
.
EVALUATING:
During evaluation, I will reflect on what went well and what I did to change something, so when I look back, I will remember the process I went through to be successful. According to Cennamo, et al. (2009), the most important question I need to consider is “whether [I] was successful in meeting [my] goals (p. 5). I can then ask myself what I would do differently in the future.
As for my students, as I work on my two goals, they will undoubtedly be involved in the process, so I will also have my students give me feedback as to what they thought worked and what did not work, and how I can work to better meet my goals.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaning
classroom use: A standards-based approach (Laureate Education custom edition.
Belmont, CA: Wadsworth.
Sunday, June 27, 2010
Reflection for EDUC 6712
Upon completing the course, Supporting Information Literacy and Online Inquiry in the Classroom, I realized how important the teaching of new literacy skills is to every student in today’s society to prepare them for the 21st century. One quote I read at the beginning of the course that stuck with me and really summed up the importance of learning new literacy skills was written by Jukes and MacDonald (2007), “The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” (p. 1). The most striking revelation I had in this course was that there are new literacy skills that need to be addressed in the curriculum, and that these skills are important for every student to know by the time they graduate from high school. It is taken for granted that every student knows how to use these new literacy skills, so teaching students step by step is a very important way for students to become exposed to these skills. I also have realized that the way in which I teach will allow these literacy skills to be added into my lessons and units seamlessly. I usually model for student ahead of time during a lesson or unit what I want for them to do, and by including these new literacy skills, this will be very easy to do. I can model for students how to ask questions, how to research, how to synthesize the information and how to then communicate the information in their own words to an audience. Each step of the way can be modeled for a seamless production.
The knowledge and experience gained from this course will influence my teaching practices in the future in two different ways. The first way my teaching practices will be influenced from my knowledge and experience from this course is before I do an inquiry project with my students, I will have already practiced the skills on my own, therefore, most of the bugs will have been worked out before my students practice on their own. Since this course gave me personal practice with each piece of an inquiry-based unit plan, I will know how to go about it with my students. Secondly, my teaching will be influenced because I have learned many different ways to assess that students have successfully learned each new literacy skill. There are a multitude of assessment strategies from Eagleton and Dobler’s book, Reading the Web: Strategies for Internet Inquiry. This book provides handout examples for every step of the inquiry process and provides pre and post assessment strategies. I will use many of these when assessing whether students understand the new literacy skills or not.
One professional development goal that I would like to pursue that builds upon my learning in this course is going to be a gradual goal process. The first part of my goal will be to include one online inquiry-based learning project next school year for my first year Spanish classes. This will build upon my learning in this course because I will use what I learned and will adapt it to fit with my first year Spanish curriculum. I will also have to do the project on my own first, to work out any problems beforehand. After I successfully implement one online inquiry project, I will then add one inquiry project for my second year Spanish students. Once I have both classes that I teach doing an online inquiry-based project next year, the following year I will proceed to doing two projects each year, and then hopefully the third year I will have students doing one online inquiry-based project every unit. I have four units each school year for each level of Spanish that I teach. I am going this gradually because I want to take time to perfect each unit project, so there are no problems and it is well organized. I have chosen the goal of eventually implementing an online inquiry project for every unit of study into my curriculum because, according to Eagleton and Dobler (2007), “If we want to prepare today’s students to excel in tomorrow’s workplace, we had better start teaching them to be web literate” (p. 4).
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jukes, I., & MacDonald, B. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
The knowledge and experience gained from this course will influence my teaching practices in the future in two different ways. The first way my teaching practices will be influenced from my knowledge and experience from this course is before I do an inquiry project with my students, I will have already practiced the skills on my own, therefore, most of the bugs will have been worked out before my students practice on their own. Since this course gave me personal practice with each piece of an inquiry-based unit plan, I will know how to go about it with my students. Secondly, my teaching will be influenced because I have learned many different ways to assess that students have successfully learned each new literacy skill. There are a multitude of assessment strategies from Eagleton and Dobler’s book, Reading the Web: Strategies for Internet Inquiry. This book provides handout examples for every step of the inquiry process and provides pre and post assessment strategies. I will use many of these when assessing whether students understand the new literacy skills or not.
One professional development goal that I would like to pursue that builds upon my learning in this course is going to be a gradual goal process. The first part of my goal will be to include one online inquiry-based learning project next school year for my first year Spanish classes. This will build upon my learning in this course because I will use what I learned and will adapt it to fit with my first year Spanish curriculum. I will also have to do the project on my own first, to work out any problems beforehand. After I successfully implement one online inquiry project, I will then add one inquiry project for my second year Spanish students. Once I have both classes that I teach doing an online inquiry-based project next year, the following year I will proceed to doing two projects each year, and then hopefully the third year I will have students doing one online inquiry-based project every unit. I have four units each school year for each level of Spanish that I teach. I am going this gradually because I want to take time to perfect each unit project, so there are no problems and it is well organized. I have chosen the goal of eventually implementing an online inquiry project for every unit of study into my curriculum because, according to Eagleton and Dobler (2007), “If we want to prepare today’s students to excel in tomorrow’s workplace, we had better start teaching them to be web literate” (p. 4).
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jukes, I., & MacDonald, B. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Sunday, April 18, 2010
Evaluating Research Methods
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, peer mediation would be best researched by using qualitative research. The reason for this is because qualitative designs “…emphasize gathering data on naturally occurring phenomena. Most of these data are in the form of words rather than numbers, and in general, the researcher must search and explore with a variety of methods until a deep understanding is achieved” (McMillan & Schumacher, 2006, p.26). With this scenario, it is evident that the participants will be observed over a period of time, and the observation will occur in a natural setting.
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.
The best research scenario for this scenario would be quantitative research, because this type of research uses “…numbers, statistics, structure and control” (McMillan & Schumacher, 2006, p. 23). This particular scenario would use an experimental design, because the researcher has manipulated what the participants will experience. In regards to experimental designs, according to McMillan and Schumacher (2006), “The investigator has some control over what will happen to the subjects by systematically imposing or withholding specified interventions” (p. 23). After the experiment is conducted, “The researcher then makes comparisons either (1) between subjects who have had and others who have not had the interventions or (2) between subjects who have experienced different interventions” (McMillan & Schumacher, 2006, p. 23). This type of research fits this scenario because the researcher controls one group on what the subjects will experience and keeps the other group natural, and does not provide peer mediation classes.
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.
I believe that this scenario would be best researched with the action research method. According to McMillan and Schumacher (2006), “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day-to-day practice” (p. 174). With this scenario, the counselor conducting the research would use action research to improve the school’s day-to-day practice. In addition, the person in this scenario who conducts the research is the counselor, which is typical in action research. Since this research is only being conducted in one school setting, not in a more general context, it also fits action research because, “the intent of action research is only to address specific actions in a single context, while applied research seeks to have implications for the field more generally” (McMillan & Schumacher, 2006, p. 174). This scenario would best be studied by using action research because since the is on a solution to common every day problems in a school, “the results of action research tend to be localized” (McMillan & Schumacher, 2006, p. 15).
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.
This scenario requires a mixed-methods approach, in which quantitative research will be used to determine the feelings of people participating in peer mediation or those giving the mediation. Since the feelings will be researched using the ZASK-R Acceptance Preference Survey, the results are quantitative. After giving a pre and post test using this survey, qualitative research will be used by doing follow-up interviews regularly. This type of research design allows the researcher to get a more in depth answer to a research problem, with number results as well as answering the questions “why” and/or “how”. Because there is more than one research method being used, researchers “are not limited to using techniques associated with traditional designs, either quantitative or qualitative” (McMillan & Schumacher, 2006, pp. 27-28). In addition to using mixed methods, this scenario would be using the explanatory approach, where the quantitative method is used first, by conducting surveys, then followed by the qualitative method, where interviews are used, to “elucidate, elaborate on, or explain quantitative findings” (McMillan & Schumacher, 2006, p. 165). The authors also believe that, “The use of mixed-method research designs, which combine quantitative and qualitative methods, is becoming increasingly popular because many situations are best investigated using a variety of methods” (p. 27).
References:
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
For this scenario, peer mediation would be best researched by using qualitative research. The reason for this is because qualitative designs “…emphasize gathering data on naturally occurring phenomena. Most of these data are in the form of words rather than numbers, and in general, the researcher must search and explore with a variety of methods until a deep understanding is achieved” (McMillan & Schumacher, 2006, p.26). With this scenario, it is evident that the participants will be observed over a period of time, and the observation will occur in a natural setting.
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.
The best research scenario for this scenario would be quantitative research, because this type of research uses “…numbers, statistics, structure and control” (McMillan & Schumacher, 2006, p. 23). This particular scenario would use an experimental design, because the researcher has manipulated what the participants will experience. In regards to experimental designs, according to McMillan and Schumacher (2006), “The investigator has some control over what will happen to the subjects by systematically imposing or withholding specified interventions” (p. 23). After the experiment is conducted, “The researcher then makes comparisons either (1) between subjects who have had and others who have not had the interventions or (2) between subjects who have experienced different interventions” (McMillan & Schumacher, 2006, p. 23). This type of research fits this scenario because the researcher controls one group on what the subjects will experience and keeps the other group natural, and does not provide peer mediation classes.
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.
I believe that this scenario would be best researched with the action research method. According to McMillan and Schumacher (2006), “action research is the process of using research principles to provide information that educational professionals use to improve aspects of day-to-day practice” (p. 174). With this scenario, the counselor conducting the research would use action research to improve the school’s day-to-day practice. In addition, the person in this scenario who conducts the research is the counselor, which is typical in action research. Since this research is only being conducted in one school setting, not in a more general context, it also fits action research because, “the intent of action research is only to address specific actions in a single context, while applied research seeks to have implications for the field more generally” (McMillan & Schumacher, 2006, p. 174). This scenario would best be studied by using action research because since the is on a solution to common every day problems in a school, “the results of action research tend to be localized” (McMillan & Schumacher, 2006, p. 15).
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.
This scenario requires a mixed-methods approach, in which quantitative research will be used to determine the feelings of people participating in peer mediation or those giving the mediation. Since the feelings will be researched using the ZASK-R Acceptance Preference Survey, the results are quantitative. After giving a pre and post test using this survey, qualitative research will be used by doing follow-up interviews regularly. This type of research design allows the researcher to get a more in depth answer to a research problem, with number results as well as answering the questions “why” and/or “how”. Because there is more than one research method being used, researchers “are not limited to using techniques associated with traditional designs, either quantitative or qualitative” (McMillan & Schumacher, 2006, pp. 27-28). In addition to using mixed methods, this scenario would be using the explanatory approach, where the quantitative method is used first, by conducting surveys, then followed by the qualitative method, where interviews are used, to “elucidate, elaborate on, or explain quantitative findings” (McMillan & Schumacher, 2006, p. 165). The authors also believe that, “The use of mixed-method research designs, which combine quantitative and qualitative methods, is becoming increasingly popular because many situations are best investigated using a variety of methods” (p. 27).
References:
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Wednesday, March 17, 2010
Writing the Research Questions
Problem Statement
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
My research questions are:
1. How does student work completed from using notes completed in-class and from in-class practice compare to that of a student who has used on-line help to complete their work instead? (Difference question)
2. Does supplemental technology use outside the classroom improve students' achievement in the Spanish classroom? (Relationship question)
3. Is there a positive relationship between technology use in the high school Spanish classroom and student learning (achievement)? (Relationship question)
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
My research questions are:
1. How does student work completed from using notes completed in-class and from in-class practice compare to that of a student who has used on-line help to complete their work instead? (Difference question)
2. Does supplemental technology use outside the classroom improve students' achievement in the Spanish classroom? (Relationship question)
3. Is there a positive relationship between technology use in the high school Spanish classroom and student learning (achievement)? (Relationship question)
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
As a result of the different types of research questions I will be looking at, I will
be using a mixed-methods research approach, using both quantitative and qualitative
methods.
Sunday, March 14, 2010
General Problem Statement
My general problem statement is as follows:
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
I plan to research if high school students studying Spanish at the intermediate level who use on-line translators and other electronic devices to help them complete their work have higher achievement levels than students who use traditional non-technological ways to complete assignments such as complex thinking skills.
Who: Intermediate high school Spanish students
What: The use of on-line translators to do the work
Why: Impact on student achievement levels when on-line translators and other electronic devices are used instead of complex thinking skills.
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