assign1

Running head: Determining a topic 1

Determining a Topic

Erik S.

Dr. Harrison

12/14/12

Determining a topic 2

Alrichter (1993) offers three categories that teacher fall into before embarking on an

action research project. One, a teacher has a specific question in mind that they desire to find the

answer to. Two, a teacher has many different questions in their mind and can’t decide which

question to begin to answer. Three, a teacher does not have any question or idea that they would

wish to investigate (p. 36). Of these categories, I would fall into the second. I have three

starting points that have the potential for great action research projects, but I am struggling to

choose one. The three questions are: 1) Do service learning projects possess the power to

positively impact a student’s education, 2) Do homework assignments benefit a student’s

education or what type of assignments are the most beneficial 3) Can the integrating technology

improve student’s grades, motivation and real-world readiness.

I began by using “M6 Choosing A Starting Point” (Alrichter, 1993, p.39). In this

exercise, I measured my research questions against the following questions: 1) What is your

focus for possible development? 2)What might you want to try out? 3) What might you want to

change? (p. 36-37). In answering these questions, I decided that my first starting point,

regarding service learning projects, will not immediately provide immediate development in my

classroom teaching. If I am to focus on my own professional development during this action

research project, service learning projects will not provide me with any insight into my teaching

practices or student improvement. However, if my aim in the project is to develop the school’s

curriculum or programs, then service learning would be a great choice, along with the question

regarding homework. At this point in my professional development, I have decided to focus on

my teaching in the classroom, ruling out service learning as a potential project for this class.

Determining a topic 3

After completing this first exercise, I came to the realization that, if personal professional

development is what I am seeking, integrating technology into the classroom will provide the

best action research topic.

The next step is clarifying the situation. Clarifying the situation is “the single most

important result of the research” (Alrichter, 1993, p.58). Clarifying the situation will change the

perspective a teacher has on their students, classroom, or methods. In this case, I will clarify the

use of technology in my particular classroom along with the potential methods that can be used

to integrate technology. Using a diagram (Alrichter, 1993, p. 61), I found that I have many

potential uses of technology in the classroom, given the capability of my smartboard and its use

of internet. Additionally, incorporating the use of IPODS into the classroom or participating in

social media platforms to conduct discussions. These are ways that technology can potentially

be used. The current use of technology in my classroom is bleak. The only real way technology

is used on a daily basis is through typing out daily information on the computer linked to a

smartboard. Outside of this, students rarely interact with technology within the classroom.

After carefully examining potential topics and clarifying the situation in regards to a

topic, I have established that integrating technology into my classroom will be the most

beneficial to my own professional development and my student’s education. I will seek to

answer the following question through my action research project: Will integrating technology

into the classroom enhance student performance and motivation among sixth grade students?

Determining a topic 4

Works Cited

Alrichter, H (1993). Teachers investigate their work. New York, NY: Routledge.