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Temple University Center for Research
in Human Development and Education |
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Improving the Use of
Technology Through Action Research
135
by
Marcia Cushall and Susan Arisman
Frostburg State University
As growing evidence documents the positive impact of
technology on student learning, increasing the effective use of technology
becomes more important. The question is not whether to use technology but how to
maximize its use to enhance learning. One way to increase the effective use of
technology for student learning is through action research. This Techno-Brief
will briefly describe and define action research, provide examples of its use
with technology, and speculate on further applications that are possible.
Definition
of Action Research
Although there are many definitions of action research, Mills
(2003) describes it most fully:
Action research is any systematic inquiry conducted by teacher
researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment to gather
information about how their particular schools operate, how
they teach, and how well their students learn. This
information is
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gathered with the goals of gaining insight, developing
reflective practice, effecting positive changes in the school
environment (and on educational practices in general), and
improving students outcomes and the lives of those involved
(p. 5).
Difference from Traditional Research
Perhaps the easiest way to describe action research is to
differentiate it from the more traditional research as shown
in Table 1, developed by Witmer and Cushall (2002, p. 2-4).
According to Witmer and Cushall (2002), "action research gives
educators opportunities to reflect on and assess their
teaching; explore and test new ideas, methods, and materials;
assess the effectiveness of various approaches to instruction;
share feedback and findings with colleagues; and make informed
decisions about curriculum, instruction, and assessment" (p.
7). Action research, above all, allows the practitioner to
more objectively analyze and evaluate student learning through
the use of data.
Table 1: Traditional Research versus Action Research
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Traditional Research |
Action Research |
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Produces knowledge learning and teaching that is
generalizable to the broad population
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Focuses heavily on previous research |
Focuses on current goals, problems, or challenges |
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Requires randomly selected sample representative of
the target population |
Uses students and/or colleagues, with whom the
researcher works as subjects |
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Organizes the study to be done with rigorous control
and structure |
Realizes the study is dynamic and subject to change
and constant refinement |
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Incorporates formal qualitative testing techniques |
Focuses on practical significance of data |
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Publishes findings as articles in journals and/or
gives as professional presentations |
Shares findings as narrative reports between
colleagues |
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