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Temple University Center for Research
in Human Development and Education |
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Examples of Action Research on Classroom Technology
A review of the literature by the Center for Applied
Research in Educational Technology (2002a, 2002b) documents
the positive impact of computers on higher order thinking
skills, science discussions, a civil rights curriculum,
independent learning, problem solving, higher quality
assignments, complex mathematical problem solving, and
performance on the National Assessment of Education
Progress. The Milken Exchange monograph, "The Impact of
Education Technology on Student Achievement: What the Most
Current Research Has to Say" analyzed the "five largest
scale studies" and "two smaller scale studies" that had
promise (Schacter, 1999, p. 3). The Exchange concluded that
"students with access to (a) computer assisted instruction,
or (b) integrated learning systems technology, or (c)
simulations and software that teaches higher order thinking,
or (d) collaborative networked technologies, or (e) design
and programming technologies, show positive gains in
achievement on researcher constructed tests, standardized
tests, and national tests" (p. 9).
Technology
and Action Research
Given the results cited above, it is imperative that best
practices be identified and adopted. Strategic action
research is one way to do this. However, the richness and
diversity of action research aimed at improving the use of
technology is sparse.
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Here
are two examples that illustrate what can happen when
serious study is undertaken on the effective use of
technology:
Teachers devised a 3-day Internet Literacy unit after they
discovered that students were not using the Internet
effectively or efficiently. After the completion of the
unit, students "became increasingly aware of the limitations
of the Internet as a research tool. The students also
realized the need to develop and use specific search
strategies when using the Internet" (O'Sullivan & Scott,
2000a, p. 3).
Teachers engaged in a joint effort to answer the question,
"What educational variables affect the teaching and learning
experiences of using a classroom computer minilab?" They
found that "Foundation students (MI) and the Emotionally
Behavior Disturbed students (EBD) registered the great
appreciation for computer activities; no significant
differences emerged between male and female use or interest
in computers; "practical learners (ST) had a significant
positive relationship (p=.48) and enjoyment of computer
activities… whereas Social Learners (SF) and Creative
Learners (CL) had a negative correlation"; "computer users
had a statistically significant more favorable view toward
the class activity (p=.0134) than did the noncomputer
users"; "math students who used the computer to do their
calculations had better test scores than students who did
not use the computer." At the end of the research, teachers
made recommendations about the future of these minilabs and
will use the feedback to address issues and problems that
surfaced (Stellwagen, 1999, p. 4-6).
In reading the reports of the action research studies cited
above, one is struck by the rigor with which the
participants designed and conducted their studies. For
example, in the first study, the research question was based
on an examination of data gleaned from a survey of students'
critical use of the resources on the Internet (O'Sullivan &
Scott, 2000a, pgs. 4-6).
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