tag:blogger.com,1999:blog-57780774746917741912024-02-20T10:06:17.451-09:00Learning Design and Technology M.Ed.This blog is to inform my classmates and professors of my reflections, classwork, and projects for my courses in completion of M.Ed. in Educational Technology. I have two courses so please scroll down to find the blog posts that you are looking for.mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.comBlogger113125tag:blogger.com,1999:blog-5778077474691774191.post-22336938230109674372017-12-03T21:04:00.000-09:002017-12-03T21:09:42.898-09:00EDET 636 Impact of Tech Week 13 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
Click on the following link to view the first draft of my research paper. Thank you for the input and ideas you have to make it better. Ask questions if some of it does not make sense.<div>
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<a href="https://www.blogger.com/blogger.g?blogID=5778077474691774191" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=5778077474691774191" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=5778077474691774191" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://www.blogger.com/blogger.g?blogID=5778077474691774191" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a>Thank you!</div>
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<a href="https://drive.google.com/file/d/1hgY8NekgFMSVs4waJXIV9-E4E_Gjj2YY/view?usp=sharing">link</a></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-69326635278057032772017-12-02T16:25:00.001-09:002017-12-02T16:25:37.625-09:00EDET 636 Impact of Tech Week 12 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
It was refreshing this week to see action research papers that are personal and intriguing to read. I would like to try my best in providing a similar write up but I have never had very good voice when it comes to writing. It seems like many of my classmates are looking forward to writing up their action research paper and I am looking forward to reading about them.<br />
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I am a bit behind with my write up because all I have done is compiled my data and began to analyze the information. It seems that some of my data is inconclusive or a bit contradicting because for some students one form of RTI is better than the other and vice versa. I need to look at what students excel more in the two types of RTI.</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-8609561205728155982017-11-26T12:21:00.000-09:002017-11-26T13:00:53.613-09:00EDET 636 Impact of Tech Week 12 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
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EDET 636 Impact of
Technology on Students<o:p></o:p></div>
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Week 12 Blog<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Essential Question: What are the characteristics of an engaging
Action Research Report?<o:p></o:p></b></div>
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<span style="mso-tab-count: 1;"> </span>I was very
impressed reading the examples of a final written up action research given on
our class website. Surprisingly, it was interesting and enjoyable to read the
action research projects. I felt connected to the author and understood the
reasoning behind the research and the findings of the research. Honestly, I did
not think of my action research write up as something that can be interesting
enough that someone would read through the whole paper and not just skip down
to the findings.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>In my beginning
section I will make sure to personalize the reasons of research as much as
possible. Hermann gives a great example of how she personalized her
introduction. “For the last few years, I have been working with ESOL students
who have had limited or interrupted schooling in their home country. This year
most of my students come from Somalia, El Salvador, or Pakistan. Often these
students have had to deal with the effects of war, poverty, and social
upheaval.” (2002) She goes on to give specific examples of her school and
students and how these situations have directed her action research. Having
examples that the reader can understand and be apart of provides an engaging
action research report.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>Another
part of reports that I found to be engaging in an example provided by Hermann
was the section where he shared what he would do different if he were to do it
all over again. “The first thing I’d change is the essay writing evaluation
tool I used. But the students and I did not feel comfortable with the writing
to the prompt activity.” (2002) This reflection gives the reader and the
researcher the ability to see what parts of the action research was either
flawed or did not work as planned. Having a section of reflection gives another
way to engage the reader into the action research.</div>
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<b>UPDATE:</b> I am analyzing my data right now and then I will begin the first draft of my write up.</div>
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Resources:<o:p></o:p></div>
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Hermann, K.
(2002). <i style="mso-bidi-font-style: normal;">Teaching Science to High School
Students Who Have Limited Formal Schooling.</i> Fairfax, VA: Annandale High
School. Retrieved from https://gse.gmu.edu/assets/docs/lmtip/vol2/K.Hermann_limited.pdf<o:p></o:p></div>
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O’Halloran, D.
(200). <i style="mso-bidi-font-style: normal;">The Joy of Writing: Creating a
Class Culture for Writing.</i> Fairfax, VA: J.E.B. Stuart High School.
Retrieved from https://gse.gmu.edu/assets/docs/lmtip/vol1/D.OHalloran.pdf<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-19312230836941565762017-11-26T00:02:00.000-09:002017-11-26T00:02:10.019-09:00EDET 636 Impact of Tech Week 11 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
I understand the outline that is needed for the research but my main worry is finishing it all in time. Next week will be really busy for me because of this course but I know I am able to get it all done.<br />
<br />
My classmates pretty much had all the same idea on the outline of our action research. What I am curious about is how would you like us to present the action research? Will we meet in blackboard to do this presentation? Or just read each other's? Or maybe do a video and post it on YouTube?</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-41524105939855464322017-11-25T23:34:00.002-09:002017-11-25T23:34:56.304-09:00EDET 636 Impact of Tech Week 11 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636 Impact of
Technology on Students<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 11 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: How will you format and disseminate your
research?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The format
of my action research will be about the same as most research papers and
articles. The difference might be the intended target. My audience will not
necessarily be education researchers but rather teachers and more specifically
math teachers who are interested in integrating technology into their RTI
skills. My finished results will be shared with my District’s RTI coordinator,
RTI teachers, and all of the mathematics teachers in my professional learning
community. This is of course above and beyond sharing with our class on my
blog. I do not plan on sending my research to someone to get published.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Merriam
& Tisdell give some thoughts about description of the analysis of the data
to keep in mind that the representation of data can have different levels such
as “the raw data are reported as particular description, patterns discovered in
the data are reported as general description, and ever higher levels of
abstraction become interpretive commentary.” (2016) I plan to differentiate
between these levels within my research paper so that it is clear to the reader
what is precise data and what is interpreted.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The following is the format I plan to put my action research
paper in.<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Introduction<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Research Questions<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Literature Review<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Methodology<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Data Collection Method: Quantitative and
Qualitative<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Data Analysis Method<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Data Results<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Conclusion<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->References<o:p></o:p></div>
<div class="MsoNormal">
Some of the sections might have subsections to make my point
or to help organize. When it comes to the data, I plan to use many graphs to help
represent the data to everyone who is reading the paper.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Glenn, L. (2014).
<i style="mso-bidi-font-style: normal;">Final Paper! #seaccr</i>. Retrieved from http://linkis.com/wordpress.com/xLKYm<o:p></o:p></div>
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<!--StartFragment-->
<!--EndFragment--><br />
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-31638618183440347902017-11-25T19:35:00.002-09:002017-11-25T19:35:52.663-09:00EDET 636 Impact of Tech Week 10 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
After reading my classmates' posts I made note a few more ways to show credible, reliable, and valid research at the end of this class. Above what I noted in my blog, I will make sure to write down the process of every part of the research as I am going and to show my findings in a way that is very clear to the reader.<div>
<br /></div>
<div>
Next I can add other research to my research outcomes that either agree or disagree with my findings. This will give the reader the option to see what other research was done and to make a clear decision on whether or not this was a fluke or pertained only to my school and students. Not only to I share these findings but I also can give my own opinion about this and provide the evidence on whether or not my findings seem to be reliable.</div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-90356234813493376492017-11-25T19:08:00.001-09:002017-11-25T19:08:12.142-09:00EDET 636 Impact of Tech Week 10 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636 Impact of
Technology on Students<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 10 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: What primary concerns exist in ethics,
validity and reliability in AR? How are you managing these concerns (or how
will you) within your study?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>One facet
of action research is to share the research with others who are in the same
field so that they can hopefully apply what was learned in their own practices.
If others are going to take research as truth, the research needs to show a
standard of ethics, validity, and reliability. For the most part these
standards are fairly uniform over all schools of subject and when it comes to
Education research, there are even a bit more ethics that needs to be adhered
to. Merriam and Tisdell explain that “every researcher wants to contribute
knowledge to the field that is believable and trustworthy” and because of this
there is a huge concern on providing ethical, reliable, and valid qualitative
research. (2016)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>There are
multiple ways for research to be credible and this can be done “by using
triangulation, checking interpretations with individuals interviewed or
observed, staying on site over a period of time, asking peers to comment on
emerging findings, and clarifying researcher biases and assumptions.” (Merriem
& Tisdell, 2016) To have valid data and outcomes “you want to have
some others review it, to give their expert and experienced opinion as to
whether it measures the concept or idea you designed it to.” (IUPUI, 2002) In
attempt to for my research to be credible I will be sharing my findings with my
colleagues and with them come up with some outcomes. If I am going to have any
qualitative data that requires me to interpret what students feel about the two
methods that I used for RTI, I will clarify with students on my interpretation
of their words.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>In an
article written by <i style="mso-bidi-font-style: normal;">Research Methodology</i>,
it is said, “research reliability is the degree to which research method
produces stable and consistent results.” (2017) Some methods that would be used
to find stable and consistent results are test-retest, parallel-forms of
research, inter-rater research, and internal consistent research. In my own
research, it is difficult to do any of these methods to show reliability but if
I had more time, I would do the research over again with another set of
students.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>In hopes to
be all encompassing valid, reliable, and ethical I will be completely open by
being honest about the whole research process. This will include dates, data, mistakes,
questions on the surveys, and the method of the patterns in the findings.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
IUPUI School of
Education (2002). <i style="mso-bidi-font-style: normal;">Validity and
Reliability</i>. PACE University in conjunction with Great Cities Universities.
Retrieved from http://webpage.pace.edu/jkilbane/gcu/understanding/designing/validity.html<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Research
Methodology (2017). <i style="mso-bidi-font-style: normal;">Reliability.</i>
Retrieved from https://research-methodology.net/research-methodology/reliability-validity-and-repeatability/research-reliability/<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Winter, R. (2002)
<i style="mso-bidi-font-style: normal;">Truth or fiction: problems of validity
and authenticity in narratives of action research.</i> Educational Action
Research, 10:1, 143-154, DOI: 10.1080/09650790200200178<o:p></o:p></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-50508571465559171242017-11-12T16:57:00.001-09:002017-11-12T16:57:01.997-09:00EDET 636 Impact of Tech Week 9 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
I have about half of my data and I have begun to analyze it. It seems that students are more engaged and the data that supports this is on the IXL analytics page that I can see as a teacher. The time that students are on the program and the amount of problems that they attempt is greater than the paper Math Review data. In the final research paper, I will show the comparisons of the two. I am nervous in putting all the data together in a professional manner but I am sure I will be able to do it in a manner that gives important information to other teachers.</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-39728234721969485042017-11-12T16:01:00.001-09:002017-11-12T16:01:35.062-09:00EDET 636 Impact of Tech Week 9 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
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EDET 636 Impact of
Student Technology<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 9 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: How will you go about making sense of your
data?<o:p></o:p></b></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>In order to
make sense of my data, I will start analyzing data as it is being collected
instead of waiting till the research project is finished to analyze the data.
As the data is being analyzed, I will look for themes or categories that are
created through organizing the data. These themes should begin to answer the
essential questions of the action research. (Merriam & Tisdell, 2016) As I
am collecting data, I will end up using this data to help direct my next move
in the research. For example, my students took their first IXL assessment to
test whether or not they are retaining the skills that they have learned
through this method of RTI via an online component and the data directed me to use
a different approach to the online RTI. I decided to require students to have a
notebook while working on IXL. The first two minutes we would write notes on
the math skill we are working on and then the students would write down each
problem that they are solving on the computer. This method was decided because
of analyzing data right away and next week, I will be able to analyze this data
after the second IXL assessment.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>The other
data that I will need to try and make sense of is the qualitative data from
student surveys of the two methods of RTI, online IXL and paper Math Review. The
data will be collected through Google Forms and there are ways through this
method to analyze the data. Graphs can be created especially if there are given
options as answers to questions. The data can be exported to Excel of which can
be used to create various visuals for the data. Hsu and Wang have used Google
Forms to collect data for a classroom activity and they found that students
have a great insight of data. (2017) With this said, I would like to present
the data that I get from students and ask them to help me analyze. This gives
students a chance to engage in the research. It seems like other teachers in
our class has had success when the students are aware of the action research.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Hsu, H., &
Wang, S. (2017). Using Google Forms to collect and analyze data. <i>Science
Scope</i>, (8). 64.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-87985341444913901032017-10-28T12:53:00.001-08:002017-10-28T12:53:13.470-08:00EDET 636 Impact of Tech Week 8 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
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EDET 636 Impact of
Technology on Students<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 8 Blog<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Essential Question: How can data mining assist you in triangulating
your research findings?<o:p></o:p></b></div>
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<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>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)<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<div class="MsoNormal">
Resources:<o:p></o:p></div>
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Ma, X., &
Capri, H. L. (2014). <i>Data Mining : Principles, Applications and
Emerging Challenges</i>. Hauppauge, New York: Nova Science Publishers, Inc.<o:p></o:p></div>
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Martínez Abad,
F., & López, A. C. (2017). Data-mining techniques in detecting factors
linked to academic achievement. <i>School Effectiveness And School
Improvement</i>, <i>28</i>(1), 39-55. doi:10.1080/09243453.2016.1235591<o:p></o:p></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com4tag:blogger.com,1999:blog-5778077474691774191.post-69910261620512901792017-10-22T20:31:00.003-08:002017-10-22T20:31:57.811-08:00EDET 636 Impact of Tech Week 7 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
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.<br />
<br />
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.<br />
<br />
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.</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-60061973823175863752017-10-21T18:29:00.002-08:002017-10-21T18:29:35.420-08:00EDET 636 Impact of Tech Week 7 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
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EDET 636 Impact of
Technology on Student Learning<o:p></o:p></div>
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Week 7 Blog<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Essential Question: What are the most important things to remember when
observing your students?<o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG0ADRNpeCYusTInWDd7vk86jQ9t7gjcYpvVZxvUeqEizkVmcT05H67hOBmu9DhizyhnuAe6HslBd5NvoPqTTbqd-jBxW0GAClGIqklwXPW0fXLuHWcjHuMEKHdqRSYvX3EeZyYzRUCgg/s1600/new-piktochart_25472070_adcb977b2de427104028f908d973ccdb7132d42b.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1244" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG0ADRNpeCYusTInWDd7vk86jQ9t7gjcYpvVZxvUeqEizkVmcT05H67hOBmu9DhizyhnuAe6HslBd5NvoPqTTbqd-jBxW0GAClGIqklwXPW0fXLuHWcjHuMEKHdqRSYvX3EeZyYzRUCgg/s320/new-piktochart_25472070_adcb977b2de427104028f908d973ccdb7132d42b.jpeg" width="205" /></a><o:p> </o:p></div>
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<span style="mso-tab-count: 1;"> </span>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)<o:p></o:p></div>
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Resources:<o:p></o:p></div>
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Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
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Piktochart <a href="http://piktochart.com/">http://piktochart.com/</a><o:p></o:p></div>
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Whitehead, T. L.
(2006). <i style="mso-bidi-font-style: normal;">Workbook for Descriptive
Observations of Social Settings.</i> Ethnographically Informed Community and
Cultural Assessment Research Systems Workbooks. Retrieved from http://www.cusag.umd.edu/documents/WorkingPapers/SocSettings_Events_Act_Wrkbk.pdf<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-85681482175857486052017-10-21T13:40:00.001-08:002017-10-21T13:40:23.052-08:00EDET 636 Impact on Tech Week 6 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636 Impact of
Technology on Students<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 6 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: What are the most important things to remember in
conducting interviews?</b><o:p></o:p></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>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)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFP4mcJLPYzglqHLXVbBFQ4hAfU-E3tFQ2VIMiDd9DaFt_PRkq-JXfDplljq0YGnUGyKO7nWlJrW7xJzH5XTGqr4v-f3kCkdfjAS_FyKJJs0H_exJFLoThO9F3062271zbGFLXdmEN9us/s1600/new-piktochart_25469704_a276155741bbd116bcace0a611c8cc643eb4d2fb.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1156" data-original-width="824" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFP4mcJLPYzglqHLXVbBFQ4hAfU-E3tFQ2VIMiDd9DaFt_PRkq-JXfDplljq0YGnUGyKO7nWlJrW7xJzH5XTGqr4v-f3kCkdfjAS_FyKJJs0H_exJFLoThO9F3062271zbGFLXdmEN9us/s320/new-piktochart_25469704_a276155741bbd116bcace0a611c8cc643eb4d2fb.jpeg" width="228" /></a></div>
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<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
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Piktochart <a href="http://piktochart.com/">http://piktochart.com/</a><o:p></o:p></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-24703908039318087172017-10-08T21:34:00.001-08:002017-10-08T21:34:05.083-08:00EDET 636 Impact of Tech Week 5 Reflection <div dir="ltr" style="text-align: left;" trbidi="on">
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.<div>
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<div>
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.</div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-83298077089941347012017-10-07T13:22:00.001-08:002017-10-07T13:22:03.252-08:00EDET 636 Impact of Tech Week 5 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636 Impact of
Technology on Student Learning<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 5 Blog<o:p></o:p></div>
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<b>Essential
Question:</b><b style="mso-bidi-font-weight: normal;"> How will data collection
‘look’ for me? What challenges am I anticipating?<o:p></o:p></b></div>
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Post your Research
Proposal for peer feedback.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>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<sup>th</sup> 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.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
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<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com3tag:blogger.com,1999:blog-5778077474691774191.post-7621332347848113212017-10-03T22:14:00.001-08:002017-10-03T22:14:29.235-08:00EDET 636 Impact of Tech Week 4 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636 Impact of
Technology on Student Learning<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 4 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Essential
Question: What literature will inform your research?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>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.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Resources:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
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.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Gross, T. J.,
& Duhon, G. (2013). Evaluation of Computer-Assisted Instruction for Math
Accuracy Intervention. <i>Journal Of Applied School Psychology</i>, <i>29</i>(3),
246. doi:10.1080/15377903.2013.810127<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Lewis, J. (2015).
Bringing Excitement to the Common Core. <i style="mso-bidi-font-style: normal;">www.ixl.com</i>
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Zimmer, S. (2016).
COMPUTER-ASSISTED INSTRUCTION. <i>Applied Science: Information Systems</i>,
1.<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-71127135997964801882017-09-23T21:42:00.002-08:002017-09-23T21:42:18.078-08:00EDET 636 Impact of Tech Week 3 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 636: Impact of
Technology on Student Learning<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 3 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Essential
Question: What will you have to know and do to
begin your research?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>To begin my
action research in the classroom, I need to first identify the area that I will
conduct my research in. I will try to have the focus to be on technology and
how it impacts students and student learning in a high school Algebra
classroom. Merriam and Tisdell recommend that when selecting a topic you should
seek out what improvements can be made in your every day life or what are you
curious about that would help you in your professional career. (2016) Sagor
points out that this first step is very important because “Considering the
incredible demands on today's classroom teachers, no activity is worth doing unless
it promises to make the central part of a teacher's work more successful and
satisfying.” (2000)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>After the
topic is identified, I will need to figure out what the research problem is so
that I can seek clarity and ideas of solutions to the problem through research.
Merriam and Tisdell explains that the area of interest or the topic of interest
is not good enough for action research but rather a problem within that topic
needs to be stated so that the research can recognize the problem and come up
with a solution. (2016) These problems can be shared in a question format and
it might be helpful to have more than one question or problem so that if the
research is successful in answering the question, the research has room to grow
into solving more problems.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Next, the
researcher needs to discover the theoretical framework of the topic. Merriam
and Tisdell define theoretical framework as “the underlying structure, the
scaffolding or frame of your study” that consists of concepts or theories that
will inform the researcher and the reader of the topic so that everyone is on
the same page. (2016) It seems difficult to discover the theoretical framework
but I find it necessary so that the research has a good base to start on. With
this, it is necessary to seek out and discover the research that has already
been conducted on the topic so that time is not wasted within the action
research. If a method has already been found to be more effective than others,
it would be best for the researcher to know this ahead of time so that more
ground can be covered in the research.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Lastly, in
preparation for research in the classroom, is to identify the sample of
students that the research will be conducted on. I have already decided that
this will be done with my Algebra 1 class mainly because I have the most
difficult time with them when it comes to interest of learning mathematics.
Soon I will have the topic I want to look at identified and I will begin my
research into how the problem has been solved in the past by other educators or
researchers.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
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Sagor, R. (2000).
<i style="mso-bidi-font-style: normal;">Guiding School Improvement with Action
Research.</i> ASCD. Retrieved from http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-57613661156108298242017-09-17T22:45:00.001-08:002017-09-17T22:45:17.812-08:00EDET 636 Impact of Tech Week 2 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
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This week I could not figure out why qualitative research
was giving me such a hard time. I could not see how asking people about their
experiences and the way they make meaning of these experiences was research. It
wasn’t till I read Gerald’s post and comments of other posts did I realize that
maybe my linear mathematics brain has forced me to put numbers to all research.
I would like to start looking at some qualitative research projects. The
purpose of looking at these would be to figure out how the researcher summarized
his or her research. How do they come up with a conclusion inductively and what
do they offer to the world of educational research?<o:p></o:p></div>
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Last week’s Twitter session was great but now I plan to come
prepared with a few questions to add to the conversation. Will we need to lead
a twitter session?<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-82808150999364847452017-09-16T21:58:00.001-08:002017-09-16T21:58:39.993-08:00EDET 636 Impact of Tech Week 2 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
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EDET 636: Impact of
Technology on Student Learning<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 2 Blog<o:p></o:p></div>
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<b>Essential
Question: How is Qualitative Research a good lens through which
to view classroom research?<o:p></o:p></b></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>Researchers
might have a different reason or desired outcome from the research and many
times these researching perspectives fall in one of the following four
categories (Merriam & Tisdell)<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Positivist- a purpose to predict and control a
research. Experimental and survey are the main types of research format<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Constructivist- a purpose to describe,
interpret, and understand. Qualitative is the main type of research format.<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Critical- a purpose is to create change or
empower. Examples of research includes feminist, participatory action research,
critical race theory<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Postmodern- a purpose is to deconstruct,
question, problematize, or interrupt. Example include queer theory.<o:p></o:p></div>
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Of these main types or perspectives of research, classroom
research seems to fall in the constructivist category because teachers and
adults working with students are trying to understand student learning, then
describe and interpret student learning so that they can become better
teachers. The main way to conduct a constructivist perspective research is to
take a qualitative approach to the research.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Merriam and
Tisdell explain that qualitative research gives a chance for a researcher to
step into the world of certain situations and circumstances. There are methods
and guidelines to help someone who is interested in viewing things in their
natural habitat and attempts to interpret these things by looking how others
bring meaning to the topic or thing being researched. Qualitative research does
not look at the frequency of a happening but rather tries to interpret, decode,
and share the happening by looking at experiences of people connected to or
affected by the happening. (2016)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>In order to
have more of a guideline or direction of qualitative research, Merriam and
Tisdell provided four main characteristics of this type of research. They are
listed below. (2016)<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Focus on meaning and understanding: “The overall
purposes of qualitative research are to achieve an understanding of how people
make sense out of their lives, delineate the process (rather than the outcome
or product) of meaning-making, and describe how people interpret what they
experience.” (Merriam & Tisdell, 2016)<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Researcher as primary instrument: The person who
is doing the research should be doing all of the data collecting and analysis
so that the researcher can be flexible in which way they want to continue by
analyzing the data as the research is moving forward.<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->An inductive process: The researcher does not
start with a theory rather the researcher uses the data to build concepts and
create theories off of the analysis of the data.<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Rich description: The data needs to consist of
words, pictures, videos, etc instead of numbers.<o:p></o:p></div>
<div class="MsoNormal">
These characteristics of qualitative research convince me
that this method of research is a great way to conduct classroom research.
Teachers are constantly looking at and considering personal student experiences
and the students’ meaning of the experiences. As a teacher, I consider the
qualitative type of data more than just the numbers part of student data. I
understand if and when students understand the concepts being learning not
because the assessment shows me they passed but because the students’ meaning
of the material is evidence.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
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<br /></div>
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Merriam, S. B.
& Tisdell, E. J. (2016). <i style="mso-bidi-font-style: normal;">Qualitative
Research: A Guide to Design and Implementation.</i> San Franciso, CA. John
Wiley & Sons, Inc.<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-80021330518049673552017-09-09T18:47:00.002-08:002017-09-09T18:47:30.580-08:00EDET 636 Impact of Tech Week 1 Reflection<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="mso-tab-count: 1;"> </span>As I was
reading about action research, I started to think about what parts of teaching
would I focus on in an action research project. I find that having a clear
vision and understanding of what the teacher wants to be changed will help the
research be effective. Gerald’s post made me reflect on how important the
before hand research is in order to have a method of teaching to implement that
might actually be positive in the classroom. If I decide to use a new
technology in my classroom but I don’t research about the ways to use it
effectively or how it could negatively affect my classroom, then I might cause
harm to learning for my students. Josie’s post reminded me how important the
method of data collection is because without data how will we know if the new
method worked or improved the classroom.<o:p></o:p></div>
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<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>I am
excited for this semester but I am a bit worried about the structure of the
class. I feel like I don’t quite understand how our Twitter sessions will work
and what direction our Action Research projects will go. Hopefully on Monday we
will talk about this but it would be nice to briefly meet on Blackboard
collaborate in order to pose questions or clarify the course’s goals and
assignments.<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com0tag:blogger.com,1999:blog-5778077474691774191.post-38247849618668900402017-09-04T17:45:00.000-08:002017-09-04T17:45:13.601-08:00EDET 636 Impact of Tech Week 1 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="mso-bidi-font-weight: bold;">EDET 636 The Impact of Technology on Student
Learning<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="mso-bidi-font-weight: bold;">Week 1 Blog<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Essential
Question: What is classroom research and how can it improve technology
integration in my classroom?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Classroom
research is a relatively new method of research in the education world and is
sometimes seen as a less formal method of research. Classroom research is when
a teacher or someone in the classroom uses action research methods to improve
learning by focusing on some aspect of education in the classroom. Action
research consists of a professional seeking out an answer of a question that
was posed in order to improve upon practice in that job. This person poses
their own question or inquiry, seeks out methods to answer this question,
implements the methods in their classroom with students, evaluates and reflects
on the effectiveness of the methods, and share the research with others. (Kolk,
2017)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>McNiff
shares that action research is a way to learn professionally by beginning with
an inquiry of “How do I improve my work?” (2002) To implement a proper plan on
a classroom action research, one should have a cycle of reflection of the
following: “identify an area of practice to be investigated, imagine a
solution, implement the solution, evaluate the solution, and change practice in
light of the evaluation.” (McNiff, 2002) Teachers who use the action research
method to better themselves should seek out colleagues and friends to support
them in their research by providing feedback and advice on the process and the
findings.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Classroom
research can improve many aspects within the classroom including the
integration of technology. Devlin, Felhaus, and Bentrem has a study where a
teacher uses action research to see if the use of videos in giving directions
is more effective than verbally giving directions. The teacher found that
having the use of technology of video created an engaging environment and that
the students were able to focus on the directions more than the class with the
verbal directions. (2013) This is a great example of how a teacher used
classroom research methods to test out the effectiveness of integrating technology
into the classroom. Now the teacher can share with other teachers and hopefully
improve the use of technology in the classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Devlin, T. J., Feldhaus,
C. R., & Bentrem, K. M. (2013). <i style="mso-bidi-font-style: normal;">The
evolving classroom: a study of traditional and technology-based instruction in
a STEM classroom.</i> Journal of Technology Education: Vol. 25:1. Retrieved
from http://scholar.lib.vt.edu/ejournals/JTE/v25n1/devlin.html<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Kolk, M. (2017). <i style="mso-bidi-font-style: normal;">Embrace action research: Improve classroom
practice with action research … and tell the story.</i> Creative Educator.
Retrieved from http://www.thecreativeeducator.com/v07/articles/Embracing_Action_Research<o:p></o:p></div>
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<!--StartFragment-->
<!--EndFragment--><br />
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McNiff, J.
(2002). <i style="mso-bidi-font-style: normal;">Action research for professional
development concise advice for new action researchers.</i> Retrieved from http://www.jeanmcniff.com/userfiles/file/Publications/AR%20Booklet.doc<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com3tag:blogger.com,1999:blog-5778077474691774191.post-75121057786836161322017-07-25T17:31:00.000-08:002017-07-25T17:31:57.744-08:00EDET 677 Mech App Week 11 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 677 Mechanical
Applications<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 11 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: How have you, and will you continue to “Learn the
21st Century” and allow your students this experience in your classroom?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>At this
moment, I have been learning the 21<sup>st</sup> century through experiences. I
am close to the age of my students and I am interested in similar things that
are interested in. I grew up in the 21<sup>st</sup> century with computers,
robots, etc. There are technologies that I haven’t experienced until I was an
adult but I always end up finding out about interesting and new technologies,
issues that are important at this time, and challenges that my students and I
face as a generation. Most of the information I learn about living in the 21<sup>st</sup>
century is from the same sources that my students are learning, social media.
Another way that I have been learning about technologies and mindsets found in
the 21<sup>st</sup> is by taking courses like this one. I want to be fresh in
my knowledge of teaching and of students by constantly taking classes formally
or informally.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>I find it
very important to keep continuing on my path of learning about the world around
me and how it is evolving. This better than the alternate which is to only
embrace what I know now and what I am comfortable with now. A way that I can
keep learning is through participating in innovative and collaborative projects
with others like they do at a conference called Constructing Modern Knowledge.
“CMK is our attempt to create a non-coercive constructionist learning
experience for educators of all subjects and grade levels.” (Martinez &
Stager, 2013) If the 21<sup>st</sup> century requires my students to be
innovative, creative, and problem-solvers, then I need to put myself in that
situation so that I can grow along side of my students and the world.<o:p></o:p></div>
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<span style="mso-tab-count: 1;"> </span>For my
students to experience the 21<sup>st</sup> century in school, I will begin
using more technologies that force students to create, think, and truly experience
learning. For example, play around with coding more with the Arduino or play a
youtube video that shows a new concept or technology like Xtopher creates
(2017). Maybe I can challenge students for them to find the newest and coolest
technology and they can share with the class. All I know is that I need to
focus on collaboration and innovation of technology. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Constructing
Modern Knowledge. Retrieved from http://constructingmodernknowledge.com/?cat=4<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Martinez, S. L.,
& Stager, G (2013). <i style="mso-bidi-font-style: normal;">Invent to Learn:
Making, Tinkering, and Engineering in the Classroom.</i> Torrence, CA:
Construction Modern Knowledge Press.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Xtopher (2017). <i style="mso-bidi-font-style: normal;">Friday Product Post: Raspberry Pi Zero W.</i>
Sparkfun Start Something. Retrieved from https://www.sparkfun.com/news/2432<o:p></o:p></div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-87670551926833535782017-07-25T13:31:00.000-08:002017-07-25T13:31:03.271-08:00EDET 678 Emerge Tech Week 11 Blog<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 678 Emerging
Technologies<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 11 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Essential
question: What specific policies will help your district prepare students
for current and emerging technology use? How can you help lead your district in
creating these policies? </b><o:p></o:p></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>My
district, Dillingham City School District, has various policies to incorporate
and implement the use of technology in the school and classroom. These policies
do allude to emerging technology use in the schools but not in detail. The
following is in the philosophy section of DCSD’s Board Policy Manual. The
philosophy supports using new technology in order to teach students technology
literacy, to communicate through technology, and to gather information that can
be analyzed and evaluated.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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“5. Access and utilize information and technology:<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->provide the current technologies in
each classroom, so students will be technologically literate<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->communicate in the global society with
computers, video, audio and other technologies<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->use technology to gather, analyze and
evaluate information and opinions<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->use computers to process and organize
information<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->evaluate the uses of technology and
its impact on society and the environment” (DCSD, Board Policy Manual)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<span style="mso-tab-count: 1;"> </span>In order to
develop policies that support current and emerging technologies in the
classroom, the developing team needs to know the philosophy and goals of the
district so that the vision flows smoothly to a place the whole community can
support. From there a team needs to be created with all stakeholders being
involved such as “parents, IT staff, teachers, principals and superintendents.”
(Winske, 2014) The team that is created would greatly benefit if they look at
other district policies that support current and emerging technologies. Alberta
Government has great policies that support emerging technologies. For example,
“technology is used to support student-centred, personalized, authentic
learning for all students.” (2013)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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<span style="mso-tab-count: 1;"> </span>If and when
I am on the committee to develop and strengthen my school district’s technology
plan and policies, I would encourage us to look at the Horizon Report or put in
a policy that requires the tech team to look at the trends of technology in
education. For example, the Horizon Report has a long-term trend of redesigning
learning spaces (2016). With the report saying this, then the tech team should
be looking at ways to implement this emerging education philosophy that can be
supported by technology such as a makerspace. DCSD’s Technology Plan does have
some great policies that can be built upon to support the use of emerging
technologies in the classroom.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Resources:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Adams Becker, S.,
Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN
Horizon Report: 2016 K-12 Edition. Austin, Texas: The New Media Consortium.
Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Alberta
Government (2013). <i style="mso-bidi-font-style: normal;">2013 Learning and
Technology Policy Framework</i>. Edmonton, Canada: School Technology Branch.
Retrieved from https://education.alberta.ca/media/1046/learning-and-technology-policy-framework-web.pdf<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Dillingham City
School District. <i style="mso-bidi-font-style: normal;">Board Policy Manual.</i>
Dillingham, AK. Retrieved from https://boardpolicyonline.com/?b=dillingham<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Dillingham City
School District (2014). <i style="mso-bidi-font-style: normal;">District
Technology Plan FY 2014-FY 2017</i>. Dillingham, AK.<o:p></o:p></div>
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Winske, C.
(2014). <i style="mso-bidi-font-style: normal;">Tips for Creating Technology Policies
for K-12.</i> Tech Decisions. Retrieved from https://techdecisions.co/compliance/creating-an-acceptable-use-policy-for-mobile-learning-initiatives/#<o:p></o:p></div>
</div>
mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2tag:blogger.com,1999:blog-5778077474691774191.post-5433286471170269122017-07-23T19:09:00.004-08:002017-07-23T19:42:16.024-08:00EDET 678 Emerge Tech Week 10 Blog (and Reflection)<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 678 Emerging
Technologies<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 10 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Essential
question: How are electronics viable additions to “crafting” for today’s young
person?</b><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>When I walk
into work, high school students are always expressing themselves through clothing,
hair, makeup, art, music, and technology. Students like to apply what they have
learned in a way that they can express their individuality to other students.
Electronics can give students the opportunity to do just that. The ability to create
a new trend, a new style, or improve upon an old trend or style is one reason
why students will and do embrace using electronics to craft.<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>There are
many ways for students to use electronics in crafting. Buechly shares how the
MIT lab has created ways to make pop-up books more interesting. The books have
pictures that light up when the various tabs are pulled or when parts are
pushed. Students can take a piece of literature they have learned and change it
into a children’s book with a similar moral and plot line. These electronic
books are a great way for students to learn in an interdisciplinary way. The
pop-up books have the disciplines of technology, science, mathematics,
literacy, and health/social academics. (2012)<o:p></o:p></div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Einarson
gives many examples where electronics of an Arduino has improved upon clothes,
styles, etc. (2013) Students can be in a Makerspace and use the tools provided
to improve upon a piece of clothing, accessory, item, or product that they
have. Given the option, students will come up with fabulous ideas that are
practical and artistic. Students are working on the skill of identifying a
problem or an area of need and creating or making a solution.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
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Resources:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Buechly, L.
(2012). <i style="mso-bidi-font-style: normal;">How to “sketch” with electronics.</i>
TED Talks. Retrieved from https://www.youtube.com/watch?v=vTBp0Z5GPeI<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Einarson, E.
(2013). <i style="mso-bidi-font-style: normal;">Go bionic with these wearable
Arduino projects.</i> Wired. Retrieved from https://www.wired.com/2013/01/wearable-arduinos/<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Peppler, Kylie
A., et al. <i>Short Circuits : Crafting E-Puppets with DIY Electronics</i>.
The MIT Press, 2014. Interconnections: Understanding Systems Through Digital
Design. EBSCO<i>host</i>, egandb.uas.alaska.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=871113&site=ehost-live.<span style="font-size: 12pt; text-indent: -0.5in;"> </span><br />
<span style="font-size: 12pt; text-indent: -0.5in;"><br /></span>
<br />
<br />
REFLECTION: Added on July 23.<br />
<br />
<div style="text-align: left;">
This week was interesting to learn about how AR and how to incoporate it into our classrooms. I have used the App we talked about with my French students who had to tell a story about a picture I provided them. It was a great way for students to listen to each other without having to repeat themselves over and over. It was also a great way for me to assess my students in what they are learning.</div>
<div style="text-align: left;">
I commented on three of my classmates' blogs and they brought some great ideas to the floor on how to use electronics in the class. I found that crafting with electronics is an interdisciplinary activity. This is a positive way to show students that the subjects they are learning are connected.</div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com1tag:blogger.com,1999:blog-5778077474691774191.post-56053195674131207542017-07-21T12:17:00.004-08:002017-07-23T19:50:49.920-08:00EDET 677 Mech App Week 10 Blog (and Reflection)<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="text-align: center;">
EDET 677 Mechanical
Applications<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
Week 10 Blog<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Essential Question: Why does Dillingham High School need a makerspace?<o:p></o:p></b></div>
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<span style="mso-tab-count: 1;"> </span>Dillingham
High School has always supported and prepared students to its best ability. In
order to keep our high standards of teaching students, we must provide a place
where students can create, make, and tinker with projects that they have
produced with their own ideas. A place where students can apply the skills that
they have learned in the regular classroom and learn new skills through making
is called a makerspace. A makerspace provides many different positive rewards
that our students can benefit from. I am confident that a makerspace supports
the goals of our school academically and socially. I have outlined a few of
these goals that are reached through students working in a makerspace. <o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Design Thinking and
Growth Mindset<o:p></o:p></b></div>
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<span style="mso-tab-count: 1;"> </span>“Design
thinking is a process that helps people discover and implement solutions to
problems.” (Jarrett, 2016) A makerspace truly focuses on design thinking because
students are making physical objects to answer a question or to fulfill an
interest. Makerspaces force students to solve problems through creativity,
teamwork, and willingness to try again when they fail. A growth mindset is
fostered in makerspaces because students will learn that it might take various
prototypes before they are able to come to a solution. The growth mindset of “I
can’t do it yet” is one of the foundations of a makerspace because skills are
to be learned in the setting and the necessary tools should be provided.<o:p></o:p></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;">Behaviors<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-tab-count: 1;"> </span></b>A makerspace is a place where
students can focus energy into a culminating project instead of creating
behavior problems in a regular classroom. Martinez and Stager give an example
of how some teachers refer specific students to a makerspace because “they are
identified with specific interests or learning preferences and occasional
behavior problems such as being unable to concentrate or sit still.” (2013) Our
school would benefit an educational environment where students can focus their
energy on a problem-solving project when they are ready.<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;">Supports Creativity<o:p></o:p></b></div>
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<span style="mso-tab-count: 1;"> </span>The success
of a makerspace is not determined by the amount of tools, materials, and
technology that it has but rather the mindset a person takes on when they walk
into the room with a focus on creativity with what the space provides. In
Waters’ article, he interviews a teacher who comments that makerspaces don’t “have
to be equipped with high-tech digital manufacturing tools to be an effective
makerspace; it can be stocked with glue guns and cardboard if students are
engaged and using their hands and minds to create and solve problems.” (2016)
In Dillingham, we often find ourselves not as equipped as the rest of the world
because of being rural but the people of Dillingham have always been creative
in solving our problems. Our students must and will follow up with their own
creativity and this can be fostered in a makerspace.<o:p></o:p></div>
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<br /></div>
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<span style="mso-tab-count: 1;"> </span>With all of
these and more positive outcomes of a makerspace, Dillingham High School needs
a makerspace to foster students who will create and make solutions.<o:p></o:p></div>
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<br /></div>
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Resources:<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Jarrett, K.
(2016). <i style="mso-bidi-font-style: normal;">Makerspaces and Design Thinking:
Perfect Together!</i> The Education Digest. Retrieved from www.eddigest.com<o:p></o:p></div>
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<br /></div>
<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Martinez, S. L.,
& Stager, G (2013). <i style="mso-bidi-font-style: normal;">Invent to Learn:
Making, Tinkering, and Engineering in the Classroom.</i> Torrence, CA:
Construction Modern Knowledge Press.<o:p></o:p></div>
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<div class="MsoNormal" style="margin-left: .5in; text-indent: -.5in;">
Waters, J. K.
(2016). <i style="mso-bidi-font-style: normal;">What makes a great Makerspace?</i><span style="mso-spacerun: yes;"> </span>STEAM Education. Retrieved from http://egandb.uas.alaska.edu:2103/eds/pdfviewer/pdfviewer?vid=1&sid=4e711acd-8041-4310-8bdf-333b04b93f42%40sessionmgr4009<o:p></o:p><br />
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REFLECTION: Added on July 23<br />
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I loved our project this week with the Arduino because it was the first time I struggled to figure out what the code was doing. I had a simple mistake in the code and it completely changed how the Arduino worked. By the time we left, I was able to change the code to do exactly what I would like it to do. This is what I want my students to do when we are learning from Arduino projects: to improve and personalize their project.<br />
In our blogs, it seemed like everyone was able to make a good case on why our school needs a makerspace. I am proud of what everyone is doing!</div>
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mariah.medowhttp://www.blogger.com/profile/06295770018101229335noreply@blogger.com2