Action Research Seminar Project : Action Research Seminar Project Using the SMARTBoard to Improve Student Writing and Participation in the Classroom
Problem Statement : Problem Statement All students in my senior English class needed improvement in their writing skills. All college bound students needed to improve basic grammatical skills. In terms of participation, more than half of the students came to rely on the usual participants to carry the class discussion. If I called on a "non-participant", I got a moment of silence, a look of uncertainty, and then their response. Most of the time, their response was completely valid and accurate to the discussion, but I would have liked to have received their responses without having to approach them first.
Literature Review Notes : Literature Review Notes My literature review was organized in to five types of research sub-categories: articles involving technology and the SMARTBoard, writing skills and practices, student motivation and participation in the classroom, reading strategies, and student goals and achievement related to work ethic.
None of the research offered controversy related to incorporating technology in the classroom.
All of the sources supported the use of the SMARTBoard and educational web sites to enhance lessons, in all subjects and grade levels.
Literature Review (continued) : Literature Review (continued) The literature I selected which dealt with student mindset (reluctance in participating, lack of interest in school, no interest in daily lessons) offered various degrees of insight. One article challenged the others by placing the blame on teachers and not the student.
To be specific in an overall summary..
Literature Review (continued) : Literature Review (continued) Carter, Thompson, and Warren (2004) found that once a teacher learned of the academic standing of his/her student, they automatically adjusted their expectations (higher or lower) and acted accordingly.
Hamaan and Meltzer (2006) examined the struggles surrounding English Language Learners in the classroom and believed that students under the ELL category fell under greater stress, as they were expected to carry the full burden of being the first to receive a formal education in the United States.
The South Texas Community College of Institutional Research and Effectiveness (2002) presented results from a college wide survey on opinions and beliefs regarding various forms of technology in the classroom. In regard to the SMARTBoard, 72% of students believed that use of the SMARTBoard helped a lot in the learning process. Students expressed their belief that those who are in a class without a form of technology are receiving a lesser quality education than those students who are exposed to it.
Research Questions : Research Questions How will the use of technology (such as the SMARTBoard) improve the writing skills of high school seniors in an English class?
How will technology and the use of educational web sites increase participation and improve motivation for seniors in a high school English class?
Data Sources : Data Sources In order to obtain and analyze the appropriate data for this research project, I used the following:
surveys
interviews
student work
Teaching Profile : Teaching Profile School: High school in Brooklyn, New York
Enrollment: 4,462
Subject class: English
Subject level: Seniors
Class size: 31 students
11 English Language Learners/8 Special Ed. students
Abstract : Abstract This action research study focuses on the effects of the SMARTBoard in the classroom. Specifically, it addresses how lessons used off of the SMARTBoard affected the writing ability and confidence of students in a senior English class. The research also demonstrates the motivation and participation changes in students when they were involved in lessons using the SMARTBoard.
Some web sites were more effective than others, and some lessons were more effective than others. It was a learning experience for all and the SMARTBoard will soon replace the blackboard and is the reality of the future of our classrooms.
The school this study was carried out in has ordered a total of fourteen new SMARTBoard’s for all departments for the upcoming fall term and more teachers are incorporating them in to their lesson which is evident when walking the halls.
The process of not only watching the students progress, but learning the features and opportunities presented with the SMARTBoard were rewarding for all and this action research study chronicles the events in one senior English class.
Data Analysis : Data Analysis How will the use of technology improve the writing skills of high school seniors in an English class?
Students were assessed throughout the fall term using four writing assignments: an introductory essay, a college essay, a character rant, and a research paper.
Lessons involving the SMARTBoard involved:
formatting a proper essay through www.owl.english.purdue.edu, peer editing through www.wku.edu, and research paper guidance through www.aresearchguideforstudents.com.
Analysis (continued) : Analysis (continued) When reading Othello, lessons featured web sites such as the New York Public Library or www.nypl.org for incorporation of related Shakespeare images to bring text to life. This guided students in the development of their character rants.
Analysis (continued) : Analysis (continued) Student writing lacked proper grammar, punctuation, and structure. Ideas were not presented clearly, metaphors were used incorrectly, and the language used was too casual for academic writing.
End of term assessment : End of term assessment
Data Analysis : Data Analysis How will technology and the use of educational web sites increase motivation and participation for seniors in an English class?
On average, the same four or five students willingly participated and carried the bulk of the class discussions.
Encouragement for participation and enthusiasm were attempted through interactive web sites such as www.cunywritesite.com and www.highschoolace.com. They were used to guide students through their writing process.
Analysis (continued) : Analysis (continued) These extensive sites were extremely thorough and eased the frustration of students.
Students who were reluctant to participate in standard lessons came forward in lessons involving the SMARTBoard.
Limitations of Study : Limitations of Study Data collection ended with the conclusion of the term in January
Access to students used in the research ended as they were placed in new English classes
Research conducted through daily lessons during my student teaching
Limitations (continued) : Limitations (continued) Three lessons (one text based, one poetry, and one writing) had to be re-scheduled as the SMARTBoard failed to work.
This disrupted the flow and effectiveness of lessons which could have been used in my research.
Results : Results Student writing progressed by incorporating lessons off of the SMARTBoard
English Language Learners improved participation through interactive web sites
Students enjoyed lessons which featured the SMARTBoard
Quotable Quotes : Quotable Quotes September 2007:
“Hamlet is like an omelet made with ham”
Quotes (continued) : Quotes (continued) January 2008:
“I will remember my teacher using the SMARTBoard because I was able to see the images of what were reading brought to life.”
Implications for Future Research : Implications for Future Research As the SMARTBoard proved successful, I would endorse it to any of my colleagues during professional development workshops and discussions.
“My” school has ordered fourteen additional SMARTBoard’s and I would plan a majority of future lessons off of one….
Implications (continued) : Implications (continued) ….if they decided to hire me full-time.