Author: fnicholas (Page 5 of 5)

What? So What? Now What?

July 26, 2019 / fnicholas / 1 Comment

The hands represent my students, the paint the messiness of learning and the heart represents my passion for teaching.

(What?) My teaching story:

In my first year of teaching I was essentially given a position within the first week of school and handed a classroom with no decorations, no real experience other than my practicum and volunteer work and really no direction of where to go. All of a sudden all the learning I had acquired slipped away and all that was left was me and twenty three children that I was responsible for. The feeling of being overwhelmed and unprepared crept into my head. Then I was approached by Kim Cline whose position within the district was to instruct on literacy and math skills. She stepped into my classroom, saw the sheer look of panic in my eyes and guided me towards learning practices I had never knew existed. She taught me about interviews and formal assessments, about what learning truly looks like and how to encourage collaboration. She was my savoir, mentor and inspiration. I thought to myself, I want to be that person for someone one day. Thus, I decided to start my masters journey.

So What?

When I started the course on research methods, I honestly wondered why it was important? However, in having taken the course I now realize that I have been ignorant towards the importance of research within education. I always wondered where people got these amazing ideas from? It was from research. Educators take the time to seek best practices that provide evidence of it’s effectiveness. It also allows for educators to see both the strengths and struggles of different ways of learning. Research is not just searching Pinterest for hours on end. Instead, it is a necessity to understand why and how something is or is not effective. My perspective on research has drastically changed for the better.

These paint brushes illustrate my willingness to try a variety of things as an educator in order to narrow down my passion into a singular focus.

In going through the course I found that there are some research methods I struggle understanding the application within the classroom. However, I have learned that the research techniques that best align with my practice are the ones that I use in my everyday practice. Although, I was unaware that I was using research methods. There are research methods that had me highlighting what seemed like almost every line. I hung off the words of Mary McAteer in the chapter Action Research in Education in her book Getting to Grips with Perspectives and Models, 2013, where she highlights that reflection is not a mundane activity that educators do but instead is something that should be acted upon. When I now think of research I think of what Adrienne Gear once said during a presentation, that learners need to understand the importance of what we are teaching by asking the what, so what and the now what? The now what refers to the direction and action we take after we have learned something. This directly correlates for me to action research. I as the reader and researcher, I read for comprehension, then making it meaningful to me and finally produce something from it.

Furthermore, in reading the article Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework by Alicia O’Cathain, 2010, I have begun to understand the difference between the qualitative and the quantitative research methods and what each one offers. In learning this I realized that my teaching pedagogy aligns more with the qualitative research as it lends itself more to the relationship between educator and student as opposed to the statistic numerical data of what a student can produce. Yet, in being critical of both my practice and qualitative methods I recognize that there are parts of quantitative methods can allow me to track trends within my classroom that can inform what and how I teach.

The paint brush represents my willingness to learn and the QR code is the implementation of technology.

Also, when considering what parts of my practice can be improved, I always wondered how technology could be better integrated. I was concerned that the majority of my course might revolve around high school students when exploring social media that would exclude purpose to elementary students. I couldn’t imagine using social media within my classroom because it would be a logistical nightmare that I would have no idea how to navigate. Nor could I see past how technology could be used beyond the simple Google research. Once again, I was wrong, which I am thankful for.

Although technology may be utilized differently within an elementary space, it can offer a way to share learning. In my classroom I have traditionally used apps for math games or coding but I also use an app called Seesaw which allows me to post photos and videos of students and their work to their parents directly. I recognize now that social media is not just isolated to apps such as Facebook and Instagram, but that it broadens towards apps where educators have more control of what is being posted and who is seeing it. I am not yet willing to explore platforms such as Twitter with my students simply because I do not yet know enough about it. I also believe that Twitter is a platform where less control is given to the user. As an educator I see the positive community that can be built but I am unconvinced that it has a place in my classroom right now.

The paint splatter represents the messiness of learning but the exciting outcome that can arise.

Within this course the most important thing that I have learned is that it is the educators responsibility to know how technology informs their students. It is not simply about using technology but using it as a vehicle to provide purposeful learning within a classroom environment. I also have recognized that technology can bridge communities together when there is a perceived geographical divide. Through this I feel encouraged to explore the opportunities to connect my students with educators, students and professionals both near by and far away. It can provide a new and engaging tool to display students learning of content. I no longer fear what I do not know when using the internet but have developed critical skills to know how to effectively and appropriately use it as an educator. Although, I am not blind to the understanding that these skills will need continued exploration and learning.

Now what?

These footprints represent the path I will take on this learning journey and the positive impact I hope to make.

Through all this revelation I have come to the conclusion that when I am passionate about something it is obvious because I generally do not stop talking about it. I have continually circled around the idea of project-based learning and inquiry. I want to know what are the strengths and struggles that educators have with concepts such as Genius hour? When it is being implemented what are the necessary steps and expected failures that can occur? I want to research a variety of perspectives and learn how to properly assess students through the qualitative research method. In addition, when using Genius hour or a similar concept, I want to learn about how to teach in a cross-curricular model. How can I navigate various subjects? Can I use an overarching theme in order to guide the years instruction and then go deep with that idea? Or is that me taking the drivers seat again? I want to explore the idea of breaking down the traditional walls of teaching and capturing inspiration without concern for timelines. Moving forward I want to research and learn how to effectively implement these concepts into my classroom. I want to explore how to teach with an overarching theme over an entire year and dig deep with the concept and to find research that supports or negates that as best practice. I seek to know what an effective Genius hour is comprised of and what research methods I can find to provide evidence towards its use. I also want to learn how I can use technology to display and further students understanding in these areas. While investigating these ideas I hope to be able to better teach various concepts even if I do not have all the knowledge. I want to struggle through these messy concepts and make it meaningful for myself to be the best teacher I can be.

Photo Citations:

Photo 1: “the love for paint” by Jamie Buscemi’s pics is licensed under CC BY 2.0

Photo 2: “Brushes” by Simoubuntu is licensed under CC BY-SA 2.0

Photo 3: “_MG_0946” by Denis Vahrushev is licensed under CC BY 2.0

Photo 4: “splattered paint on a post box” by anitakhart is licensed under CC BY-SA 2.0

Photo 5: “Brevard Zoo. Viera FL” by Rusty Clark ~ 100K Photos is licensed under CC BY 2.0

Think outside the box! Project Based Learning, Technology and Physical and Health Education can you believe it? Assignment #2 568

July 23, 2019 / fnicholas / 0 Comments

How can technology be integrated into a course such as physical education when the two components seem to be at odds with one another? Technology may be seen as a sit down and absorb information activity. In comparison physical and health education appears to display learning through various movements. How does an educator bridge the divide? The article Pedagogical uses of Technology in Physical Education by Susana Juniu (2011) suggests that the preconceived notion of the separation derives from an educators lack of knowledge about how to effectively use technology. I resonate with this because when I first started teaching, technology seemed like a black hole of information. If I was unable to navigate it then how could I possibly teach it to my students? It was something that was better left alone than engaged with in case something went wrong. Yet, Instructional Planning Activity Types as Vehicles for
Curriculum-Based TPACK Development by Judi Harris & Mark Hofer (2009), outlines an important piece of the puzzle in that “instructors should choose the appropriate educational technology after identifying the learning goals and developing the learning activities, rather than planning the instruction around them (p.3)”. In reading this, I realized that technology is not meant to take the place of the teacher. Instead, it is a tool that can be used to display students learning in comparison to the traditional model. If teachers can have an understanding of a few technological tools, in collaboration with their comprehension of learning goals, then technology becomes a vehicle of learning.

Juniu’s, 2011, article focuses on teaching physical educators how to implement technology effectively into their classes. It seeks to have preservice teachers use the project-based learning framework to explore technological implementation. The study outlines how the projects are meant to emulate real-life situations in which they could apply various technological tools within their teaching. Essentially, the idea was to have the educators apply theoretical knowledge and put it into a practical situation. The findings are that when navigating project-based learning, also known as PBL, the “instructional approach not only allows the students to gain technological skills through a collaborative activity but helps them apply this experience to the “problem” of how to find the best balance of technology and pedagogy in their teaching” (Juniu, p. 48). The idea of balance can be explored in the chapter Action Research in Education Getting to Grips with Perspectives and Models in the book Action Research in Education by Mary McAteer, 2013. I am reminded of this article due to the fact that it is the responsibility of the educator to reflect in a purposeful manner. Balance to me means incorporating new ways of learning into previous teaching philosophies. Thus, in order to integrate technology and PBL into physical and health education, the educator would need to understand the content from various points of view. When seeking further understanding educators could use the practice of action research where the purpose is to “[enable] professionals to understand their practice better, and use that enhanced understanding in order to effect changes in practice” (McAteer, p. 3).

The possibility of PBL, technology and physical and health education being successfully integrated together is an idea that excites me. I have always been a competitive person, mostly due to my participation in sports such as softball and dance. This competitive drive was something I took pride in all throughout my education and it is what pushes me to seek different ways of teaching. One problem that I continued to face as both a student and educator is the idea of curriculum subjects being separate from one another. I could not find avenues, or did not understand how to find avenues that interrelated my passions. How can we as educators teach curriculum in a cyclical model that does not exclude subjects but embraces cross-curricular concepts when elementary school teachers are taught as generalists versus specialists? Juniu, 2011, states that “[e]ducators are models to students, and to be models of innovation they need to experience educational innovation in their own preparation” (p. 48). In going through my teacher education program, we were allotted two weeks of physical education training. I only graduated from that program only three years ago, so why is so little importance put on physical and health education training when it can be an intimidating subject for teachers? Juniu recognized that physical education can provide a difficult circumstance in that it is not taught in the everyday classroom but an entirely different space such as the gymnasium or outside. Thus, physical education is a curricular area not known by many, unless enthusiastically explored previously, and taught within a variety of spaces. This idea alone presents challenges to teachers, then with the addition of technology, it’s no wonder there might be a perceived divide.

In thinking about this concept of integrating PBL into physical and health education I am reminded of the article Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching by Paul A. Kirschner, John Sweller and Richard E. Clark, (2006), where they speak to idea that when we introduce problem-based learning it cannot be a fully hands off approach from the teachers role. Instead, scaffolding should be given where students work with previously learned knowledge. PBL, in physical and health education, might develop the way teachers effectively teach and assess this subject. For example, when teaching about the concepts of game play it is important to consider the rules and the objective of the game. This area might be further explored through PBL by having students create their own game consisting of rules from popular sports such as football or baseball. Thus, the educator allows for the individuals understanding versus the traditional fitness testing. Furthermore, when using technology and PBL within physical and health education could the use of social media be an advantage? An example may be them videoing themselves dancing or explaining a part of a game that they are learning or have created. This might allow for a deeper and possibly more meaningful connection to concepts explored in this subject. However, it is the the educators due diligence to ensure safety, transparency and to ensure that policy guidelines are being met by their employer.

What if we took the lens that Juniu (2011) provides, that we need to teach the married approach of “practical knowledge of technology tools with a pedagogical understanding of how technology can support problem solving and enhance collaborative learning” (p. 45). Will there be further engagement in physical and health education from each individual within the class? Could there become a deepened understanding of play based sport and the technical aspects of psychical and health education? In embracing this model we might see that there is a shift in student perspective where they no longer view success to be determined by only athletic experience and physical development. Instead, students might may develop the understanding and appreciation for the critical life skills that are being taught. What would be the learning and cross curricular opportunities if PBL became apart of how we teach this subject? If all educators started to take the perspective that physical and health education is an vital aspect of student learning, could the increase in importance of physical and health education throughout a population be affected? When considering how technology can shift our view of teaching Raj Dhingra at TedX provides an interesting stance.

What can be the effects of changing our view of teaching?

Picture Reference List In order:

“PICT0018” by BAMCorp is licensed under CC BY-SA 2.0

“montana-4” by rxb is licensed under CC BY-SA 2.0

“2015-07-15c Things I would like to think, write, and talk about in the future — index card #learning” by sachac is licensed under CC BY 2.0

“Track Separation” by mikecogh is licensed under CC BY-SA 2.0

“longhorn baseball” by Sherri Barras is licensed under CC BY 2.0

Indigenizing Online Learning Assignment #1 368

July 19, 2019 / fnicholas / 0 Comments

When reading the article, The Five R’s for Indigenizing Online Learning: A Case Study of the First Nations Schools’ Principals Course by Danielle Tessaro, Jean-Paul Restoule, Patricia Gaviria, Joseph Flessa, Carlana Lindeman and Colen Scully-Stewart, my immediate reaction was that the findings would prove that technology was useless in education along side First Nations studies. The reason is because I’ve always found it challenging to teach Indigenous content. a European teacher, one must be careful to be respectful and correct in what they are teaching. This doesn’t only apply to teaching about First Nations but about any culture. It is a daunting task to teach about a culture you do not know. It makes you question “what right do I have to teach this to students when I myself have a lack of knowledge around the subject?”. Not only did this concern arise for me but to integrate technology into the study of a culture that is knowingly based around learning about connection to place, how could this possibly work?

Tessaro et al. states that “[b]y applying each R to the course design, structure, and delivery, it was found that the challenges of bridging Indigenous and online education could be effectively mitigated and these could act instead as opportunities for new types of learning” (Tessaro et al., 2018, p. 132). This directly demonstrates that technology is not necessarily at odds with Indigenous teaching but that it can consequently provide avenues of accessibility. Incorporating technology into indigenous teaching could allow for Indigenous learners to be apart of everyday classes even when they are unable to be there in person. They are still able to be apart of both cultures.

“Respect” by haynie.thomas36 is licensed under CC BY 2.0

The “Five R’s of respect, relevance, reciprocity, responsibility and relationships (Kirkness & Barnhardt, 2001; Restoule, 2008)” (Tessaro et al., 2018, p. 126) provide an understanding of how educators conduct their teaching. These ideas were developed towards Indigenous learners yet, all teachers could adopt this way of thinking about teaching in general. These are not just outlines of a way that we should treat one culture but how humans should treat other humans. The Five R’s are a perception that should be allotted to all students. Without respectful relationships students may struggle to learn, without responsibility and relevance students may struggle to connect to content and without reciprocity the reciprocal learning between teacher and student may be compromised.

Tessaro et al. highlights an important aspect of Canadian university culture of “Power and Profit” (Tessaro et al., 2018, p. 133). I have never heard of this before but it reminds me of the teacher as the holder of knowledge. When the teacher perceives that they are meant to shovel content into students brains it provides an environment where students ability to critically think is stunted. This concept has been changing throughout the elementary, middle and high school realms of education. Yet, this article points at the lack of change within the post-secondary system. It points to fundamental disconnect between the varying stages of education and how it affects Indigenous learners.

OLYMPUS DIGITAL CAMERA “Ishi Wilderness” by Kurt Thomas Hunt is licensed under CC BY 2.0

Do research, take action! Assignment #1 515

July 19, 2019 / fnicholas / 2 Comments

In reading about the various types of research, it has been difficult for me to determine where I stand as a researcher. I never thought of myself a researcher because I didn’t realize what I was doing was research. I simply considered myself as only a teacher. However, this article has enlightened me to the fact that I have actually been doing research although at a surface level. I am noticing that as I read more and more research articles I lean towards qualitative research methods specifically because I don’t use quantitative methods of assessment very often within my classroom. Qualitative aligns with my pedagogy because it is a relational approach. Throughout all the research I have read in these last few weeks, I have yet to find one that holistically aligns with who I am as a teacher (and now a researcher).

“value and action” by palooja is licensed under CC BY 2.0

In the book, Action Research in Education Chapter Title “Getting to Grips with Perspectives and Models” Mary McAteer outlines the fundamental difference between the everyday inherent reflection used by educators and the action driven reflection within action research. I have long battled with the idea of teachers being stagnant, rolling out the same lessons year after year. This chapter, has helped me to understand that action-research can help to solve the problems that educators face. Mary McAteer states “…action research is predicated on the concept of a more critically reflective practice, which challenges the teacher to move beyond the ‘normal’ evaluation of practice to more problematising approach; one which raises questions, and seeks alternative perspectives” (McAteer., 2013, p.4). This resonates with me as a researcher because when I research a concept or idea, it will be important to look at conclusions that oppose with my own beliefs. In doing this, I should be able to redefine my perceptions by either strengthening my beliefs or allow me to shift my thinking to ensure I am always seeking best practice.

In thinking about myself as a researcher and what sparks my interest in researching, McAteer provides an important insight that teachers simply “[hope] that they will be taught new and better ways of doing, and can initially find it both frustrating and challenging to be told that there is no quick-fix solution on offer” (McAteer., 2013, p. 5). This as a reader was eye opening, as it highlighted the fact that teachers are so often bogged down in their everyday responsibilities that they want the band-aid solution to the problem. The issue with this concept is that it doesn’t force educators to research a variety of solutions and it also erasers the opportunity for the solution to be meaningful. The irony of this is that educators continually ask their students to dig deep and find connections to what their learning as opposed to providing surface level answers, yet educators might not do this themselves due to time constraints. However, education has a vast amount of areas that require improvement and without the due diligence of teachers to address the issues and inquire for solutions, the education system, along with teaching becomes a linear, ineffective learning space.

McAteer provides a variety of models and schematics to illustrate different ways to view action research. Figure 2.2 is more linear in terms of its representation, Figure 2.1 is simple and aligns more with what I have been taught as a reflective teacher. In using either model, McAteer describes the “cyclic nature of action research, the outcomes of each cycle informing the development of the next” (McAteer., 2013, p. 7). This idea of teaching in a cyclical way is one that I have been grappling with within teaching. For some students and teachers, it appears that learning is simply learn and explain. Whereas I believe that learning is cyclical and interactive in nature. Instead, this chapter has solidified the concept that as a researcher and educator that ideas are never finished, that they can be redefined, challenged, solidified and developed further. After being affirmed by this notion McAteer also brings to light an issue that I struggle and may continue to struggle with at times. The idea of confidence in ones own research. Due to the fact that I currently align more with qualitative research I find the idea of objectivism to be unobtainable. If I am going to conduct research that seeks to identify a problem within my teaching then the use of my own experiences is a key competent to that. I agree with McAteer that, “many teachers base their teaching on experiential learning approaches, and acknowledge the importance of the attitudinal and affective responses of these approaches, it would be difficult to imagine them describing knowledge of and in the classroom as objective, value free and not strongly bound up in the individuals involved” (McAteer., 2013 p. 13).

“No hands up” by warrick1 is licensed under CC BY-ND 2.0

Social Media Use – Pro’s and Con’s (Assignment #1a)

July 14, 2019 / fnicholas / 2 Comments

The article, Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame (2018) by Veletsianos, Houlden, Hodson and Goose, outlines key concerns that face educators who use social media. The reader of this research would be primarily educators, researchers and stakeholders. This research was comprised of qualitative data due to using interviews to assess information. The use of this research was to determine the effects of online harassment and abuse on the abused. It states that “women scholars cope with harassment in ways that are consistent with how women in general cope with it, although scholars may face institutional and peer pressures to be online due to their work” (Veletsianos et al., 2018, p. 4702).

This article provides another consideration to social media in contrast to DeGroot, Young, and VanSlette’s article Twitter Use and its Effects on Student Perception of Instructor Credibility (2015). DeGroot et al. provides a framework that paints social media as a positive opportunity to be seen as a more credible educator by students. Whereas, Veletsianos et al. focuses on the potential hazards of using a social media account as an educator. These two articles, demonstrate the delicate balance that is needed when using social media as an educator. This idea of a delicate balance is one that is difficult to grapple with. The idea of being able to broaden the horizons of a classroom through using everyday technology is exciting. However, the unforeseen retaliation that can occur is one that can effect an educator for life. The question begs, is using social media worth it or not?

“Genuine Social Media” by Vintuitive is licensed under CC BY 2.0

Whether an educator or anyone engages in social media or not, it is imperative that “prevention measures” such as “training and resources to develop self-protective abilities” (Veletsianos et al., 2018, p. 4702) are available to all people. This understanding of social media should not simply be presented to educators but to all citizens who engaged in using it. Furthermore, it is not simply the idea of prevention that needs to be in place but also the specific and directed modelling of positive social media use. Technology will not cease to exist but instead it will continue to grow and develop. Thus, as educators and a society as a whole, it’s important take it upon ourselves to use it in ways that positively impact the world. We cannot shy away from it and we cannot run from it, so let’s embrace it and allow it to be a way in which we positively connect with one another.

Twitter…Can Social Media Be A Positive Teaching Tool? (Assignment #1a)

July 12, 2019 / fnicholas / 2 Comments

In the article, DeGroot, Young, and VanSlette (2015) discuss the student perception of instructor credibility when it comes to using social media by using a mixed method approach. To do this they created “[t]here hypothetical instructor Twitter profiles” “(1) an account with only social tweets, (2) an account with tweets pertaining only to academic and professional messages, and (3) an equal blend of the tweets from the social and professional tweets” (DeGroot et al., 2015, p.424).

It is known that social media is a place in which educators must be extremely careful about what they post. However, DeGroot et all. make an important point that often seems to be forgotten, educators lead by example. We model and then allow students time to interpret and imitate. Thus, although it is imperative for educators to be mindful of what they are putting on social media, it is also a way in which we can demonstrate proper social media use for our students. Moreover, it is important that students view educators as a professional but also as human. “Brookfield (2006) posited that an instructor’s self-disclosure increases their personhood (the students’ belief that their instructor has a life outside of the classroom) in the eyes of the their students” (DeGroot et al., 2015, p. 421). It is paramount that teachers are open with their students. In being an elementary teacher, so often students want to know what your favorite animal is or what sports you play. They want to connect with you and feel as though they know who you are as opposed to simply being the holder of knowledge.

Within this article credibility is measured using “Source Credibility Measure (McCroskey & Teven, 1999; Teven & McCroskey, 1997), comprising three separate subscales: competence, goodwill/caring, and trust” (DeGroot et al., 2015, p. 425). It’s interesting that these three measure credibility online. These are attributes that create a good teacher and educator. These attributes remind me of a video I once watched during a staff-meeting. Rita Pierson on a TED talk called Every Kid Needs A Champion, spoke about how important student connections are she said “students don’t learn from people they don’t like”. This has stuck with me and I believe that this is a contributing factor to this study as “[o]ften times when a teacher seems more approachable, it makes the students feel more as ease while in their class. Thus, they’re more likely to approach them with questions…” (DeGroot et al., 2015, p. 429). To me, the ability it is one of the most important jobs of a teacher to creative an inclusive and safe environment to learn. It is a pedagogical belief of mine that students should constantly question. They should question what they hear, what they see and question what they already know as that leads to better definition of prior knowledge. In BC’s New Curriculum it is a requirement of teachers to teach Core Competencies, one of them being specifically to question and investigate.

My pedagogical belief is that social media, when used properly, can be a model to students on how to behave and conduct themselves online. We are living in the age of rapid technology, where communication availability has increased and as educators we need to embrace our present condition for the benefit of our children’s futures.

Mixed Methods: Math, Science, Technology and Teaching (assignment #2)

July 10, 2019 / fnicholas / 3 Comments

In the article Preparing children for success: integrating science, math and technology in early childhood classroom by Hengemah Kermani and Jale Aldemir, the focus aimed to discover whether applying “purposeful math, science and technology curriculum projects and activities would support Pre-K children’s performance in these subject matter areas” (Kermani & Aldemir., 2015). It is also important to note that the participants were early childhood learners with majority deriving from low-income families. Research “shows that children from low-income families, on average, demonstrate lower levels of competence in math prior to entering school, and these gaps persist or widen as schooling continues” (Kermani & Aldemir 2015, p. 1505). This article demonstrates the idea that if students are given specific language and knowledge in these subject areas at an early age than they would become more proficient in the subjects themselves. Their proficiency would allow them to become stronger problem solvers. In order to measure this, the study involved four classrooms where both teachers and students voluntarily participated. Of these classrooms, two were randomly chosen to receive the specific science, math, and technology intervention. Instead of being afraid of the overuse of technology the study demonstrated how “computer technology and software can aid young children’s inquiry-based learning by proving age-appropriate everyday problem situations” (Kermani & Aldemir., 2015, p. 1505). I continually use technology within my classroom in order to increase the access to these types of situations. Technology does not have to be something we fear but instead we can allow it to aid us in life skills and bridge vast knowledge that teachers cannot always comprehend themselves. Furthermore, the study states that “[t]eachers’ lack of professional knowledge and self-confidence in teaching math and science as well as integrating technology has also been found to be a contributing factor for the increasing achievement gap” (Kermani & Aldemir., 2015, p. 1506). This idea of lack of professional knowledge is one that is prominent in elementary school teachers due to the fact that they are expert generalists. However, in being a generalist we end up knowing lots of little facts about many things as opposed to being able to dive deep into a subject such as water pollution in science. When diving deeper into a subject we use technology to aid the knowledge gap, this should be no different for students as they should be taught those skills.

The research methods used are mixed-methods as it uses “both quantitative and qualitative means of data collection and analysis” (Kermani & Aldemir., 2015, p. 1514). The reason for this was because the researchers wanted both statistical data to determine the increased confidence in the teachers to teach the subjects, as well as the increased knowledge base of the students in these specific subject areas. Both standardized tests and interviews were used to determine students increased knowledge and it was determined that students displayed an increased ability to comprehend and explain their understanding of these various concept in the treatment group.

If this study was conducted using only quantitative research, I believe the results would have been lessened as the study heavily relied on recorded video sessions to determine students understanding. Had the researchers simply just looked at the test results of some of the standardized tests then they would have missed the conversations and revelations students had within the classroom discussion. Furthermore, math has a standardized test provided to teachers, whereas science does not and therefore the tests are subjective towards what the teacher believes the students should know or have learned. Given that two different types of tests were given to the subject groups, the quantitative data collected would need to be categorized in different ways. In the article Assessing the Quality of Mixed Methods Research: Towards a Comprehensive Framework by Alicia O’Cathain she states that when using mixed-methods that “inferences are drawn from the whole mixed methods study—met-inferences—not simply from each component (O’Cathain. ,2015, p. 6) Therefore, if this study were to only use quantitative data then they would simply miss much of the big picture.

In using a different research method as well, the research would be drastically impacted as they would be unable to illustrate not only the students increased learning, but the confidence level of teachers as well. Teachers not only used a survey to explain their increased confidence in their ability to teach these concepts but video recordings allowed for the assessment of the quality of their teaching. Children were given tasks such as project based learning and child-centered activities and their success in these activities cannot be simply defined by only quantitative methods.

If the research were conducted in a quantitative method only the impact on the reader would be less as well. This study clearly outlines the varying positive impacts that technological, scientific and mathematical intervention had on both the students and teachers. Without the mention of video recordings, one to one collaboration meetings and encouragement of paired student work the data would simply reflect the increased learning but not the method in which it was achieved. Without the combination of both quantitative and qualitative research the study would only provide the statistics or observations versus the strong impact that early intervention can have in student development. Also, what is being researched would be impacted negatively as well seeing as the video recordings allowed for the researchers to conclude that the teachers “were better able to engage children with questions to explore a topic, to plan more meaningful lessons to investigate a topic with hands-on and open-ended learning opportunities, and to assistance children in discovering patterns and relationships including compare and contrast” (Kermani & Aldemir., 2015, p. 1520). Without the qualitative data of video recordings and observations what was being researched, would have been limited to the surveys of teachers confidence levels and students understanding, but would lack the specific teacher-student interaction that was found.

This article was extremely interesting to me as I have grown up in a generation that has grappled with the use of technologies in school. I am from the a generation of new teachers and often we are faced with the struggle of keeping up with technological advances, but were never explicitly taught how to use technology when we were in elementary school. This study has given me the insight that technology, when used in a specific way, can be integrated successfully into the classroom. The idea that technology aids teachers in the knowledge gap is one that many teachers struggle with. In many classrooms, the teacher is seen as the knowledge holder versus the facilitator of knowledge. I view myself as a facilitator as the world is vast especially in the concepts on science, math and technology. It is unreasonable to believe that one person can provide all the answers to the questions that arise during discussions of these subjects. Therefore, this study has provided me with further validity that technology can be an appropriate tool for students and teachers.

With that being said I do wonder, how this study would further their exploration into a larger population of schools? They were only able to test four classrooms of fifty eight Pre-K students. Would the availability of resources be the same for older students? Would the findings be as positive if the study were conducted with medium to high income families? “A total of 20 software games were evaluated and those receiving high marks on three distinct features, Child, teacher, and technical features, were chosen for the use in this study. This narrowed our selection for use with children to 10 software games” (Kermani & Aldemir., 2015, p. 1509). How would the continual development of the intervention in terms of the technological math resources arise with funding and licences? I ask this question specifically because in terms of using technology for math games within the classroom, as some districts have struggled to provide adequate app access, thus diminishing the effectiveness of technology in math.

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Reflection With Purposeful Action (assignment #1a)

July 5, 2019 / fnicholas / 1 Comment

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This article explains that research diaries are meant for specific reflection on the processes of learning and researching. “Diary writing is seen as an opportunity for reflection and inner dialogue” (297) and that “[r]eflection as part of self-dialogue can be honest and open” (298). I believe that reflection in the world of teaching is crucial because it allows us to be critical of our practice. If we are unable to be critical and question how we teach then we are not continuing to demonstrate and seek best practice. By “…writing down thoughts and decisions [we] can document changes in thinking” (297). Our roles as educators are to be fluid in that what and how we teach continues to change as we adopt better understandings of the curriculum. I believe this idea of fluidity should be a concept that is taught to our students as well. They should learn to continually progress their understanding and build their knowledge of varying perspectives. One of my fundamental goals for students is to help them become life long learners. This should be no different for educators. Educators are constantly reflecting. However, they are often missing the critical part of action after reflecting. A research diary allows for deeper connection to our thoughts because “[r]eflection as self-dialogue reminds us that conscious reflection is an important part of development within mediated action” (299). To me, the key difference between simply reflecting and a research diary is the fact that reflection simply happens for most educators. Whereas, when writing a research diary you are consciously reflecting with the intent of action afterwards. Therefore, a research diary allows you to create a plan and connect to your previous thoughts and alter them in order to better your ideas. The idea of a research diary is one that fits with my pedagogy, in that it encourages constant change and redefining your understandings of best practice.

Project-based learning…do it! (Assignment #1a)

July 5, 2019 / fnicholas / 0 Comments

This article took the position that Problem-Based learning (PBL) is ineffective since “all problem-based searching makes heavy demands on working memory. Furthermore, that working memory load does not contribute to the accumulation of knowledge in long-term memory because while working memory is being used to search for problem solutions, it is not available and cannot be used to learn” (77). Although this may be true I think the article misses the key understanding of what PBL should be used for. When I use PBL, I use it to give students the opportunity to physically work with content they’ve already learned. It allows students to make their learning meaningful because they are forced to struggle through real life problems that do not have one specific answer. Clark states that “everything we see, hear, and think about is critically dependent on and influenced by our long-term memory” (76). I interpret this as the idea that if students are only given content through directed instruction then their knowledge simply becomes a regurgitation instead of their own understanding. However, in my pedagogical belief, students need to be given the opportunity to think critically about what they have learned. We are not simply creating learners that can understand content but instead, we are creating learners that are global citizens who (in their future) will be forced to think outside the box of what they are simply told. I believe that PBL can be an effective tool if the content is properly scaffolded before hand. In scaffolding, I believe that we are to teach students at where they are at instead of where we believe they should be. This idea allows for differentiation of all learners that isn’t dependent on which type of teaching you are doing. Overall, PBL allows for students to learn skills that go deeper than simply content but allow them to sink their teeth into practical problem solving where they can be supported in their struggles. Too often students attempt to fit into a box of like-minded thinking, as an educator I believe that we need to push our students outside the box and make learning possible. That is why PBL is a critical part of my pedagogical practice.

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