Assessing Digital Learning with Action Research
Part of being an effective teacher and innovator is knowing if what you are doing in the classroom is working. Are students engaged? Are students learning? What are students learning? Sometimes we know right away if a method is effective or not, but other times it takes intensive study to determine the effectiveness. Action research is just that - an intensive study in which educators measure the effectiveness of their own practices. Based on results, educators plan for improvement, and the research continues to conduct in a cyclical nature.
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This infographic breaks down the action research process into four stages with steps in each stage. Action research goes beyond traditional research because it allows people to examine their own teaching rather than someone else's and gives the opportunity to change sitautions rather than merely analyze them. Educators improve their practices and feel empowered as they move through planning, acting, developing, and reflecting. To learn more about the process, check out this book and website or watch the video below.
What is
Action Research?
Action Research Planning Stage: Outline
The first stage of action research is the planning stage. Within that stage, the researcher must identify and limit the topic. An outline helps the researcher do this, as outlines are meant to streamline and organize information. It is a process.
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The outline contains:
topic
background
demographics
purpose
research questions
research design
data collection
measurement instruments
literature review ideas
key words
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The outline is just one component of the planning stage. The researcher must then move on to research.
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Action Research Planning Stage: Literature Review
Within the planning stage of action research, the researcher must then review the related literature. Reviewing the literature related to the research gives a deeper understanding of what the researcher will be studying. It helps the researcher know what to look for and understand the topic.
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This literature review focuses on typing versus handwriting in relation to ePortfolios. Typing and handwriting produce writing of different quality, but the superior method depends on a myriad of factors such as the inclusion of the writing process, student choice, age of the students, and sharing ability. Research shows that the majority of students prefer to write digitally, but that one method is not always superior to the other. Both typing and handwriting produce quality writing when used appropriately, with the writing process and feedback. The ePortfolio takes advantage of digital tools available to provide students with the digital writing opportunity they desire, while also providing the opportunity for educators to include writing skills and strategies that need to be utilized in effective writing instruction.
Action Research Plan
The action research plan, a component of the planning stage, ​goes through what the researcher will do at each step in the action research process. This action research plan assesses the effectiveness of the ePortfolio innovation plan Ditch the Basement Box in regards to digital writing as a specific component. Students are surveyed and interviewed, digital writing quality is tracked, data is analyzed, and results are communicated and reflected upon. Action research allows educators to examine their teaching practices and determine which are effective and which need improvement. The ePortfolio will be assessed to determine if it is an effective digital learning tool.
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