Improving the Use of Technology in Education through Action Research

1. Improving the Use of Technology in Education throughAction Research ATE 2004 Susan Arisman Marcia B. Cushall Frostburg State University

2. The Question • The question is not whether to use technology • Review of literature documents positive impact of computers on student learning and achievement • The question is what is the best use of technology to enhance learning. • One way to identify best use is through action research

3. Traditional Research Produces knowledge learning and teaching that is generalizable to the broad population Focuses heavily on previous research Action Research Produces knowledge that leads to improving teaching and learning in a particular classroom or school Focuses on current goals, problems, or challenges Research Comparisons

4. Traditional Research Requires randomly selected sample representative of the target population The study is done with rigorous control and structure Action Research The subjects of the study are students and/or colleagues with whom the researcher works The study is dynamic and subject to change and constant refinement Research Comparisons

5. Traditional Research Incorporates formal qualitative testing techniques Findings are published as articles in journals and/or given as professional presentations Action Research Focuses on practical significance of data Findings are shared as narrative reports between colleagues and researcher implements changes Research Comparisons

6. Action Research Definition “Action Research is any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the leaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving students outcomes and the lives of those involved.”Mills (p.5)

7. Benefits of Action Research Action Research gives educators opportunities to: • reflect on and assess their teaching • explore and test new ideas, methods and materials • assess the effectiveness of various approaches to instruction • share feedback and findings with colleagues • make informed decisions about curriculum, instruction, and assessment

8. 8 Steps • Examine an area of interest or concern • Focus the problem or question to be studied through action research • Extend and refine knowledge of the problem through preliminary data collection • Formulate a plan of action

9. 8 Steps • Implement plan of action • Collect data related to action plan • Reflect upon and analyze data • Share findings, implement changes, or return to steps 1. or 4.

10. Action Research Questions to Consider Rank order the following five questions, best formulated question first 1. Will training teachers in the use of problem based learning which includes use of Internet resources, increase the degree to which teachers use technology as an instructional tool? 2. Will third grade mathematics students who complete homework assignments using a computer do better on mathematics tests than students who do not use computers?

11. Action Research Questions to Consider • What is the effect of using PowerPoint to support student presentations? • Do students who use Camelot Learning computer-based problem solving software perform differently on teacher designed problem solving tests compared to students not using the software? • How can the Internet be used to improve reading?

12. Considerations When Planning Technology Focused Action Research • Match to standards (ISTE/NETS, content, state), curriculum goals, Maryland School Assessment • Search for resources • Availability of equipment, resources • Limitations, restrictions on access • Best (promising) practices for use of technology for teaching and learning • Assessing technology-based products

13. Examples • How can students be assisted in using the Internet effectively or efficiently? (O’Sullivan & Scott, 2000a) • What educational variables affect the teaching and learning experiences of using a classroom computer minilab? (Stellwagen, 1999)

14. Action Research Areas • Use of AlphaSmart Keyboards (writing) • Use of virtual manipulatives • Use of manipulatives and computers

15. Aids to Implementation • Action Research Network of the University of Kansas (http://actionresearch.altec.org/) • British Educational Communications and Technology Agency (http://www.becta.org.uk/technology/infosheets/html/actionresearch.html) • Arizona K-12 Center (http://www4.nau.edu/pt3/tech_int/) • Keele University

16. Caveats • Action research must be grounded in student achievement (O’Sullivan & Scott) • Researchers should involve the “gate-keepers” in the school before beginning a research study (O’sullivan & Scott) • Potential of using technology to enhance student achievement is largely untapped

17. References • __, A Computer in Every Hand, Technology & Learning, Sept 2002. • Arhar, J., Holly, M., Kasten, W., Action Research for Teachers, Merrill Prentice Hall, 2001. • Center for Applied Research in Educational Technology (CARET) (2002a). How can technology develop higher order thinking and problem solving? Retrieved October 15, 2002 from • CARET (2002b). How can technology influence student academic performance? Retrieved October 15, 2002 from • Harris, J., Design Tools for the Internet-Supported classroom, Merrill Prentice Hall, 1998. • Hubbard, R., Power, B., Living the Questions, Stenhouse, 1999. • McNiff, J (2002). Action research for professional development: Concise advice for new action researchers (3rd edition). Retrieved January 7, 2003, from http://www.jeanmcniff.com/booklet1.html

18. References • Mills, G., Action Research: A Guide for the Teacher Researcher (2nd ed.), Merrill Prentice Hall, 2003. • O’Sullivan, M., & Scott, T. (2000ba, March/April). Teaching internet information literacy: A critical evaluation. Multimedia Schools, 6. • O’Sullivan, M., & Scott, T. (2000b, May/June). Teaching internet information literacy: A collaborative approach (part Ii). Multimedia Schools, 7(3), 34-37. • Schater, J. The Impact of Education Technology on Student Achievement: What the Most Current Research has to Say. The Milken family Foundation. Retrieved September 15, 2003, from http://www.mff.org/edtech • Stellwagen, J. (1999). Technology and action research: How effective are classroom computer minilabs? American Secondary Education 28(2), 3-9. • Swanitz, J., Mullin, C., Teacher Training in the Development of Technology-based Lesson Plans, www.teachnet.org. • Witmer Jr., K., & Cushall, M. *2002) Improving the use of technology in education through action research [slide presentation’. Hot Springs, AK: Southeastern Regional Association of Teacher educators (SRATE).