Many research methods, including quantitative, qualitative, mixed methods, action research, and secondary data analysis are used when conducting educational research. According to McMillan and Schmacher (2008) the intent of a research design is to “use a design that will result in drawing the most valid, credible conclusions from the answers to the research questions” (p. 22). Four example scenarios are given below including elements important to selecting the type of research method that should be used. Which of the five previously mentioned research methods best fits each scenario?
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
This research study definitely calls for an interactive qualitative method. McMillan and Schumacher (2008) classify a study as qualitative when researchers observe subjects in their “natural surroundings” (p. 26) such as the students working in the peer mediation program. Also, qualitative designs gather data in the form of words rather than numbers. Specifically, the type of face-to-face design used would be the phenomenological study. McMillan and Schumacher (2008) define this type of design as one that “the researcher conducts long interviews with the subjects directed toward understanding their perspectives on their everyday lived experience with the phenomenon” (p. 26).
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
In this scenario, quantitative methods would be best to analyze the results. Quantitative research is characterized by using “numbers, statistics, structure, and control” (McMillan & Schumacher, 2008, p. 23). This scenario randomly divides the students into two groups, which eliminates bias. Also, the results for this study will be based on the fewest office referrals, which will be shown in numbers. More specifically, the type of quantitative study that could be used is experimental design. Since the researcher controls what each group experiences and compares the two groups to each other, experimental design would work best.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
In this scenario, a mixed method approach would work best. This method combines qualitative and quantitative designs since it can “show the result and then explain why it was obtained” (McMillan & Schumacher, 2008, 28). An explanatory design shows the number of office referrals and the percentage of decrease. Then, the explanation is given as to how the student attitudes affected this decrease. This example uses quantitative designs first and then qualitative designs afterwards to explain the result.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
This scenario fits the criteria of qualitative research designs. Since this scenario is gathering evidence from prolonged interviews, at first this research design resembles ethnography. However, McMillan and Schumacher (2008) recommend the use of case studies when examining a group of subjects over time and using multiple sources of data. In this study, analysis is based on the pre and post tests along with the bi-monthly interviews. In this study the focus is on the attitudes of the subjects regarding peer mediation. As attitudes can change, the data from the ongoing interviews will be recorded and compared to that of previous months.
It should be recognized that I am an amateur at identifying research methods. Based on the information that I have gathered over the past seven weeks, I have attempted to identify and rationalize the research designs that would best meet the needs of each of the four scenarios. I welcome any and all comments and suggestions related to this topic. Please feel free to make any comments that would help me with this process.
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Sunday, December 20, 2009
Sunday, November 22, 2009
Educational Research Study
For my educational research class, we are to develop a problem statement along with the research questions that would be asked to assess the study’s results. When completing this week’s reading in preparation of this blog, I discovered that there are basically two types of research design: qualitative and quantitative design (McMillan & Schumacher, 2008). As a result, I have come to the conclusion that my research questions below represent quantitative research design.
The following questions are quantitative due to the results they encourage. The main characteristic of quantitative designs is that it “maximizes objectivity by using numbers, statistics, structure, and control” (McMillan & Schumacher, 23). All three of the following questions do just that.
One type of quantitative design is called experimental design. This design is characterized by the fact that the researcher manipulates some aspect of what the subject will experience (McMillan & Schumacher, 2008). In my research study, I will have one group of students collaborate face to face with other students, while the other two groups of students will collaborate online with students in a different state. The two groups collaborating online are integrating technology with the project, while the other group will not. Because the students are not assigned to these groups randomly, the design is quasi-experimental. My students are grouped according to class period, therefore they do not have an equal chance of being in each group. They will be assigned to their group according to their English class period.
My specialization for this master’s program is in the area of integrating technology into adolescent literacy. Therefore, my problem statement is:
I plan to evaluate the impact of online collaboration on student motivation and literacy scores of state standardized tests of 8th grade students.
Like McMillan and Schumacher (2008) state, three types of questions exist when conducting research: Descriptive, Relationship, and Difference. Each type of question represents a different design.
The questions I would ask during my research stage are:
1. Is there a difference between student motivation when students collaborated online versus face to face with other students? (Difference)
2. Do achievement scores increase when technology is utilized with projects? (Relationship)
3. What is the percentage increase of student achievement test scores using online collaboration versus student achievement test scores using face to face collaboration? (Descriptive)
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
The following questions are quantitative due to the results they encourage. The main characteristic of quantitative designs is that it “maximizes objectivity by using numbers, statistics, structure, and control” (McMillan & Schumacher, 23). All three of the following questions do just that.
One type of quantitative design is called experimental design. This design is characterized by the fact that the researcher manipulates some aspect of what the subject will experience (McMillan & Schumacher, 2008). In my research study, I will have one group of students collaborate face to face with other students, while the other two groups of students will collaborate online with students in a different state. The two groups collaborating online are integrating technology with the project, while the other group will not. Because the students are not assigned to these groups randomly, the design is quasi-experimental. My students are grouped according to class period, therefore they do not have an equal chance of being in each group. They will be assigned to their group according to their English class period.
My specialization for this master’s program is in the area of integrating technology into adolescent literacy. Therefore, my problem statement is:
I plan to evaluate the impact of online collaboration on student motivation and literacy scores of state standardized tests of 8th grade students.
Like McMillan and Schumacher (2008) state, three types of questions exist when conducting research: Descriptive, Relationship, and Difference. Each type of question represents a different design.
The questions I would ask during my research stage are:
1. Is there a difference between student motivation when students collaborated online versus face to face with other students? (Difference)
2. Do achievement scores increase when technology is utilized with projects? (Relationship)
3. What is the percentage increase of student achievement test scores using online collaboration versus student achievement test scores using face to face collaboration? (Descriptive)
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
Sunday, November 15, 2009
Creating a Research Problem Statement
For my new course, Education 6653, we are instructed to create a problem statement that we would be able to research within our specialization. Since I have always been interested in how the use of technology impacts literacy, I decided to formulate my problem statement around these areas.
Problem Statement:
I have chosen to evaluate the impact of online collaboration with students from Denver, Colorado on my eighth grade students' literacy scores.
Who: my 8th grade students
What: who collaborate online with 8th graders in Denver, Colorado
Why: have higher literacy scores
I plan to evaluate my students based using two different assessments. First, I will administer a pre test to test their literacy before the online collaboration project. Then, during the project, I will give students a weekly literacy assessment. Finally, when the project is completed, I will give students a post assessment to chart their growth over the course of the project. These scores will be measured against a control group of students who collaborated with other students from the same class period. I am hoping to collect data that will prove that online collaboration not only motivates students to complete assignments, it also increases literacy as a result.
I welcome feedback regarding this study. Do you think this problem statement is too broad? Do you have suggestions on alternate methods of assessment? Please feel free to comment on any other areas as you see fit!
Problem Statement:
I have chosen to evaluate the impact of online collaboration with students from Denver, Colorado on my eighth grade students' literacy scores.
Who: my 8th grade students
What: who collaborate online with 8th graders in Denver, Colorado
Why: have higher literacy scores
I plan to evaluate my students based using two different assessments. First, I will administer a pre test to test their literacy before the online collaboration project. Then, during the project, I will give students a weekly literacy assessment. Finally, when the project is completed, I will give students a post assessment to chart their growth over the course of the project. These scores will be measured against a control group of students who collaborated with other students from the same class period. I am hoping to collect data that will prove that online collaboration not only motivates students to complete assignments, it also increases literacy as a result.
I welcome feedback regarding this study. Do you think this problem statement is too broad? Do you have suggestions on alternate methods of assessment? Please feel free to comment on any other areas as you see fit!
Sunday, November 1, 2009
Reflecting on New Literacies in Today's Classroom
As a middle school teacher, when I contemplate the implementation of technology in the classroom, it is apparent that in order to be competitive with students across the globe, many new literacy skills need to be mastered by today’s students. Dr. Leu, et al. have identified five functions of new literacies: generating important questions or problems to be solved, locating relevant information, critically evaluating the usefulness of that information, synthesizing information to address those questions or problems, and communicating possible solutions to others (Eagleton & Dobler, 2007).
One revelation I recently had when taking a course in online inquiry was how much emphasis should be placed on the development of questions before students begin the research process. Kuhlthau (2007) states that the failure of project based learning is that students focus more on the product than on the learning process. This is the case many times with my students. At their maturity level, they do not spend enough time searching for the right information. Many times they will search once for the needed information, but then quit before making sure their research is thorough. They forget the word is “REsearch.” In any case, constructing solid questions in the inquiry process is crucial when guiding their inquiry projects.
In the past, I have been somewhat unsure how to guide students through developing their questions. We use the KWL method where students ask themselves, “What do I know?”; “What do I want to learn?”; and “What did I learn?” (Kuhlthau, 2007). The problem lies in creating solid questions, which will result in valid research. I still prefer to use projects to help motivate students and feel the KWL method is successful as well. However, the challenge still remains to help students with their questions.
One professional goal that I have is to focus my efforts in the classroom on helping students master the art of constructing solid questions. One tool that I plan on implementing is in the “Handouts” section of Reading the Web (Eagleton & Dobler, 2007). First, students will use Handout Q-1 (Eagleton & Dobler, p. 98) which we would go over as a class in order to illustrate good questioning for the students. Students will then develop their own guide and have a partner answer whether the questions are good and their thinking. It is my goal to teach my students how to be smart researchers. Not only is the product important, the process is as well.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
One revelation I recently had when taking a course in online inquiry was how much emphasis should be placed on the development of questions before students begin the research process. Kuhlthau (2007) states that the failure of project based learning is that students focus more on the product than on the learning process. This is the case many times with my students. At their maturity level, they do not spend enough time searching for the right information. Many times they will search once for the needed information, but then quit before making sure their research is thorough. They forget the word is “REsearch.” In any case, constructing solid questions in the inquiry process is crucial when guiding their inquiry projects.
In the past, I have been somewhat unsure how to guide students through developing their questions. We use the KWL method where students ask themselves, “What do I know?”; “What do I want to learn?”; and “What did I learn?” (Kuhlthau, 2007). The problem lies in creating solid questions, which will result in valid research. I still prefer to use projects to help motivate students and feel the KWL method is successful as well. However, the challenge still remains to help students with their questions.
One professional goal that I have is to focus my efforts in the classroom on helping students master the art of constructing solid questions. One tool that I plan on implementing is in the “Handouts” section of Reading the Web (Eagleton & Dobler, 2007). First, students will use Handout Q-1 (Eagleton & Dobler, p. 98) which we would go over as a class in order to illustrate good questioning for the students. Students will then develop their own guide and have a partner answer whether the questions are good and their thinking. It is my goal to teach my students how to be smart researchers. Not only is the product important, the process is as well.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Sunday, April 26, 2009
Reflecting on the use of Blogs, Wikis, and the Benefits of Technology in the Classroom
What does the 21st century classroom look like? No longer is the teacher the center of information in the classroom. Today's classroom has access to information through the use of the internet and all the tools it brings. Students can find answers by researching using the Web 2.0, and if that doesn't give them everything they're looking for, they can simply post their questions on any blog. They will receive an answer quicker than any teacher could say, "Raise your hands!"
My technology skills as a professional teacher have evolved as of late. In the recent past, I incorporated technology in the form of internet research and the use of the computer as a word processor. Unarguably, the internet is the fastest, most reliable method of researching any topic. Like any form of technology, it is also the most interesting method for any middle school english student, if there is such a thing. Not only am I able to demonstrate the benefits of blogs and wikis as collaborative tools in the classroom, I am in the process of taking a portfolio unit that I've always done and using a classroom blog to teach the lesson differently. This is because technology motivates students, and it gives teachers different methods of instruction. Teachers have always known about the multiple intelligences of students. Now there are multiple methods of instruction through the use of technology.
My knowledge of teaching and the learning process has deepened considerably. Students can no longer get by with just the ability to read and write. Students must also be able to edit their own work and be proficient in the area of publishing. With the Read/Write Web, students have the ability to publish their own writing, therefore teachers must model the ways in which ideas and products can be brought online (Richardson, 2009). The Web also gives students the ability to communicate with others like never before. As a result, collaborative learning is the key in the learning process of the 21st century.
In this 21st century of learning, the classroom must be learner based in order to meet the needs of the students. When students use the Web to conduct research, they are engaging in their ideal way of learning, which means the Web affords the match we need between a medium and how a particular person learns (Brown, 2002). This is the key to teaching in the 21st century. The key is to gear our teaching methods around the student. No longer is the role of the teacher to stand in front of the class and be the holder of all information. The teacher's role in the classroom is to guide the learner through the learning process and be a facilitator.
As a teacher, I have a responsibility to my students to increase my professional knowledge in order to prepare them for the next stage of their lives. Just as the Web provides a collaborative environment for students, it also allows teachers to collaborate with other educators. This is the ideal forum for the exchange of ideas and lessons. Teachers can work with educators from around the globe through the use of blogging and Skyping. Another method of increasing knowledge is always through online journals and articles. Thousands of articles exist on the use of technology, and thousands more are being generated each year. Finally, the use of TeacherTube and similar sites are beneficial to teachers and classes.
Two goals that I have for transforming my classroom are the implementation of a private classroom blog and the addition of a Smartboard. Next year my students will use a classroom blog to assist in the publishing of their individual portfolios. To date, our district does not have a policy regarding the use of blogs or wikis in the classroom. However, our superintendent is very apprehensive and conservative in the use of technology between teachers and students, and our principal is completely against it. For that reason, it is probable that obstacles will be put in place that will make this lesson difficult. In order to deal with this obstacle, I will need to convince the school board of the benefits in online collaboration. By using the 21st century publications and other teachers' examples, I will attempt to convince the school board of the necessities of creating an environment in my classroom which is more closely related to the environment students will face upon graduation. My second goal is the implementation of a Smartboard in my classroom within the next two years. The major obstacle here is the cost. When brought to the attention of my superintendent, he supported the idea but felt he could not get away with buying only one Smartboard. The purchase of ten Smartboards, for example, would be very costly, and our district is currently not in a position to spend money in this area. Again, my hopes will be placed on the school board to see the benefits in this investment.
References
Brown, John Seely. (2002). USDLA Journal. Growing Up Digital: How the web changes work, education, and the ways people learn. Washington, DC: Heldref Publications.
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
My technology skills as a professional teacher have evolved as of late. In the recent past, I incorporated technology in the form of internet research and the use of the computer as a word processor. Unarguably, the internet is the fastest, most reliable method of researching any topic. Like any form of technology, it is also the most interesting method for any middle school english student, if there is such a thing. Not only am I able to demonstrate the benefits of blogs and wikis as collaborative tools in the classroom, I am in the process of taking a portfolio unit that I've always done and using a classroom blog to teach the lesson differently. This is because technology motivates students, and it gives teachers different methods of instruction. Teachers have always known about the multiple intelligences of students. Now there are multiple methods of instruction through the use of technology.
My knowledge of teaching and the learning process has deepened considerably. Students can no longer get by with just the ability to read and write. Students must also be able to edit their own work and be proficient in the area of publishing. With the Read/Write Web, students have the ability to publish their own writing, therefore teachers must model the ways in which ideas and products can be brought online (Richardson, 2009). The Web also gives students the ability to communicate with others like never before. As a result, collaborative learning is the key in the learning process of the 21st century.
In this 21st century of learning, the classroom must be learner based in order to meet the needs of the students. When students use the Web to conduct research, they are engaging in their ideal way of learning, which means the Web affords the match we need between a medium and how a particular person learns (Brown, 2002). This is the key to teaching in the 21st century. The key is to gear our teaching methods around the student. No longer is the role of the teacher to stand in front of the class and be the holder of all information. The teacher's role in the classroom is to guide the learner through the learning process and be a facilitator.
As a teacher, I have a responsibility to my students to increase my professional knowledge in order to prepare them for the next stage of their lives. Just as the Web provides a collaborative environment for students, it also allows teachers to collaborate with other educators. This is the ideal forum for the exchange of ideas and lessons. Teachers can work with educators from around the globe through the use of blogging and Skyping. Another method of increasing knowledge is always through online journals and articles. Thousands of articles exist on the use of technology, and thousands more are being generated each year. Finally, the use of TeacherTube and similar sites are beneficial to teachers and classes.
Two goals that I have for transforming my classroom are the implementation of a private classroom blog and the addition of a Smartboard. Next year my students will use a classroom blog to assist in the publishing of their individual portfolios. To date, our district does not have a policy regarding the use of blogs or wikis in the classroom. However, our superintendent is very apprehensive and conservative in the use of technology between teachers and students, and our principal is completely against it. For that reason, it is probable that obstacles will be put in place that will make this lesson difficult. In order to deal with this obstacle, I will need to convince the school board of the benefits in online collaboration. By using the 21st century publications and other teachers' examples, I will attempt to convince the school board of the necessities of creating an environment in my classroom which is more closely related to the environment students will face upon graduation. My second goal is the implementation of a Smartboard in my classroom within the next two years. The major obstacle here is the cost. When brought to the attention of my superintendent, he supported the idea but felt he could not get away with buying only one Smartboard. The purchase of ten Smartboards, for example, would be very costly, and our district is currently not in a position to spend money in this area. Again, my hopes will be placed on the school board to see the benefits in this investment.
References
Brown, John Seely. (2002). USDLA Journal. Growing Up Digital: How the web changes work, education, and the ways people learn. Washington, DC: Heldref Publications.
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Monday, April 6, 2009
Demographic Profile of a Rural School in Ohio
It's always interesting to find out what the demographic profile is of the school in which one teaches. I am currently taking a technology course in order to complete my masters. During this course we study the many ways to use technology in the classroom in order to relate to our students who are "digital natives." There is a difference between "digital natives" and "digital immigrants." The difference lies in how much the student was exposed to technology as a child.
Upon conducting three individual interviews, I came to the conclusion that most of my students are stuck somewhere between being "digital natives" and "digital immigrants." Many of my students do not have internet access at home, however they do possess the abilities to use their home computer to complete school work. The most obvious discrepancy is between academic and social use of technology. Students will find a way to text friends or instant message them when they won't try to use their home computer to process papers for school.
Please click on the following link for an example of the interview.
http://www.walnuttsd.org/hs/interviewontechnology.wav
Upon conducting three individual interviews, I came to the conclusion that most of my students are stuck somewhere between being "digital natives" and "digital immigrants." Many of my students do not have internet access at home, however they do possess the abilities to use their home computer to complete school work. The most obvious discrepancy is between academic and social use of technology. Students will find a way to text friends or instant message them when they won't try to use their home computer to process papers for school.
Please click on the following link for an example of the interview.
http://www.walnuttsd.org/hs/interviewontechnology.wav
Thursday, March 26, 2009
What is the Partnership for the 21st Century?
It is impossible to discuss the implementation of technology into the classroom without mentioning the Partnership for 21st Century Skills. If you haven't already done so, check out their web site at http://www.21stcenturyskills.org/ . This web site is dedicated to the implemention of certain skills into education. It is a partnership of businesses, community, education and policy leaders to ensure students emerge from our schools with the skills needed (http://www.21stcenturyskills.org/, n.d.). Please see the web site for their list of necessary skills.
Regardless of your opinion, this web site is extremely thorough. Their goal is to increase the knowledge of our students in various areas, which I find encouraging. They provide a solid explanation of their goals and the means of achieving them. The web site design is impressive and supports their message that through technology we have the means of achieving a school environment that is more similar to the workplace, thus better preparing our students.
When examining the site, look at who the partners are. I was somewhat surprised, although I'm unsure why, to find most of their partners to be technology based businesses. To me this decreased their validity because it seemed like the cause may have ulterior motives. To be fair, there were also many education based partners as well, but one would expect that.
To a certain extent I disagree with the expectation that public schools be held responsible for ensuring that all students acquire the six key elements that the Partnership deems important. Some of the 21st century content includes financial and economic literacy which I do not feel is pertinent at all age levels. In addition, another key element is information and media literacy skills. This is not something that has evolved through the years. As a country, we have been competitive without acquiring this skill during high school. Typically this skill is learned with life experience. Why has that changed?
There are many educational implications for students of today and teachers. Teachers must expand their methods of instruction to include the use of technology whenever possible. The more students are exposed to technology, the more prepared they will be for the 21st century workplace. As an english teacher, I must emphasize skills such as leadership, accountability, adaptability, people skills and social responsibility which are all part of life skills. Although I do feel teachers currently do this in the classroom, it will need to be emphasized. Students will need to acquire the ability to use technology as a resource whenever possible.
The Partnership has a point when they say the key to a stronger U.S. economy is closing the gap between the knowledge students acquire in school and what they will need in the 21st century workplace (http://www.21stcenturyskills.org/, n.d.). We need to make this our focus if we expect our students to be competitive in a global job market.
It is impossible to discuss the implementation of technology into the classroom without mentioning the Partnership for 21st Century Skills. If you haven't already done so, check out their web site at http://www.21stcenturyskills.org/ . This web site is dedicated to the implemention of certain skills into education. It is a partnership of businesses, community, education and policy leaders to ensure students emerge from our schools with the skills needed (http://www.21stcenturyskills.org/, n.d.). Please see the web site for their list of necessary skills.
Regardless of your opinion, this web site is extremely thorough. Their goal is to increase the knowledge of our students in various areas, which I find encouraging. They provide a solid explanation of their goals and the means of achieving them. The web site design is impressive and supports their message that through technology we have the means of achieving a school environment that is more similar to the workplace, thus better preparing our students.
When examining the site, look at who the partners are. I was somewhat surprised, although I'm unsure why, to find most of their partners to be technology based businesses. To me this decreased their validity because it seemed like the cause may have ulterior motives. To be fair, there were also many education based partners as well, but one would expect that.
To a certain extent I disagree with the expectation that public schools be held responsible for ensuring that all students acquire the six key elements that the Partnership deems important. Some of the 21st century content includes financial and economic literacy which I do not feel is pertinent at all age levels. In addition, another key element is information and media literacy skills. This is not something that has evolved through the years. As a country, we have been competitive without acquiring this skill during high school. Typically this skill is learned with life experience. Why has that changed?
There are many educational implications for students of today and teachers. Teachers must expand their methods of instruction to include the use of technology whenever possible. The more students are exposed to technology, the more prepared they will be for the 21st century workplace. As an english teacher, I must emphasize skills such as leadership, accountability, adaptability, people skills and social responsibility which are all part of life skills. Although I do feel teachers currently do this in the classroom, it will need to be emphasized. Students will need to acquire the ability to use technology as a resource whenever possible.
The Partnership has a point when they say the key to a stronger U.S. economy is closing the gap between the knowledge students acquire in school and what they will need in the 21st century workplace (http://www.21stcenturyskills.org/, n.d.). We need to make this our focus if we expect our students to be competitive in a global job market.
Monday, March 16, 2009
Integrating Technology into a Middle School English Classroom
When faced with the idea of integrating technology into a classroom full of middle school kids, what is the logical first step regarding an english classroom? In my opinion, the first step is to assist students in creating a blog. It's a fairly basic skill which can be used in different manners.
Blogging in the middle school english classroom serves several purposes. First, students can use the instructor's blog to write responses to questions asked by the instructor. Classes can discuss concerns about material learned that day and assist each other by discussing topics. In addition, students can publish their work. Other students are able to evaluate their peers' work and gain skills in revising and editing.
I'm interested in hearing from other teachers to see how they use blogging in the classroom? Please post your comments and solutions for me!
Blogging in the middle school english classroom serves several purposes. First, students can use the instructor's blog to write responses to questions asked by the instructor. Classes can discuss concerns about material learned that day and assist each other by discussing topics. In addition, students can publish their work. Other students are able to evaluate their peers' work and gain skills in revising and editing.
I'm interested in hearing from other teachers to see how they use blogging in the classroom? Please post your comments and solutions for me!
Tuesday, March 10, 2009
Blogging in the Middle School Classroom
I'm sure you can tell by the title of this post that I teach english to middle school students. It is a goal of mine to use this blog in my classroom in several capacities. First, I would like to have discussion topics initially posted by me and then feedback given by my students. They could do this as an out of class assignment either completed at home or during study hall depending on the technology that is available to them at home. This would give me another tool for assessing their knowledge about the current topic. It would also allow me to evaluate their writing skills.
Another reason to create this blog would be to publish student work. With their permission, this would be an excellent publishing tool for which I've been searching. Blogging would expand their audience like I've never thought possible. Along with publishing student work, we could use the blog for peer evaluation. Revising and editing are the most significant steps of the writing process. This outlet would create the desire to look over one's work once again and make it better.
Another reason to create this blog would be to publish student work. With their permission, this would be an excellent publishing tool for which I've been searching. Blogging would expand their audience like I've never thought possible. Along with publishing student work, we could use the blog for peer evaluation. Revising and editing are the most significant steps of the writing process. This outlet would create the desire to look over one's work once again and make it better.
Wednesday, March 4, 2009
Students with cell phones
So, this is my first attempt at a blog and I'm writing about what is currently on my mind. Why do students have to be attached to their cell phones?? The rules at our school have changed regarding cell phones over the years, and although we allow cell phones, they must be off. It never fails that a student's cell phone will ring right in the middle of class. Who is calling them? Mostly parents! So what is the sense in that? Obviously their son/daughter leaves for the same place everday: school. So who is the rule breaker?
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