scholarly journals Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project

2007 ◽  
Vol 1 (1) ◽  
pp. 199-220 ◽  
Author(s):  
Teresa Strong-Wilson ◽  
Manuela Pasinato ◽  
Kelly Ryan ◽  
Bob Thomas ◽  
Nicole Mongrain ◽  
...  
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
New Technologies ◽  
Research Literature ◽  
Teacher Participation ◽  
First Year ◽  
Experienced Teacher ◽  
Action Research Project ◽  
Teacher Action Research ◽  
Teachers And Students

Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences. "Teachers first" was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to "line up your ducks": there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the "Learning with Laptops" project by focusing on the most experienced "teacher learners" and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners) first!

Enhancing Student Engagement Using a Blended Learning Approach

2020 ◽  
Vol 12 (4) ◽  
pp. 51-68
Author(s):  
M. Mahruf C. Shohel ◽  
Rosemary Cann ◽  
Stephen Atherton
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
First Year ◽  
Learning Approach ◽  
Action Research Project ◽  
Action Research Cycles

Student engagement is the core of the teaching and learning practice in higher education. This exploratory action research project was designed to enhance teaching and learning using a blended learning approach to increase student engagement prior, during, and after lecture and seminar sessions of a module run for first-year undergraduate students. Within an academic semester, three action research cycles were carried out to collect data and redesign the classroom practice. Different data collection techniques were used along with Microsoft OneNote Class Notebook. This article presents three case studies of individual students to demonstrate how the digital workspace helped to develop the practice of participatory teaching and learning during a first-year undergraduate module. This study indicates that listening to students' voices through a blended learning approach helped to increase student engagement, thus increasing student participation in shaping and redesigning teaching and learning to engage them within the classroom and beyond.

Constructing a Third Space

2015 ◽  
pp. 87-117 ◽  
Author(s):  
Pauline Millar ◽  
S. Joel Warrican
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary School ◽  
Third Space ◽  
Communications Technology ◽  
Action Research Project ◽  
Secondary English ◽  
Literate Practices ◽  
Teachers And Students ◽  
The Creation

Burgeoning technologies are changing the global practices of youth to embrace a form of literacy which encompasses both skills and multimodal forms. In Barbados this has been perceived as disengagement from conventional literate practices and has caused concern in the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various forms of communications technology rather than traditional text. This chapter presents some insight, in the context of a Barbadian secondary school, into an action research project which sought to bridge the existing divide between traditional and semiotic literacies. This investigation confirmed that students were engaged in literate acts in diverse ways. The creation of third space required revised assumptions about the nature of literacy and redefined roles for teachers and students. This chapter concludes with recommendations for increased dialogue, collaboration and professional development among Barbadian secondary English teachers on issues related to literacy.

scholarly journals Mobile phone voting for participation and engagement in a large compulsory law course

2014 ◽  
Vol 22 ◽  
Author(s):  
Chad Habel ◽  
Matthew Stubbs
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
Mobile Phone ◽  
Online Survey ◽  
Student Response ◽  
Learning Technology ◽  
Student Response Systems ◽  
Action Research Project ◽  
Complex Interactions ◽  
Response Systems

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous study. The technology used was VotApedia, a form of mobile phone voting, and it was implemented in tandem with constructivist pedagogies such as explicit pre-reading and a prior context of interactive lecturing. Data were collected through observation, via mobile phone voting in class and by an online survey designed to specifically explore the relationship between attendance at VotApedia lectures and factors such as self-reported engagement, attendance and preparation. The findings indicated that student response systems (SRSs) are just as applicable to more Humanities-style disciplines which require divergent questioning, and supported complex interactions between engagement, attendance and preparation. Preliminary findings indicated that, although more work needs to be done, especially on the types of students who prefer to use these systems, there is a clear potential to increase student engagement in large law lectures through the use of SRSs.Keywords: student response systems; pedagogy; VotApedia; constructivism; action research(Published: 08 April 2014)Citation: Research in Learning Technology 2014, 22: 19537 - http://dx.doi.org/10.3402/rlt.v22.19537

scholarly journals COLLABORATIVE ACTION RESEARCH TO IMPLEMENT SOCIAL-EMOTIONAL LEARNING IN A RURAL ELEMENTARY SCHOOL: HELPING STUDENTS BECOME “LITTLE KIDS WITH BIG WORDS”

2018 ◽  
Vol 19 (2) ◽  
pp. 26-47
Author(s):  
Donna M. San Antonio
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Gender Discrimination ◽  
Collaborative Action Research ◽  
Emotional Learning ◽  
Action Research Project ◽  
Social And Emotional ◽  
Teachers And Students ◽  
And Gender ◽  
Rural Elementary School

Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and teacher and author reflections, illustrate the iterative, developmental, and reciprocal aspects of learning between teachers and students, and between the university-based facilitator and teachers.

scholarly journals Course design, action research and the use of computers: challanges in an ESP course

2011 ◽  
Vol 11 (4) ◽  
pp. 913-934 ◽  
Author(s):  
Silvia Matravolgyi Damião
Keyword(s):  
Action Research ◽  
Course Design ◽  
First Year ◽  
Action Research Project ◽  
Research Project ◽  
Professional Needs ◽  
Collaborative Construction ◽  
New Directions ◽  
Second Year

This paper presents the results of an action research project that focused on the design and teaching of an ESP course and on the collaborative construction and development of a website. In the first year of the study, the course plan was modified due to the feedback given by the students and the same happened to the site, which was uploaded and modified according to the students' productions within the period. The course plan was reformulated in the second year of the study based on the experience acquired in the first year, and tasks were introduced to fulfill the students' academic and future professional needs. At the end of the second year of the study, it was possible to confirm that the course plan, with the modifications that were introduced, was adequate, and that the site reflected the tasks prepared by the students within the period, therefore reaching the objectives proposed at the beginning of the study. It was also possible to propose new directions for ESP teaching at the Institution where the research was carried out.

scholarly journals Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications

EL LE ◽  
2020 ◽  
Author(s):  
Fabiana Fazzi
Keyword(s):  
Action Research ◽  
Secondary Teachers ◽  
Museum Education ◽  
Shared Vision ◽  
Action Research Project ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Successful Design ◽  
Museum Staff ◽  
Practical Implications

The aim of this article is to investigate stakeholders’ perceptions as regards the integration of CLIL and museum education and outline the main methodological implications. Lately, Italian museums have started offering CLIL learning programmes aimed at school groups. However, there is very little research on the affordances, issues and practical implications of integrating CLIL and museum-based pedagogies. To help fill this gap, an action research project was initiated, which involved university experts, museum staff and upper secondary teachers and students. This study focuses on the museum staff’s interview data, and reveals that successful design of CLIL museum programmes depends on different elements, such as a shared vision for CLIL and strong school-museum collaboration.

Sign in / Sign up

Export Citation Format

Share Document