EDET 636 Impact of Tech Week 8 Blog

EDET 636 Impact of Technology on Students

Week 8 Blog

Essential Question: How can data mining assist you in triangulating your research findings?

            Data mining is a method of research that finds useful types of data and looks at the patterns in the data to produce useful knowledge. Ma and Capri share that the techniques of research and interpreting data included in data mining are “decision trees, neural networks, rule induction, machine learning, and graphic visualization.” (2014, pg. vii) Martínez and López say that data mining requires a large amount of data “to extract the relationship between variables.” (2017, pg.41) With this said, I don’t know if I will be able to use data mining in my research because I will not be able to produce enough data and with the research I have done, I can’t find data this is directly connected to my action research.

            Through an example of research done in Mexico that required the use of data mining presented by Martínez and López, I can dismiss the variables of student engagement that are the least explanatory. Then I identify what variable might affect the student engagement and mess with the variables underneath that and see what patterns that I find. This should be repeated with every variable at the higher level. When it is all repeated and finished, then I look at what set of variables have a higher correlation of a positive impact on student engagement. (2017, pg.45)

            UPDATE: I have been collecting data through the IXL math program. It provides the amount of time in each skill and the amount of questions answered correctly and incorrectly. I have not given an assessment of the topics learned yet but I will be doing this next week. This will test the retaining of skills being learned through the program. With the data collected so far, I have seen more engagement in the Math Review but not as strong of understanding the concepts. Next week, after the assessment, I will be changing the format of this online RTI by providing a mini-lesson before and after the time allotted.

Resources:

Ma, X., & Capri, H. L. (2014). Data Mining : Principles, Applications and Emerging Challenges. Hauppauge, New York: Nova Science Publishers, Inc.

Martínez Abad, F., & López, A. C. (2017). Data-mining techniques in detecting factors linked to academic achievement. School Effectiveness And School Improvement, 28(1), 39-55. doi:10.1080/09243453.2016.1235591

EDET 636 Impact of Tech Week 7 Reflection

Gerald gave me a great source to have non-biased questions and observations in research of mathematic classrooms. I looked at the resource he provided and I think I can get better questions that have no bias that is connected to the engagement of students in the mathematics classroom.

It seemed with Gerald, myself, and Josie that unbiased opinions in observations is very important for us when observing students. I am interested in seeing how my classmates overcome the bias that we have as teachers when we are implementing our action research.

This week I was able to catch up on the material of the classroom. I got a few weeks behind. I look forward to implementing my action research plan. Actually I have begun with my beginning survey of how students feel about Math Review (RTI) especially when it comes to engagement of students. I collected the data of assessments to see if students are retaining the skills. The students also have begun working on IXL for RTI mid last week so that I can begin seeing students interact with the program. So far, I have good feedback from the students and from the program.

EDET 636 Impact of Tech Week 7 Blog

EDET 636 Impact of Technology on Student Learning

Week 7 Blog

Essential Question: What are the most important things to remember when observing your students?

 

            What I find as the most important thing to remember when observing my students is the fact that I will affect the settings of the observation because I am involved with the research and not a third party. This means that I will need to step away (metaphorically) from the class by disengaging so that I can have an accurate observation. This potentially might look like taking video of the class and then watching it later so that I can record what I see accurately and still be able to teach the class. In the observation of a social setting, the observer needs to take note of the aspects connected to the theoretical framework, the essential question, and the problem. (Merriam & Tisdell, 2016) These aspects might be the social setting, the physical environment, people in the setting, events, time, individual behavior, activities, interactive patterns, language, non-verbal communication, culture, goals, and human needs. (Whitehead, 2006, pg. 7-8)

Resources:

Merriam, S. B. & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. San Franciso, CA. John Wiley & Sons, Inc.

Piktochart http://piktochart.com/

Whitehead, T. L. (2006). Workbook for Descriptive Observations of Social Settings. Ethnographically Informed Community and Cultural Assessment Research Systems Workbooks. Retrieved from http://www.cusag.umd.edu/documents/WorkingPapers/SocSettings_Events_Act_Wrkbk.pdf

EDET 636 Impact on Tech Week 6 Blog

EDET 636 Impact of Technology on Students

Week 6 Blog

Essential Question: What are the most important things to remember in conducting interviews?

            When conducting interviews with intentions to obtain qualitative research data from students, we need to be careful with what questions we ask. If we are seeking for a formal interview and precise answers to questions, we will need to have questions prepared ahead of time. If we are seeking for more fluid information from the interviewee, we will prepare questions that can be followed up with another question that addresses the answer of the original. For my own interviewing process that will be done in my action research, I will be taking a semi structured method of interviewing by having more or less structured questions and providing flexibility in the questions. (Merriam & Tisdell, 2016)

            As the interviewer, we need to be mindful of how the person we are interviewing feels during the interview. If the person (student) is uncomfortable or feels attacked then the data being collected will not be accurate for the research. The interviewer needs to be respectful, encouraging, nonjudgmental, and nonthreatening when asking questions of all nature. (Merriam & Tisdell, 2016) People are more willing to share their thoughts and feelings with interviewers who are considerate, interested, and sympathetic to them.

            Another thing to keep in mind when conducting interviews and recording the data is that sometimes the responses that are recorded can be non-verbal responses such as a heavy sigh that implies stress or a head put down on a desk that implies boredom or non-engagement. This is important when recording the interview because it gives more accurate qualitative data that can be provided to the research.

Resources:

Merriam, S. B. & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation. San Franciso, CA. John Wiley & Sons, Inc.

Piktochart http://piktochart.com/

EDET 636 Impact of Tech Week 5 Reflection

This week I read about how Gerald, Josie, and Erika plan to collect data. Their concerns they have in the collection of data made me reflect a bit more about my own method of data collection. I think I will need to do a bit more research on how to ask proper questions when it comes to collecting qualitative data. The Delphi Method presented in my classmate's post provided a new way to collect this type of data. In my situation I don't necessarily think it will help but having multiple rounds of surveys can potentially provide more accurate and concise data to student learning.

I need to begin my action research either next week or in three weeks so that I have enough time to collect a proper amount of data. I can't wait to change my method and see how it affects student participation/engagement and the retention of basic math skills.

EDET 636 Impact of Tech Week 5 Blog

EDET 636 Impact of Technology on Student Learning

Week 5 Blog

Essential Question: How will data collection ‘look’ for me? What challenges am I anticipating?

Post your Research Proposal for peer feedback.

            I propose an action research to be implemented in my first period Algebra 1A class. The class consists of mainly freshman but there is also one senior and one eighth grader. The research will test the effectiveness of using IXL, an adaptive learning computer system, to improve basic skills of mathematics that are typically lower than an algebra course. The practice of basic skills is a way for me to provide RTI for students who are below the 35^th percentile in mathematics, which is the majority of the students in this class. I would like to use the research to test the fact whether or not students are more engaged and have better retention of their learning compared to another method of RTI I have been using in class.

            The current method consists of finding five skills that the students need to work on according to their district-level standardized test called MAP. Then the students are given these five problems to do everyday for two weeks and then have an assessment at the end of the third week. This takes about ten to fifteen minutes every class period. Before I begin the new method, I will ask students to fill out a survey that will gage their level of interest and engagement on Math Review. The new method I would like to implement with this research is using the IXL computer-based program. I will chose five skills using the same MAP scores and assign the activities that align to these skills on IXL. After two weeks of practice on the five skills, I will assess the students to test retention. I will need to do this at least two rounds of assessment. After two to three rounds of the RTI on IXL, I will ask students to fill out a survey that will gage their level of interest and engagement on IXL.

            My data collection will consist of two types of data, quantitative and qualitative. The quantitative data will look at the retention of what is learned by comparing the two methods’ assessments. Also I will have quantitative data on engagement of the methods. In the first method, I will look at the amount of completed problems during the RTI practice. In the second method, I will look at the amount of time on task during the RTI practice. The qualitative data will be acquired through the survey of each method. Questions will be asked that will assess the students’ thoughts towards engagement and participation of the two methods.

            The challenges I anticipate consist of finding the best questions to ask for the qualitative data. I find it difficult to seek out this type of data but I am going to use the research that I found last week to support me in finding the best questions for this action research. Some other challenge that might come up is having enough data. I find that this action research would be most effective if I collect data for longer than a few months but rather a whole month. I plan to keep collecting data after this course so that I can find true comparisons between the two types of RTI.

EDET 636 Impact of Tech Week 4 Blog

EDET 636 Impact of Technology on Student Learning

Week 4 Blog

Essential Question: What literature will inform your research?

            I began my research knowing that I will be looking into how computer-assisted learning supports a positive classroom environment and whether or not it is more effective than the traditional learning. I found many articles connected to computer-assisted learning but then I wanted to start focusing my research on more of a part of the learning. I began to look up how computer-assisted learning programs are used in RTI type settings. This is where I think I will develop my action research a bit more because I have about 10 minutes everyday focused on RTI and the method I am using for it has worked but it could be better with a computer-based program. The program I am interested in using in my action research is IXL because our school just bought the licenses for the program and I look forward to seeing its effectiveness in my everyday Algebra 1 classroom.

Resources:

Gardenhire, A., Diamond, J., Headlam, C., Weiss, M. J., & MDRC. (2016). At Their Own Pace: Interim Findings from an Evaluation of a Computer-Assisted, Modular Approach to Developmental Math.

Gross, T. J., & Duhon, G. (2013). Evaluation of Computer-Assisted Instruction for Math Accuracy Intervention. Journal Of Applied School Psychology, 29(3), 246. doi:10.1080/15377903.2013.810127

Lewis, J. (2015). Bringing Excitement to the Common Core. www.ixl.com Enterprise, Mississippi. Retrieved from https://www.ixl.com/case-studies/Enterprise-HS-Mississippi-Math.pdf

McDonough, I., & Tra, C. (2017). The impact of computer-based tutorials on high school math proficiency. Empirical Economics, 52(3), 1041. doi:10.1007/s00181-016-1189-y

Min Wook Ok1, m., & Bryant, D. P. (2016). Effects of a Strategic Intervention With iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students With Learning Disabilities. Learning Disability Quarterly, 39(3), 146-158.

Quillen, I. (2011). Math educators see the right angles for digital tools; teachers use adaptive-learning software, on-demand videos to customize learning. Education Week, (35).

Rhymer, T. (2013). Algebra for All-With Help from IXL. www.ixl.com Columbus, Ohio. Retrieved from https://www.ixl.com/case-studies/Horizon-Science-HS-Ohio-Math.pdf

Sampayo-Vargas, S., Cope, C. J., He, Z., & Byrne, G. J. (2013). The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game. Computers & Education, 69452-462. doi:10.1016/j.compedu.2013.07.004

Smith, T. (2017). Math instruction + edtech tools = success. Technology & Learning, (6). 24.

Yager, A. (2010). IXL Math Evaluation Prepared for MUSD by West Coast Research. Retrieved from https://allisonyager.files.wordpress.com/2012/01/evaluation-final-project.pdf

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet And Higher Education, 3386-92. doi:10.1016/j.iheduc.2017.02.002

Zimmer, S. (2016). COMPUTER-ASSISTED INSTRUCTION. Applied Science: Information Systems, 1.