Collaborative Action Research Project:
Technology Tools in the Classroom and Student Achievement
Rochelle Henely
Walden University
Erica Watson
Collaborative Action Research, 6620 T1002
February 24, 2007
Introduction
Technology is an ever present aspect of society in the 21st Century. Educators have the responsibility to prepare young people to succeed in the workplace and society. This includes the ability to function as productive adults in the ever-changing technological world. The use of educational technologies to motivate and engage our students is essential to help them succeed in the workplace and society. The New Jersey Department of Education states that technology should be utilized in the curriculum through various avenues (2003). The vast resources available today were unimaginable in the early 20th Century. Imagine the response to the technologies today if the following was the response to a simple, new technology of a pen,
Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant.
This quote was found in a PTA Gazette in 1914(George Lucas Educational Foundation, 2003). These same thoughts have probably been addressed towards today’s different approaches in education.
Using technology as a tool to enhance and increase student learning is an avenue that the government as well as many school districts recommend teachers utilize in lessons. The school district utilized in this study has the vision of preparing students to face a technological society (Hammonton School District, 2004)). The technological changes that we as educators are in the midst of are monumental in comparison to anything that has impacted society in the past. It is an exciting time to be involved in education and teaching. Although many articles refer to the advantages of technology, data supporting these claims is not always abundant. An excuse for this flaw seems to be that these resources are so new and data is not attainable. An aspect of technology that is not discussed as often in these writings is the effect of technological tools on student learning time and test results. This is the issue to be addressed in this study.
To support or discredit the questions brought forth in this research project, students from a New Jersey High School Honors Algebra Two class were studied over a three week period. The students studied are from a suburb of New Jersey with a high school population of approximately fourteen hundred students. The community has recently welcomed another sending district into the school district. The school contains a very diverse student population from a wide variety of socioeconomic and ethnic populations.
Research Problem Statement
The problem to be studied is: Will using more technology tools in the mathematics classroom increase student learning time; thus improve student test scores?
With the “techno-tainment” that motivates our children of the 21st Century, the traditional classroom is failing our students. Today’s students are not necessarily intrinsically rewarded by good grades. The “bells and whistles” used to entertain these student does little to help fulfill the requirements of newer and tougher standards. Educators need to find means to best educate our students. Encouraging, advising, teaching, and being role models are but a few of the needs to be filled by the teacher in the classroom (Reis, n.d.). Technology tools can be helpful, but will never be able to substitute for the teacher in these roles. The proper use of technology tools can have a huge impact on achieving the level of learning in the classroom desired by the teacher.
Publishers at the George Lucas Educational Foundation (2003) believe, “When effectively integrated into curriculum, technology tools can extend learning in powerful ways”. Utilizing technology tools and resources is an area that can be influenced in school classrooms. Not only can lessons be enhanced to better catch the interest of the students, but they can also spark the students’ desire to further their own knowledge. The impact of this more enthusiastic learner should be two-fold. First, they should perform better on tests and second, they may develop a lifelong love of learning. The first can be investigated, the second can only be hoped to attain. This research will address the following questions.
1) Are appropriate technology tools available in this school district?
2) Will the use of technology tools show an increase in learning time?
3) Will an increase in learning time improve student test scores?
Review of Literature: Issues Concerning Technology Integration in the Classroom
School goals are to ensure that the students and teachers have access to technologies to assist in bettering education (Hammonton High School, 2004). This goal is also stated at the State level in the New Jersey Department of Education Technology Plan (2003),
Students will attain the educational technology information literacy skills that will assist them in achieving the Core Content Curriculum Standards and succeed in the workplace of the 21st Century.
This study investigates the use of technology in the classroom and whether using technology in the classroom increases student learning time and content comprehension. Specific issues to be addressed are the tools available for technology use, teaching practices, and their effects on assessment results.
In an article on a study performed by the David and Lucile Packard Foundation (George Lucas Educational Foundation, 2003), it was found that the use of technology enhances learning. Students thrive with the interaction, feedback, and especially the active engagement that technology can provide. Promoting technology use in schools to enhance learning is the topic of many lectures, discussions, and articles. The United States is not alone in its endeavors to meet the needs of the 21st Century. In a study performed in 2001 and 2003 in Australia, the positives and negatives of technology use were addressed (Forgasz, 2005). Educational needs and concerns are universal. A major concern in any classroom planning on using technology is the access to proper tools and equipment. In the last decade this has led schools to spend millions on technology. In 1997, the New Jersey Department of Education began a strong push for integration of technology in the school system (Forgasz, 2005). The state, realizing the financial burden to school districts, offered aid to assist in purchasing appropriate classroom technology tools. An article written by Lawrence Levine (2002) addresses the key concerns when considering incorporating technology into the curriculum. Levine believes to truly use technology successfully, the one computer classroom must be addressed. He presents several scenarios that teachers may encounter, a one computer classroom, a teacher laptop, and a laptop classroom. In each situation an area of concern is the time needed to learn and prepare adequate lessons with these ever-changing tools. The author concludes that each educator find, try, and perfect technology tools that work best for them.
Having the tools to teach effectively using technology does not ensure a technically integrated learning experience. A study performed by Tamar Levin at Tel Aviv University (2006) addresses the issues of teachers’ beliefs and practices in regards to technology use. Although the three year study was performed in Israel, the results could describe any educational facility. Levin sought to examine the assumption that teacher beliefs and practices, although having a huge impact on technology use, can be changed using positive experiences and education (Levin, 2006). Donald Leu (2004) addresses the many feelings teachers traverse when dealing with new technologies. Experiencing nervousness, skepticism, excitement, and success with technology use are bound to effect a teachers’ beliefs and practices. There are not many studies pertaining to this question of teacher beliefs and practices (Levin, 2006) probably due to technologies infancy in education. Even the results of Levin’s study were inconclusive with half the teachers adapting new beliefs and half did not!
If finding appropriate tools is an issue, and changing teacher beliefs and practices is an issue, where does that leave technology use in the classroom? In the early stages of the union between education and technology, many were not sure how this marriage of two different worlds would survive. Initially software developers hoped to span the path into education by providing “edu-tainment” for the children (Theroux, 2005). Programs were developed to educate as well as entertain; these programs were no more than fancy flash cards. These programs did not fulfill the possibilities of technology use in education. The last article for review is Teacher Resource: The Key to Understanding the Effects of Classroom Technology on Learning (2002). This article tries to develop an understanding of the true effects of technology in education. The authors proceed to provide numerous studies and samples of effective technology use. They also provide statements to the contrary. The article provides a study of the use of classroom technology in a finance institution. The study was sent to approximately fourteen hundred faculty members resulting in one hundred forty-five usable responses (Kortecam. K. & Steeves. K, 2002). Although this study is specific to finance institutions, it is representative of education as a whole. One facet of the study showed that 60% of the polled colleges used technology hardware 40% of the time. This shows a trend towards a greater use of technology in the classroom.
In general, each of my resources touched an issue of concern. Levin (2006) believes that information and communications technologies have affected all aspects of our culture. From the house to the classroom to the workplace, computer technology is a tool that can be used to achieve various tasks. Referring to technology use as “edu-tainment” or “gadgets” (Gilbert, 1999) effects its integration into education. Two of the article reviewed reflected on the rewards and downfalls of technology use. Both emphasized that the time and energy needed for a worthwhile and thorough integration into a lesson is overwhelming. Although Levine (2002) believes that the rewards to students and teachers compensate for the extra effort. Levin (2006) states that evidence of benefits to improved learning are lacking. The vagueness and duplicity of the articles leaves much room for further investigation into the question of the benefits of technology in education.
Technology infiltrated the business world many years ago; it is still relatively young in the world of education. My research has shown that appropriate tools are available, if not always affordable, to the educator. It has also reinforced my belief that technology moves at a much quicker pace than the “wheels” of school boards and administrators, therefore, leaving resources antiquated almost before they are utilized. A teacher must engage in teaching methods that provided the best learning experience with the available equipment. A thought that is often provoked when technology fails is, “give me chalk and a chalkboard.” These articles add to my belief that a lesson can be taught well using any method, but technology is a wonderful tool to bring into a classroom. Levin’s article, Teachers’ Beliefs and Practices in Technology-based Classrooms: Developmental View, opened my eyes to a truth in education. Levin states that, “it is easier to change classroom practices than educational beliefs (2006).” In retrospect, this is where the downfall to technology use lies. Teachers are not prone to change. Whether a teacher is a “sage on stage” or a “guide on the side”, the validity of a lesson lies in the beliefs of the teacher as to the success of the instruments used. I intend to continue to investigate the benefit of technology use in my own classroom and the benefit to the learning environment.
Proposal and Data Collection Plan
The purpose of this study is to research if the use of technology tools in the math classroom increases student learning time; thus improve student test score. With the belief that technology will positively transform student learning, schools readily integrate technology hardware into the classroom. This study will look into the validity of this integration and if the integration of hardware is in effect as influential as believed.
The answer to this question may be found after extensive data collection, analysis, and reflection. Dr. Sagor states that a good place to start collection of data is where it already exists (2000). Using this premise, data readily available through teacher resources along with new data created through experimentation will be used for analysis. After presenting two lessons using two different methodologies, technology enhanced and traditional, the class quiz averages will be compared with previously collected grades. To ensure validity, two distinct lessons will be taught, switching the test and control groups for each lesson. This should give a very accurate account of the results. Student work is probably the best form of evidence to collect (Sagor, 2000). After experimentation in teaching lessons with technology enhancements and without, grades from the test group and control group will be gathered and analyzed. The measures of central tendency of this data will be compared to the existing data from these classes. Another reference point will be data from a previous year of the same lessons. These comparisons will provide many different perspectives for the results of the study.
Teacher surveys and interviews (Appendix A, B, G) will be distributed for more valuable source information. This information will not be as data driven as the previous information, but be rich in reflections and experiences. Not only will this research provide insight into available tools in the school district, but information on the actual integration and use of these resources. Teachers and staff are a readily available and informative source of information. The question of appropriate technology tools in the district will be researched in two formats. First, a school-wide survey will be emailed to the teaching staff to collect data on available technology resources. Second, the survey will be presented and discussed with technology coordinator, audio video coordinator, and the Media Specialist for their views and opinions. Finding the available technological tools in our school will enable access for more use in the classroom. This data will be presented in a chart or a graph form.
The third and probably the most informative piece of data will be a journal of the Collaborative Action Research (CAR) activity. This journal will be a teacher log of time for tasks, hurdles, accomplishments, thoughts, and clipboard notes on the progress of the CAR. Journaling this activity will help keep the plan focused and adapt the study as needed.
Once the collection of all the data is completed, time will be needed to prepare and analyze results. The purpose is to validate or negate the original question; if the use of technology tools in the math classroom increases student learning time, thus improve student test score. The outcome may restructure the dynamics of the math classroom. The lessons in this research, as in any quality CAR, will ultimately make the classroom a better place for student education. The data found from these studies were compared to previous data results from the same students and previous year assessment results covering the same subject. The data has been tabulated, analyzed, and compared with the following results.
Data Analysis
The Hammonton High School Technology Plan states that the students will be prepared for a technologically advancing society (2004). With this focus in mind, the school was designed with the use of technology throughout the curriculum (Appendix F). Each room is equipped with a desktop computer, TV, VCR/DVD, as well as the internet. The teachers also have available to them more computers in each teacher lounge and in the media center (Appendix B). The integration of technology has opened many roads to the teaching staff. The ease of writing lesson plans, calculating grades, accessing student information, and communications with parents andstudents are but a few of the advantages that technology has brought to education. In data collected from the teaching staff, laptop computers were also seen as useful technology. The teachers have available 2 carts of 20 laptop computers with wireless technology available in certain rooms. In the Math and Science departments, other technologies such as graphing calculators and probes are also a part of the resources utilized by the teachers.
An area of concern brought forth by the surveys and in a number of discussions is the concern over keeping the technology working and updated. Money is not available for these needs and the size of the technology department is not enough to support the needs of this large school district. The only solution to this dilemma is more financial support from the district and state. In these times of defeated budgets and little state aid, this does not seem a feasible solution.
In regards to learning time increasing with the use of technology, teacher journals, observations, and surveys were gathered. In the classroom lecture environment, the teacher must deal with various distractions. One of the biggest constraints on learning time in both control groups was the time taken to repeatedly answer the same question from multiple students. Upon further observation and reflection, this does seem a large amount of time used in the classroom. In the technology enhanced lessons, the students were engaged in the lesson and more self-directed. This allowed the teacher to walk around and monitor student progress and concerns. Also, the students tended to actually depend on themselves more in regards to seeking and finding answers. In two interviews held with teachers that use technology tools on a daily basis, both commented on common benefits (Appendix A). Both stated that technology enhanced lessons did engage the students and seemed to create more interest in the lesson. Neither teacher was able to comment on increased student achievement, but both felt that technology was a benefit in the classroom.
As to the last question, in regards to increased test scores, the results were very interesting. Although this study was performed on a small group in a short amount of time, the results exemplify any size situation. The two groups under study typically performed at about the same level on tests and quizzes (Appendix C). In the No Child Left Behind Act, one directive is to improve student achievement through the use of technology (NJ Department of Education, 2003). Educational reforms believe that the use of technology will increase student learning thus tests scores. This study tends to negate this belief. Surprisingly, the test and control groups in both examples performed as they did in normal teaching experience (Appendix C). This data was also compared to the test results from a previous year with the same lesson with similar findings (Appendix D). The students in the different groups performed on average the same. The data supports the reasoning that the students learned the material equally with and without technology. In this study, the research data was analyzed using the mean grade of the classes. The different Measures of Central Tendency were analyzed and as seen in Appendix E, all show basically the same results. As stated previously, a high-performing teacher will teach to the best of their ability no matter what tools are available and students tend to learn well using various methods of teaching.
Action Plan
That students need to learn in multiple arenas and teachers need to meet the needs of the different abilities levels is the basis of differentiated learning. This study reinforces the belief that students learn using many varied methods of instruction. As depicted in the follow-up survey, many students still prefer the lecture format in the classroom, but they also responded that they enjoyed and learned well with the technology format lesson. Given what I know, I will probably continue to incorporate multiple forms of teaching into my curriculum. I will continue to find new and exciting ways to motivate and teach my students. The findings that will influence the use of this research project are as follows:
1) This high school has adequate technology tools.
2) Upkeep of these technologies seems to be an issue.
3) Students respond to different teaching methods.
4) Technology resources are interesting and motivational.
5) Students learn equally using different methods.
These findings as explained earlier will have a huge impact on the technology use in the classroom. If technologies are not kept up-to-date or functioning, teachers will shy away from their use. As the study shows, students learn just as well without technology as with it. If a teacher has difficulty implementing new technologies into the curriculum, their skills will enable them to teach a lesson just as well without technologies use. This alone will be the biggest factor of the integration of technology into the school curriculum. I will do my best to be aware of the technology needs in my classroom to ensure that I am able to incorporate them into my lessons. I believe that as teachers and students become more comfortable with the use of technology in a lesson, the benefits will increase.
A question that I still feel needs to be addressed is whether as the students get more comfortable with technology in the classroom, will it have a positive impact on their test results? I plan to continue to utilize these resources with an open mind to the effects. I would hope that the findings in this collaborative action research will motivate other educators to also use technology more often in their own classrooms to enhance and motivate student learning.
Teacher Input (1)
Question:
I am currently completing a Collaborative Action Research in my Master’s Program at Walden University. My study is on the use of technology tools in the classroom. I know that you use technology throughout your lessons. With this experience, what would be your response to the following questions?
1) How often do you utilize technology hardware/software for teaching purposes with your students?
2) Has the use of technology increased student learning time thus increased student test scores?
Teacher Input (2)
Question:
I am currently completing a Collaborative Action Research in my Master’s Program at Walden University. My study is on the use of technology tools in the classroom. I know that you recently received a technology cart through a grant to improve student learning. With the use of this technology, what would be your response to the following questions?
1) How often do you utilize technology hardware/software for teaching purposes with your students?
2) Has the use of technology increased student learning time thus increased student test scores?
Appendix B
Teacher Technology Survey /Tech –AV – Media Specialist Survey
I am completing a Collaborative Action Research paper for my Master’s Degree at Walden University. I am asking for your assistance in helping me gather data for one of my research topics: Are technology tools available in the high school? I would appreciate if you would take a minute and complete the survey below.
Thank you in advance,
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Tool
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Yes |
No |
Approximate number |
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Computer - teacher desktops - student computers
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75 175 |
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- laptops
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40 |
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Printer
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81 |
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TV
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69 |
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DVD/VCR
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69 |
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LCD Projector
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3 |
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Overhead Projector
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50 |
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Smartboard
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1 |
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ELMO
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2 |
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Graphing Calculators
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80 |
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- Overhead kit |
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6 |
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- Accessories |
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1 |
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Other (identify) Probes
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12 |
Appendix C
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Appendix G |
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What is Your Learning Style |
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Complete the following questionaire and drop off to Mrs. Henely anytime Tuesday, 2-20-07 |
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for two points extra credit on a homework assignment. Do NOT put your name on this questionnaire. When you drop it off, I will mark the grade book for bonus points. |
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yes |
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no |
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1) Do you have a computer at home? |
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24 |
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2) If so, do you have the internet? |
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24 |
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3) Do you/your family use the HHS eboard? |
24 |
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4) Have you ever communicated with a |
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18 |
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6 |
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teacher through the school email? |
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5) Do you do homework consistently? |
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18 |
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6 |
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6) Do you have good note-taking skills? |
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17 |
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5 |
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7) Which method of learning do you prefer? |
lecture |
Computer interactive |
Co-learning |
self-directed |
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7 |
2 |
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13 |
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2 |
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8) Do you learn well using the internet? |
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13 |
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8 |
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9) Do you learn well in a lecture style classroom? |
17 |
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4 |
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10) Have you ever gotten extra help from |
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9 |
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10 |
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Mrs. Henely to better understand a concept? |
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11) What was you letter grade Q1 |
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13 |
6 |
1 |
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Q2 |
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10 |
8 |
3 |
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A |
B |
C |
D |
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Appendix H
Data
Collection Matrix
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Research Question |
Data Source #1 |
Data Source #2 |
Data Source #3 |
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1. Are appropriate technology tools available in the high school?
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Survey Technology Coordinator |
Survey staff through email |
Survey Media Specialist and AV Coordinator |
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2. Will the use of technology tools increase student learning time?
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Journal of observations |
Interview teacher of Mathematics that has received a technology cart through a Grant to better instruct students |
Interview teacher of Science that integrates technology throughout his lessons |
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3. Will an increase in learning time through the use of technology increase student test scores?
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Teaching trial 1 and results |
Teaching trial 2 and results |
Existing data |
Resources
Forgasz, H. (2005) Teachers and computer use for secondary mathematics teaching: Encouraging and inhibiting factors. Retrieved May 16, 2006 from http://www.aare.edu.au/04pap/for04866.pdf
George Lucas Educational Foundation. (2003). Instructional module technology integration. Retrieved May 16, 2006 from Tech Integration glef.org.pdf
Gilbert, L. (Jan. 1999). Options in classroom technology for the year 2000. Retrieved January 10, 2007 from http://west.wwu.edu/atus/director/options/default.asp
Hammonton School District. (2004) Technology Plan.
Kortecamp, K. & Steeves, K. (2002) Teacher resource: The key to understanding the effects of classroom technology on learning. Journal of Technology Studies,Vol. 28Issue2,p124,6p Retrieved January 10, 2007 from http://ebsco.waldenu.edu/ehost/detail?vid=11&hid=5&sid=443931d4-481e-4a5f-89d3-98c29f812892%40SRCSM1
Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet K–12: New literacies for new times (4th ed.). Norwood, MA: Christopher-Gordon.
Levine,L. (Jan. 2002) Using technology to enhance the classroom environment. T.H.E Journal,v29 n6 p16-18. Retrieved January 10, 2007 from http://web.ebscohost.com/ehost/detail?vid=20&hid=7&sid=0d9e9cf7-18ab-470c-828d-0985ab389895%40sessionmgr2
Levin,T. (2006) Teachers’ beliefs and practices in technology-based classrooms: developmental view. Journal of Research on Technology in Education,Vol.39 Issue 2, p157-180. Retrieved January 10, 2007 http://web.ebscohost.com/ehost/detail?vid=18&hid=7&sid=0d9e9cf7-18ab-470c-828d-0985ab389895%40sessionmgr2
NJ Department of Education. (Jan. 2003). Working towards the future of our children: The education technology plan for New Jersey. Retrieved January 12, 2007 from http://www.nj.gov/njded/techno/state_plan.htm
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development
Theroux, P. (Nov 2005) Enhance learning with technology. Retrieved January 12, 2007 from http://members.shaw.ca/priscillatheroux/George Lucas Educational Foundation. (2003). Instructional module technology integration. Retrieved May 16, 2006 from Tech Integration glef.org.pdf
Reise, Rick (n.d.). Is technology a friend or for of learning? Retrieved May 4, 2006 from http://ctl.stanford.edu/Tomprof/postings/394.html