Hold On Tight Here I Go!
Marisabel's Blog
Digital Natives: Fifth-Grade Students' Authentic and Ritualistic Engagement with Technology (Dietrich, Balli, 2014) is a study I have been reading were fifth graders are interviewed about classroom learning and technology. The results indicated that students were engaged in classroom learning when using technology, particularly when they had control of the technology. This came as no surprise to me and to you as well I assume. What got my attention was that they are not just looking at engagement they are also interested in finding out if the engagement was authentic. They question to what extent does engagement with a digital tool translate into engagement with learning? This question directly correlates with my driving question. My research will measure student engagement with TumbleBooks an online reading website to encourage students to actively participate during SSR. I want my students to want to learn to become better readers and have interest in reading. I'm hoping that this digital tool will help them see the importance of reading by enjoying the time they spend on TumbleBooks. In the study the majority of the students recognized that using technology was generally an engaging way to learn. They used different types of technology but I focused on the students' interest on using a computer. One of the students expressed why learning with computer support was important to him, "Because sometimes you can't picture stuff in the book...or picture stuff in the mind. But when yo go on the computer, you can actually see it for yourself with your own eyes." This is the type of information I was looking for. I have many students that have trouble writing a summary of what they read because they have trouble visualizing the parts of the story. I am hopeful that by using TumbleBooks they will have an easier time responding to questions about what they read because an image has imprinted in their brain as they follow a read along or watch an interactive book come to life and in the process become better writers as well.
The study also states, student interviews also confirmed that technology in the classroom grabs attention because it offers novelty and variety compared to lessons taught in a traditional manner. Impact of Smartphone Based Activities on EFL Students' Engagement (Sarhandi, Bajnaid, Elyas, 2017) is a mixed method quasi experimental study examining whether two groups completing identical activities, were one group uses their smartphones, to see if they would have a difference in their engagement with the given activities. Their results indicated a significant difference in the initiation times and distraction between experimental and control settings. The experiment group started their smartphone task immediately while the control group took between 10 and 20 seconds to start the same exact task. The study also noted that the students in the experiment group were not distracted while doing the task on their smartphone but the control group students were distracted by factors outside of the task 16 times out of the 19 treatment sessions. Because becoming distracted is a concern with fourth graders as it is with all students, it is important for me to take this into consideration. SSR as I have been trained to do in the classroom lends students to become easily distracted. I have seen my students interested in many things that happen around the classroom, including me working with another student, instead of reading their book. I am looking for the technology tool that will help keep my students engaged in the task. The teacher's comments from the study was that initially there was a learning curve but by the end of the second week the time spent working out the kinks payed of in increased student motivation and engagement. (Table1.) Furthermore in the study it was noted that no negative emotions regarding smartphone tasks were recorded compared to 6 mentioned for the paper-based activities. (Table 3.) In this study the student were learning a different language other than English, in my classroom I have English learners as well and am familiar with students frustrations when learning a new language. Finding a tool for them to be successful is just as important. This study helps me see that students that were using their smartphone to learn a new language had a positive experience rather than using paper-based activities were negative emotions were expressed. In the study, Collaborative group engagement in a computer-supported inquiry learning environment (Sinha, Rogat, Adams-Wiggins, Hmelo-Silver, 2015), they conceptualize engagement as multi-faceted including behavioral, social, cognitive and conceptual-to-consequential forms, dynamic, contextualized and collective. With this developed observation measure they examine the variation of engagement quality for ten middle school groups. Although this study measured students' engagement in a group activity during a inquiry-based lesson, engagement is evidence of technology supporting the learning process and that is what I am attempting to accomplish with TumbleBooks. Their results show that conceptual-to-consequential dimension is especially important in computer-supported inquiry learning because it is supported and is a combined effort of behavioral, social, and cognitive engagement dimensions. When they examined the interrelations it indicated that behavioral and social engagement fostered high quality cognitive engagement, which then facilitated consequential engagement. They believe that studying engagement as multi-faceted has implications for designing technologies that scaffold high quality cognitive and conceptual-to-consequential engagement in a computer-supported collaborative learning environment. I want my students to make progress in their CC engagement by using TumbleBooks to support their progress in solving meaningful problems and help them make connections to their learning. TumbleBooks will help support all my students by having a wide variety of text levels and content providing rich opportunities to assist in conceptualizing.
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1. Meaningful learning goals
I am sure as educators we all want the best for all of our students in our classroom. Meaningful learning goals are always what we are trying to achieve for each of them. We want all our students to be successful but it is very difficult when expectations are so high for both the student and the teacher. As teachers we are expected to not leave any child behind but at the same time we are being asked to move on as we teach because we are not teaching to mastery or trying to get to every standard we are expected to teach. "It will spiral around", are the words that are supposed to reassure me, while my low students continue to be left behind. And even though I want to stop and check for understanding and make small groups to work with those students I constantly have another teaching requirement lingering over my head that I have to make sure I am covering. I don't have enough time in the school day to teach what they want me to teach and make sure that all my students are getting the help or support that they may desperately need. In my classroom 50% of my student are English learners. As Darling-Hammond notes: Clearly, there is a need not only for leaner, more disciplined standards and more thoughtful curriculum guidance, but also for more useful assessments. 2. Intelligent, reciprocal accountability systems These policies are a must for the teacher as well as for the school in general. I agree that an accountability system is necessary and should be based on multiple measures of student learning not just from the administration of tests. All students can't be expected to pass the tests that are required because all students are not the same. They don't all learn the same and when they are learning two languages at the same time it takes them more time to catch up to the single language learning counterpart. It feels like we are comparing apples to oranges. 3. Equitable and adequate resources The idea that all schools would receive equitable funding and resources is to farfetched to even think about. As a student I remember how different schools were. I constantly switched form public to private schools and could see huge discrepancies in what was available to us. It was also evident on which teachers loved their jobs regardless of how much money they were making. I am grateful for having the induction program that provides me a mentor teacher who guides me through the ups and downs of the teaching profession. My students benefit from this program just as much as me if not more. It is important to be able to reflect on your teaching and be able to adjust your teaching as needed. If all schools had equitable funding to help keep highly skilled teachers we could provide all students the quality education they are all entitled to receive. 4. Strong professional standards and supports All of us teachers need support and continuing professional development. We have seen changes in just the past 5 years on sources of information. A text book is no longer our primary source of information and encyclopedias are outdated and rarely used. us teachers must be able to keep up with new technology and be prepared to teach the type of student that will be in our classroom of the 21st century. 5. Schools organized for student and teacher learning Being able to use assessments that guide and inform teaching and learning through an ongoing inquiry process at the classroom and school levels, supported by regular time for teachers to plan and learn together would benefit both the teachers and the students. All my students would benefit from personalized support integrating new technologies. Just as we do for our students we should give our schools SMART goals. Specific, measurable, attainable, relevant and timely goals that benefit both our students and teachers. Sukanlaya Sawang, Peter O'Connor & Muhammad Ali from the Queensland University of Technology Business School in Australia are leading the way in research trying to answer the question: Does technology enhance students' engagement?
They coined the word IEngage In their research article titled, Using Technology to Enhance Students' Engagement in a Large Classroom. There study provides evidence of significant effect of positive attitude and social pressure on the intent to use KEYPads. The use of the KeyPads is directly associated with the level of student engagement. They even find evidence for the relationship between extroverts and introverts and level of engagement. One main thing I learned as I read these past few weeks was that technology doesn't make a difference, unless it is well used. Debra Rein explains: A teacher's progress along the continuum, called the Evolution of Teacher Thought and Practice has a very significant impact on how the technology is used, and thus on what kind of a difference it makes. SAMR is model designed to help educators infuse technology into teaching and learning. The goal is to transform learning experience resulting in higher levels of achievement for students. I myself have been adding technology into the classroom slowly and in many different ways. I use the technology piece available to us in our Bridges math program to show the students how to play the math games. It is an interactive piece and the students really like to participate. I also have the students watch short math lessons on Khan Academy and then we debrief the information as a class. The students always seem excited when I mention the use of the chrome books and have a good handle on the technology skills required to use it. TPACK adds a different component into the mix. The "P" in TPACK stands for pedagogy. Mishra & Koehler express that us teachers live in its intersection. Learning and teaching should be integrated, interdisciplinary and have creative play. Multilevel participation so the possibilities and the potential are endless. I wanted to quote Krista Moroder because what she writes on edtech coaching, hit a chord with me. She says, "I think it is more effective to focus on 'y'-on those 'redefined tasks'- and or good teaching practices. There are already a lot of great teachers who are using the 4 C's ( creativity, collaboration, communication, critical thinking) without digital tools. They're already doing 'y', even if they don't have 'x' yet. The approach that I think is more effective with teachers is: 'you're trying to do Y- and here's how X can make you more efficient or effective ( through increased access, better organization, more automation, etc. The focus for professional development starts with good teaching practices rather than starting with the tool."
I strongly agree that we need to be effective teachers on our own before we can start adding new tools. It is important for us to see the tool as a way to be more effective and efficient at teaching our students. What is the educational context for your Driving Question?
According to the California Assessment of Student Performance and Progress(CASSP)(2016) results show 56% of students tested have not met the reading standards. Teaching practices must use 21st century tools and the Common Core State Standards to ensure students are prepared for the 21st century hi-tech jobs of tomorrow. Since 2009 Napa Valley Language Academy has been increasingly implementing Advancement Via Individual Determination (AVID) throughout the grades as an AVID elementary site. Now as of last year all elementary sites in NVUSD are AVID elementary schools. NVLA has been leading the schools on its own for eight years. Lastly the NVUSD has set a goal to instill 21st century skills in all of its students. If we are to accomplish this goal we must increase technology in the classrooms. Students must experience the environment they will enter as 21st Century workers. The online component of the curriculum used in the classroom will hopefully develop the higher order thinking skills, effective communication skills, and knowledge of technology that students will need in the 21st century. The article, “Adding Value: Online Student Engagement”, by Donna R. Everett (2015) proclaims that, continuing research into online student engagement strategies is needed to add value to student learning. She continues to say, in order for instructors to choose instructional strategies and activities, a student engagement perspective is needed. Everett lists the following factors as proffered by Finn & Zimmer(2013): Engagement behaviors should be understood as essential to learning (not just “busy” work), Engagement behaviors parallel later behavior; e.g., they are directly relatable to “on and off the job behavior” (connecting to the appropriate work place), Remaining engaged (persistence) is an outcome of being in school ( value is seen in completing the activity), Engagement behaviors have the possibility of improving academic achievement (the value of learning is reinforced). Additionally, student engagement behaviors have adjusted instructional dimensions and outcomes for social and emotional learning that provide motivation to learn and achieve. Students are able to identify with the activity and “see” the value for themselves. Therefore my research will help me and others gain further insight into whether using an online source like TumbleBooks as a strategy during SSR will help students actively engage in reading increasing their success at answering a writing prompt. Everett reports from the 2014 eLearning Industry Report that says, According to a recent study conducted by The Research Institute of America, e-Learning has the power to increase information retention rates by up to 60%. She also defines engagement by quoting Finn, 1989 with the following: The learning activity should include observable behavior that affects the internalization of the content, with social and emotional implications and an intentional decision to engage. My take away this week is that 21st century classroom teachers are preparing students for jobs that don't even exist yet. We must use the tools and technology of today to engage students in collaboration and meaningful discussion. Adora Svitak says, we must listen to the children and their needs to better support their learning. We must set the expectation high and watch them rise to it, or she says, they will drop to the low expectations you set.
Ken Robinson believes the three principles in which human life flourishes are curiosity, diversity, and creativity and unfortunately many current policies are mechanistic conceptions of education. We must create a climate of possibility in order to start the revolution. I find myself drawn to the metaphor he uses of education as organic. He has mentioned it in his TED talks before, but in his Death Valley example it made a huge impact on the way I visualized it. Humans thrive under certain conditions and us teachers have to be the rain that brings the flowers. University of Michigan- case study
A. The case study looks at implementing a strategy that includes engagement, collaboration and flexibility. Moving away from the traditional classroom set up and from teaching were the teacher does most of the talking and students just listen. Using a variety of classroom set-ups and solutions offer students a variety of classroom experiences while incorporating collaborative tools and technology. B. The students are able to engage and collaborate while using the multiple surfaces to write on and technology to share ideas. The flexible seating makes the transitions easy and quick. Multiple groups can collaborate simultaneously in the same space. C. The pedagogy is changing in the classroom. The teacher is incorporating the web, social media and videos to engage the students in meaningful collaboration. The technology and the flexible seating becomes the tool and strategy. D. Our school is looking at all the 21st century skills needed to get our students ready for the jobs of tomorrow. We are already being asked to increase student collaboration by making sure that there is more student talk than teacher talk. I have my desks arranged in a way that fosters collaboration and work student talk into all my lessons. I can't wait to have technology available for all the students its just a matter of time and my class will have chrome books for each of my students. I have not formulated my driving question as of yet but feel more confident after the assigned reading.
The research activity of my driving question has to be approved by the IRB. According to Mertler (2012), making sure that action research adheres to ethical standards is the responsibility of the educator-researcher. Most universities and school districts have some sort of review process for ensuring that a proposed research study is conducted in such a manner so as to protect the rights of the human subjects involved. Your need to knows must completely as possible describe the situation or problem that you want to change or improve. In chapter 3 of Mertler's, Action Research Improving Schools and Empowering Educators we are asked to consider the following on our topic:
Some ideas for my driving question are: How can classroom community building help my English learners feel more included? How can classroom community improve literacy for English language learners? |
Marisabel OlguinNVLA 4th Grade Dual Immersion Teacher at Napa Valley Language Academy Archives
June 2018
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