Having studied research and the variety of methods that can be used to conduct it I have concluded that the researcher could choose from a couple of different methods to conduct the same research in some cases. It is quite important however when deciding on what methods to use, the researcher takes the time to really make the best choices possible for what it is they are trying to discover. I think that the road in which the researcher decides to go down, greatly affects the outcome of the research and data.
The first scenario would be most conducive to a qualitative approach and this would be due to the fact that the students chosen for the research are participants of the mediation program already and so sampling is in a way already determined for the researcher. The point of the study is to determine through interviews with the participants if there are currently any concerns about the program. The subjects will be observed and interviewed so that the researcher can determine the true :feelings, beliefs, ideas, thoughts and actions" (McMillan and Schumacher, 2008, p.136)
The second scenario is a study that uses random sampling. This is most usually conducive to quantitative research methods. The fact that 2 classrooms are involved created less concern for individual influence in the data collection however it is a small enough size that the research can be ea sly managed.
The third scenario is a study where more than one method of research could be used simultaneously. By conducting interviews the researcher is creating a qualitative environment for research however, when the researcher deciphers between the group who had less referrals and their attitudes about the mediation group this would be more explanatory in design.
The fourth study requires a triangulation method of research. Both qualitative and quantitative methods would be used concurrently (Mc Millan and Schumacher, 2008). The quantitative data is effective to provide support for the research and the qualitative interviews are effective for providing the study with purposeful sampling and personal interaction.
references:
McMillan, J.H. & Schumacher, S. (2008). Research in education: Evidence-based inquiry (laureate custom education). Boston: Pearson.
Sunday, December 20, 2009
Sunday, November 22, 2009
Research Questions
My problem statement is:
I want to learn whether or not K-5 students who are given technology based language arts interventions have a higher level of academic success than those students who receive traditional language arts interventions without the use of technology.Who: Kindergarten through Fifth Grade StudentsWhat: technology based language arts interventionsWhy: to discover whether technology based language arts interventions are more effective than traditional language arts interventions.
Some questions that I have in regards to my research topic are:
-How will I measure the academic success of both groups of students?
-What measure will I use to compare my data?
-Are there traditional language arts interventions that have been used that are more effective than technology based language arts interventions?
- How frequent and for how long are both groups of students receiving intervention time?
-Who is conducting the research and how large are the groups of students?
-Are both groups equally English speaking or English language learners?
My research problem will yield quantitative questions because I am dealing with the aspect of measuring academic success. As I have quickly learned in education, things are always changing and effective strategies, theories, and methods of how to teach best are constantly evolving. I am open to the idea that I may not necessarily come to a concrete conclusion as I explore the literature out there and the data in regards to technology based language arts intervention programs. I do however have a specific intervention program that I will be researching (Earobics) so I hope to conclude whether or not this particular intervention program is more beneficial than traditional intervention programs.
I want to learn whether or not K-5 students who are given technology based language arts interventions have a higher level of academic success than those students who receive traditional language arts interventions without the use of technology.Who: Kindergarten through Fifth Grade StudentsWhat: technology based language arts interventionsWhy: to discover whether technology based language arts interventions are more effective than traditional language arts interventions.
Some questions that I have in regards to my research topic are:
-How will I measure the academic success of both groups of students?
-What measure will I use to compare my data?
-Are there traditional language arts interventions that have been used that are more effective than technology based language arts interventions?
- How frequent and for how long are both groups of students receiving intervention time?
-Who is conducting the research and how large are the groups of students?
-Are both groups equally English speaking or English language learners?
My research problem will yield quantitative questions because I am dealing with the aspect of measuring academic success. As I have quickly learned in education, things are always changing and effective strategies, theories, and methods of how to teach best are constantly evolving. I am open to the idea that I may not necessarily come to a concrete conclusion as I explore the literature out there and the data in regards to technology based language arts intervention programs. I do however have a specific intervention program that I will be researching (Earobics) so I hope to conclude whether or not this particular intervention program is more beneficial than traditional intervention programs.
Sunday, November 15, 2009
Technology Based Language Arts Intervention Programs Vs. Traditional Language Arts Intervention Programs
As I first began this assignment my research topic was one that immediately popped into my head and was one that pertained directly to my role as a kindergarten teacher. I am extremely interested in the issue of retention in kindergarten and its effects on students in later years. It was easy for my to come up with the research topic, however, the challenge came when I was required to add a technology component to this area of study. As I searched for this link to marry the two topics, I discovered that I was breaking too far away from the topic that I was originally so passionate about and decided to search for a new topic for research. Well, this new path has led me again down a road that excites me and that I find quite interesting and relevant in this ever growing, technologically advanced time in education.
As an educator, it is important for me to be involved in programs that support my student’s learning and that are effective tools for student development. My school has recently adopted a technology based language arts intervention program designed for those students who are performing below their expected grade level benchmark. The program systematically teaches the critical phonological awareness, auditory processing, and introductory phonics skills required for learning to read and spell. It also develops general cognitive skills that support learning, such as attention and memory. In addition to addressing all of the previous skills, it also teaches language processing skills that are critical for extracting meaning from spoken language and written text.
This intervention program supports components of the NCLB (No Child Left Behind) act and I feel strongly that I should educate myself more on whether or not these programs indeed are effective and are making a large impact on the young students in my school.
I am looking forward to what I may discover about technology based language arts intervention programs and their role in student success.
Here is my problem statement:
I want to learn whether or not K-5 students who are given technology based language arts interventions have a higher level of academic success than those students who receive traditional language arts interventions without the use of technology.
Who: Kindergarten through Fifth Grade Students
What: technology based language arts interventions
Why: to discover whether technology based language arts interventions are more effective than traditional language arts interventions.
If anyone has any information or input on this topic of research or experience with language arts interventions, technology based or not, I would greatly appreciate your insight or suggestions in this area of study!
As an educator, it is important for me to be involved in programs that support my student’s learning and that are effective tools for student development. My school has recently adopted a technology based language arts intervention program designed for those students who are performing below their expected grade level benchmark. The program systematically teaches the critical phonological awareness, auditory processing, and introductory phonics skills required for learning to read and spell. It also develops general cognitive skills that support learning, such as attention and memory. In addition to addressing all of the previous skills, it also teaches language processing skills that are critical for extracting meaning from spoken language and written text.
This intervention program supports components of the NCLB (No Child Left Behind) act and I feel strongly that I should educate myself more on whether or not these programs indeed are effective and are making a large impact on the young students in my school.
I am looking forward to what I may discover about technology based language arts intervention programs and their role in student success.
Here is my problem statement:
I want to learn whether or not K-5 students who are given technology based language arts interventions have a higher level of academic success than those students who receive traditional language arts interventions without the use of technology.
Who: Kindergarten through Fifth Grade Students
What: technology based language arts interventions
Why: to discover whether technology based language arts interventions are more effective than traditional language arts interventions.
If anyone has any information or input on this topic of research or experience with language arts interventions, technology based or not, I would greatly appreciate your insight or suggestions in this area of study!
Sunday, November 1, 2009
Learning Theory, Instruction, and Technology Relection
Upon reflection of this course, I remember my first application and how it required me to explain what my personal theory of education was. I am also reminded of the feeling I had when I thought to myself that I do not really have just one theory. I have learned, however, throughout this course that it is suitable to combine several theories and create what I think is the best process of instruction and learning for my students and for me as a teacher. I feel confident in my theories and feel better equipped having learned about all of the theories behind how students learn and how I can better assist and facilitate for my students. I today’s classroom, access to various forms of technology and web tools is vital in order to prepare my students to become 21st century learners. Technology creates a very engaging environment that students are interested in and they feel more power to construct their own learning. Upon completion of this course I truly feel more educated on the different ways in which we learn and how to best accommodate for my students in these ways. I feel as thought the most important thing I can do as a teacher is to utilize as many resources as I have to engage students in a variety of ways using a combination of senses. One technology tool that has been introduced to me throughout this course was Virtual Field Trips. I instantaneously loved this tool and was completely unaware of its existence prior to this course. I love this tool and feel as though it is a great way to create visual and auditory representations of many experiences that we may not otherwise get to have. This is an especially helpful tool to use with young students such as my kindergarteners because they are instantly engaged when they see pictures and on top of that, sound. I use these field trips often and I show them on the class SMARTboard. This way it is not only engaging visual and auditory learners, but tactile learners too. I am also going to be sharing a virtual field trip idea with my team for learning about the first thanksgiving and the Pilgrims and Wampanoag people. For the first time we will all be utilizing this excellent tool and allowing our students to travel back to that time period and really experience what it may have been like for them. In addition to virtual field trips I really enjoy utilizing Voice Threads. Both of these tools allow students to be engaged visually and with their hearing. These tools both keep students engaged and they assist students in constructing their own learning.
Sunday, October 11, 2009
Cooperative Learning
Cooperative Learning is a vital tool to use in today’s 21st Century classroom. Now more than ever students have an increasingly higher role in collaboration than ever before because of the demands society places on students today. Cooperative Learning is a strategy that encourages small groups of students to work together on a particular task in order to maximize student potential meanwhile gaining positive social interaction. Through the uses of technology teachers can provides a variety of opportunities where cooperative learning can occur. This week we explored the world of utilizing VoiceThreads. What an incredible way for students to create and share their information while utilizing some of the most up to date technology out there. This technology is also not limited to just one classroom. Because it is web based it can be shared across the globe. This is definitely an excellent tool to be used even with very young students like my kindergartners. With guidance my students can teach other students how to build something or maybe put something in sequential order. This can be shared and other classrooms and they can teach us something in return. Just the mere fact that my students can see their images and hear their own voice instantly gets them engaged. I think it also shows students that they can be leaders and teachers as well. I do not always have to be the only one teaching. They can teach each other many things. Dr. Orey did state that “Teaching others helps the learner develop a deeper understanding of the content.” Orey 2008). This is so true and even my kindergartners can participate in this valuable experience.
Thursday, October 1, 2009
Constructionist Theories and Technology in the Classroom
The instructional strategies described in the resources that I explored this week definitely correlate with the principles of constructionist learning theories and this was supported in the text, Using Technology with Classroom Instruction that Works. Chapter 11 introduces a variety of instructional strategies that are technology based that in fact support constructionist learning theories such as tools for collecting data, spreadsheet software, and a repertoire of web resources. All of these tools help students generate and test their hypothesis. As students begin to generate and test their own hypothesis they are then able to participate in higher level thinking and are able to become problem solvers.
As I have learned this week, constructionist theories are all about having students constantly building and constructing things with their own hands and own ideas. Now students can actually still do that while utilizing some excellent technology resources. Chapter 11 also touches upon interactive spreadsheets, and ways in which students can collect data. All of these amazing tools allow students to get information quicker and more efficiently so that they can spend their time generating their own ideas and testing their hypothesis, discovering patterns, and analyzing data rather than spending most of their time just trying to enter in the information they need to get started. That can be a very tedious task and it can waste away precious time that students should be using to think critically and be exploring their own hypothesis.
As I have learned this week, constructionist theories are all about having students constantly building and constructing things with their own hands and own ideas. Now students can actually still do that while utilizing some excellent technology resources. Chapter 11 also touches upon interactive spreadsheets, and ways in which students can collect data. All of these amazing tools allow students to get information quicker and more efficiently so that they can spend their time generating their own ideas and testing their hypothesis, discovering patterns, and analyzing data rather than spending most of their time just trying to enter in the information they need to get started. That can be a very tedious task and it can waste away precious time that students should be using to think critically and be exploring their own hypothesis.
Thursday, September 24, 2009
Concept Mapping & Cognitive Learning Theory
I find the study of Cognitive Learning so fascinating! Now I really understand how cognitive strategies are designed to help learners develop an awareness of how they think so as to improve understanding not just simply telling them what to think. The strategies linked to cognitive learning are very practical to utilize in the everyday classroom and make so much sense when I think of how I learn as well. As I was learning about "Elaboration" and how it is the primary mechanism for long term memory, I could relate to the fact that my students (just as I do) need to have those associations and connections that all link together in order to remember something. Everyone can relate to the feeling of "forgetting" or "blanking out" on something that we have already learned. I really was intrigued at the idea that I did not "forget" but simply forgot how to find my way to the connection of that memory of whatever it was. The General Lee concept map was a great example and a great way to illustrate the elaboration process.
I have been trained on "Thinking Maps" at my school which are along the same lines as concept mapping. They are simply visual ways in which students learn to organize their thoughts. "Thinking Maps are INCREDIBLE and can literally be used in ALL subjects. I use them everyday with my kindergartners and they can even tell you why we choose to use each map. They love them! This strategy of concept mapping correlates to the principles of cognitive learning because Dr. Orey mentioned that each idea that we have in our memory is linked to other memories and that images are better at helping people store information rather than just text. The Dual Codes Hypothesis that was referenced in the video links sight and smell to the primary mechanisms used for memory. When utilizing "Thinking Maps" students then have a visual representation and are linking ideas together that are forming strong connections. The more connections being made the more elaboration happens, thus those ideas enter into students' long term memory. If technology is then added to that mix (using my interactive SMARTboard with Thinking Maps"), now you not only are providing visual organization but you are integrating multiple senses as well and this will create successful information processing among your students.
I have been trained on "Thinking Maps" at my school which are along the same lines as concept mapping. They are simply visual ways in which students learn to organize their thoughts. "Thinking Maps are INCREDIBLE and can literally be used in ALL subjects. I use them everyday with my kindergartners and they can even tell you why we choose to use each map. They love them! This strategy of concept mapping correlates to the principles of cognitive learning because Dr. Orey mentioned that each idea that we have in our memory is linked to other memories and that images are better at helping people store information rather than just text. The Dual Codes Hypothesis that was referenced in the video links sight and smell to the primary mechanisms used for memory. When utilizing "Thinking Maps" students then have a visual representation and are linking ideas together that are forming strong connections. The more connections being made the more elaboration happens, thus those ideas enter into students' long term memory. If technology is then added to that mix (using my interactive SMARTboard with Thinking Maps"), now you not only are providing visual organization but you are integrating multiple senses as well and this will create successful information processing among your students.
Thursday, September 17, 2009
Behaviorism in Practice
I am going into my fourth year teaching Kindergarten and while I do implement strategies that incorporate many different theories of learning, I also use a variety of tools that would be considered behaviorist strategies. I am aware that many people argue that behaviorist theories are outdated in classrooms, however, I feel as though with a fine balance of learning theories implemented, there is indeed room for behaviorist strategies in the everyday classroom. Many teachers may not even recognize that they are using these strategies when they are. I, of course, am not implying that the behaviorist theory is the only way to go but that utilizing it at times can be quite effective.
My students are very young and are at the very beginning of their educational careers. In kindergarten they are learning, most often times, what behaviors are appropriate and inappropriate and quite simply the basic foundational skills for reading and math and norms for being a student and functioning member of the community. This is also a time for students to learn about positive reinforcement and consequence for the first time in a classroom setting as well. It is very important for me to be firm and consistent in my behaviorist methods because I am helping my students to become problem solvers, independent thinkers, and disciplined students for their future. If I do this well then then hopefully a students behavior will not interfere with his/her education down the road. Most of the time for my kindergartners it is more about boundaries and consistent routine more than anything else. If they do not learn these things in their first year of school they will have a harder time adjusting and feeling successful in the coming years.
In my classroom to reinforce "good character" with "character cash" as a way to reward students for making positive choices and or showing good character in class or an the playground. In addition I also use many systems where my students get immediate results from me in regards to their behavior and effort. In addition, I use a variety of verbal cues and musical cues for classroom management. This creates a very calm environment. As for technology and behaviorist strategies, we have a couple programs at my school that allow students to get remediation practice while access results immediately. We use Earobics as an intervention program for students who are below grade level benchmark in one or more areas. This is a computer program that reinforces foundational skills while allowing for drill practice and rem edition. The program is able to track all of the student's progress and rewards them with levels to pass and a way to move up in the game. The kids really enjoy it and always ask for more time to play.
My students are very young and are at the very beginning of their educational careers. In kindergarten they are learning, most often times, what behaviors are appropriate and inappropriate and quite simply the basic foundational skills for reading and math and norms for being a student and functioning member of the community. This is also a time for students to learn about positive reinforcement and consequence for the first time in a classroom setting as well. It is very important for me to be firm and consistent in my behaviorist methods because I am helping my students to become problem solvers, independent thinkers, and disciplined students for their future. If I do this well then then hopefully a students behavior will not interfere with his/her education down the road. Most of the time for my kindergartners it is more about boundaries and consistent routine more than anything else. If they do not learn these things in their first year of school they will have a harder time adjusting and feeling successful in the coming years.
In my classroom to reinforce "good character" with "character cash" as a way to reward students for making positive choices and or showing good character in class or an the playground. In addition I also use many systems where my students get immediate results from me in regards to their behavior and effort. In addition, I use a variety of verbal cues and musical cues for classroom management. This creates a very calm environment. As for technology and behaviorist strategies, we have a couple programs at my school that allow students to get remediation practice while access results immediately. We use Earobics as an intervention program for students who are below grade level benchmark in one or more areas. This is a computer program that reinforces foundational skills while allowing for drill practice and rem edition. The program is able to track all of the student's progress and rewards them with levels to pass and a way to move up in the game. The kids really enjoy it and always ask for more time to play.
Sunday, June 28, 2009
Course Reflection
Upon reflection of the last several weeks in this course I have been able to really see how much I have really grown as a teacher and professional. This course has really helped me to develop my own technology skills as a professional teacher and I feel more confident about actually implementing more of these tools in my everyday classroom. This course has shown me how to actually navigate and utilize three of today’s most used tools on the web. I have been able to learn the process of creating blogs, wikis and podcasts and how to use them in my own class and how useful they can be in the 21st century classroom.
My knowledge of the teaching and learning process has deepened since the start of this course because I have come to the realization that students today have to learn an very new set of skills in order to become a successful member in this 21st century society. I had never been aware of how the learning and teaching process has really changed. I think that for teachers to be successful in teaching their students we have to understand what skills they need to be successful.
I have now changed my perspective from being teacher-centered to learner-centered and have realized the importance in this way of teaching. It is so important that our students get the most up to ate and relevant instruction and part of that is relating what they learn in the classroom to real life challenges they face in the world today. By creating a learner centered way of teaching the teacher becomes the facilitator and the students begin to take charge of their own learning. This will ultimately help the students as they enter the real world if they have been given the proper education and experiences. I am going to continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by committing myself to the implementation and use of Web 2.0 tools in my daily classroom. I am also committing myself to stay focused on my Masters courses and get as much out of them as I can because I know they are going to prepare me to become the best teacher I can be and provide my students with a diverse and high quality education.
My knowledge of the teaching and learning process has deepened since the start of this course because I have come to the realization that students today have to learn an very new set of skills in order to become a successful member in this 21st century society. I had never been aware of how the learning and teaching process has really changed. I think that for teachers to be successful in teaching their students we have to understand what skills they need to be successful.
I have now changed my perspective from being teacher-centered to learner-centered and have realized the importance in this way of teaching. It is so important that our students get the most up to ate and relevant instruction and part of that is relating what they learn in the classroom to real life challenges they face in the world today. By creating a learner centered way of teaching the teacher becomes the facilitator and the students begin to take charge of their own learning. This will ultimately help the students as they enter the real world if they have been given the proper education and experiences. I am going to continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by committing myself to the implementation and use of Web 2.0 tools in my daily classroom. I am also committing myself to stay focused on my Masters courses and get as much out of them as I can because I know they are going to prepare me to become the best teacher I can be and provide my students with a diverse and high quality education.
Sunday, June 7, 2009
My Podcast
I interviewed two students from my school to ask them what kinds of technologies they use at school and at home. I spoke with a kindergarten student and a first grader and discovered that use computers and Smartboards quite often in their daily classroom. The technologies that they use at home are mostly computers and video games.
Here is a link to my podcast:
http://jennycook.podomatic.com/entry/2009-06-07T15_41_41-07_00
Here is a link to my podcast:
http://jennycook.podomatic.com/entry/2009-06-07T15_41_41-07_00
Wednesday, May 27, 2009
The Partnership For 21st Century Skills
I am quite excited to have been introduced to this excellent new resource. I really enjoyed exploring the website for The Partnership for 21st Century Skills and find much of the information on this site helpful and insightful to educators of 21st century students. I especially liked how well stated their mission statement was and found that some key words stood out to me. "Every child in America needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders in the 21st century." The word leaders is a powerful word that I as as an educator need to take seriously. This website is a blessing to teachers who are dedicated to creating the leaders of tomorrow. It is powerful and encouraging that we do not have to stand alone in this. We have the power to seek help and work together with our communities and surrounding businesses. In addition, this site addresses the problem that "there is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces". This is so apparent in this time in society but we are now on the verge of vast improvements and resources. I look optimistically into the future of education and hope that educators, with the endless resources we now have, can provide all students with the highest quality education for the 21st century.
This website is incredibly user friendly and full of vital resources for educators to utilize in their own classrooms. I will definitely be visiting this website again and will spend some more time exploring the possibilities!
This website is incredibly user friendly and full of vital resources for educators to utilize in their own classrooms. I will definitely be visiting this website again and will spend some more time exploring the possibilities!
Thursday, May 14, 2009
Kindergarten and Blogging...?
I am quite new to blogging in general, especially in the classroom, but am quickly becoming a fan of this incredible tool. I teach kindergarten and and have been asking myself the question..."How do I incorporate the use of blogging in my classroom when my students are so young?" I have come to my own obvious conclusions considering the age of my students and the limitations I have when implementing some technologies in my daily classroom. Blogging is not a practical and or appropriate form of technology that I feel I should be using in my classroom and my students simply do not have the capacities for responding to classroom blogs yet.
With that being said...I am excited to incorporate blogging into the variety of ways I communicate with the parents and families of my students. I can now create a "Room 2" blog where I can make a post each day or every few days about what we are doing in class, important things for parents to know and any other information I would like to share with parents. This would be like a daily newsletter except that parents can now respond to my blog and give me their immediate feedback and or ideas. This will open up the lines of communication between myself and the parents, as well as the communication from parent to parent. They can all share parenting tips and other relevant information among each other while establishing friendships and creating a sense of family and community.
I am I like how our classroom blog will establish a two way road of communication rather than a one way road coming just from the teacher. I also think that educating parents on these technologies and making them easy and available will help them stay in touch with the resources and technologies that are out there that their children will have access to. If parents are able to use these resources or at least are familiar with them they may be more likely to monitor what their students are using.
I am extremely excited to get this going and to see how effective this tool can be!
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