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Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

Using Web 2.0 Tools to Improve Classroom Discourse Presenter: Jennetta WaiteM.Ed., NBCT District: Vance County School: Zeb Vance Elementary

What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What is Action Research? A systematic research process to: ● Identify an area of focus (critical, challenging issue) ● Develop an action research plan ● Implement action research plan in classroom/school ● Collect, analyze, and interpret data ● Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

What Does Peer-Reviewed Research say about my focus area? Researchers hypothesize that in classrooms where discourse is encouraged and supported student participation is more fluid, students pay more attention, and also engage in getting other students to understand specific representations and arguments. Hegedus, S. J., & Penuel, W. R.

What Does Peer-Reviewed Research say about my focus area? “while math discussions can have a positive effect on achievement, the co-variables of teacher experience and training and the quality of discussions must be accounted for ” Kosko, K. W., & Miyazaki, Y.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Critical Issue The same students were dominating classroom conversations. When I asked quiet students to add to discussions, they lacked confidence in their answers. Students were not using mathematical vocabulary in their discussions.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Effects on Teaching and Learning Students who explain and defend their mathematical reasoning demonstrate a better understanding of the subject matter. Students need to connect mathematical vocabulary to concepts. Students exhibit increased confidence in their abilities.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants 15 fourth grade math students Title 1 school with 100% Free Breakfast and Lunch participation

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study To determine if the use of a Web 2.0 tool can improve the quality of and participation in classroom discourse.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Adequate time on computer or iPod to participate in discussions Access to Internet outside of school Students’ comfort with use of technology

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions Can the use of a Web 2.0 tool increase participation in classroom discussions? Will the use of the tool increase the use of mathematical vocabulary in discussions? How will the use of the tool improve classroom discussion dynamics?

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation I implemented a Web 2.0 tool (Edmodo) to provide students with an environment to practice using vocabulary, explaining ideas and strategies, and answering and posing questions.

Reflect on your classroom What is a challenge, concern, or critical issue that you would like to address? (What do you notice?) How is this effecting teaching and/or learning? (Why is this important?) What tools do I have? What action can I take? (What do you want to know?) How can I put the tools or action into practice in my classroom? (What can you do?)

Activity In the Edmodo group, create a post briefly explaining your idea for an action research project in your classroom. Browse other posts and comment on at least one.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Students actively participating in discussions were more likely to correct misconceptions in less time compared to students not actively participating. Students were willing to discuss their errors and misconceptions anonymously, revealing common mistakes for discussion. Students realized they were not alone in their misconceptions, providing a sense of safety in exploring their thinking.

Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Student to Teacher Interactions

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Teacher to Student Interactions

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Student to Student Interactions

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings How online interactions transfer to classroom discussions: Thoughts and explanations are more organized Participation is more equitable among students who participated online Students ask each other to contribute to classroom discussions Students recount online discussions which allows for solidifying concepts through repetition Students discover and correct misconceptions independently

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Changes in classroom dynamics: Students take ownership of learning and sharing understanding with others Students look for opportunities to include other students in their discussions Disagreements are more respectful and focus on the information, not personal Students are more confident and willing to share thoughts in class

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Unexpected Findings Mathematical vocabulary did not increase in online discussions. However, students use informal vocabulary to make sense of the information. Through the use of revoicing, I am able to connect mathematical vocabulary to their understandings in our classroom discussions.

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Based on the results of my action research, I would recommend implementing Web 2.0 tools as a way to improve classroom discourse. I would like to conduct further research on this topic by focusing on the types of questions that I pose and the metacognitive guidance provided compared to the type of student response.

Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Start with a tool that you are comfortable using. Make sure student conversations are public. Bring the online environment into the classroom. Provide an area for social interaction. Don’t give up! The time commitment does decrease.

EdmodoEdmodo Features that I use Polls Folders Snapshot AnswerGarden.ch

References Brown, R., & Hirst, E. (2007). Developing an understanding of the mediating role of talk in the elementary mathematics classroom. Journal of Classroom Interaction, 41(2), Gao, H., Baylor, A., & Shen, E. (2005). Designer Support for Online Collaboration and Knowledge Construction. Educational Technology and Society, 8(1), Hegedus, S. J., & Penuel, W. R. (2008). Studying new forms of participation and identity in mathematics classrooms with integrated communication and representational infrastructures. Educational Studies in Mathematics, 68(2), Kosko, K. W., & Miyazaki, Y. (2012). The Effect of Student Discussion Frequency on Fifth-Grade Students’ Mathematics Achievement in U.S. Schools. The Journal of Experimental Education, 80(2), Kramarski, B., & Mizrachi, N. (2006). Online interactions in a mathematical classroom. Educational Media International, 43(1),

Conclusion of Presentation Thank you for your participation. Before you leave, please take a minute to complete two poll questions on the Edmodo site. Contact Information: Name: Jennetta (Jenny) Waite School/District: Zeb Vance Elementary/Vance County Phone: Website:

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