Major Project - Urgent - 11 Hours Maximum

ED 504 Techniques of Educational Research FA19

MAJOR ASSIGNMENT 1: DATA GATHERING/ANALYSIS

Candidates will gather data previously collected at the classroom, school, or district

level to justify identification of a topic for study.

OBJECTIVE: This study’s second goal was to determine whether 1:1 Technology also effects

student motivation to learn.

RESPOND TO THE FOLLOWING PROMPTS:

1. Summarize an introduction to your topic.

This work was a comprehensive analysis of Central Illinois, utilizing 4th grade

participants from a Title 1 elementary school. This research sought to evaluate how one-to

- one technology (1:1 will be used hereafter) actually affects and enhances students '

academic achievement. The second objective of this research was to evaluate whether 1:1

technology also has an impact on student desire to learn.

2. Identify the problem/weakness to investigate (research problem statement).

School officials and educators have tried all sorts of approaches to promote pupil

participation and academic performance, including the implementation of instructional

technologies. The No Child Left Behind Act has aimed, according to the U.S.

Department of Education (2002), to eradicate the digital divide and to have children

digitally literate by the end of the eighth grade, independent of age, socioeconomic

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status, geographic location and impairment.

3. Describe how you determined this was a problem or weakness?

I am currently working as a Teacher in 4th grade and being a millennial myself, it

has come to my attention just how much things have changed ever since the introduction

of the internet. Things are very different from the way they used to be 10 years ago and

they are only bound to keep on changing. The way we interact has changed, the way we

learn has changed the way we gain information has changed. It will be sheer insanity to

assume that the nature of education will remain unchanged in such an era of drastic

change. Furthermore, it came to my attention through a recent study that the attention

span of the human population especially children is reducing at an alarming rate. This is

due largely to the proliferation of technology in our day to day lives. Surprisingly, little

has been done to investigate this phenomenon and the resultant negative ramifications

that may befall this generation if we decide to sweep this under the rag on go on with

business as usual. On the other hand, technology has made access to information simpler

and more efficient, creating a more informed public and by extension student population.

So which one is it? Is technology a necessary evil that is impeding and stunting the

intellectual growth of our children, or is it a weapon of knowledge and enlightenment

here to shed light in a rather dark and uncertain world?

4. Construct a graphical representation that allows for easy analysis of your

compiled data that highlights your problem or weakness. Identify the source of

the data and discuss its credibility.

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5. Analyze the data to confirm that a problem or weakness can be addressed that is

appropriate to the scope of the required program.

The purpose of this study was to decide whether 1:1 technology has effects on academic

achievement and encouragement of students. 1:1 Innovation applies to the technical

development of every infant in the family, in the community, in the school district, etc.,

possessing a laptop in the classroom to use and to know. 25 students enrolled in the

analysis in the 1:1 Integration Classroom, whereas only 22 students participated in the

traditional classroom. The differences between the number of participating students may

distort or misinterpret the data being collected and evaluated for this analysis. The

collected data was then translated into tables and statistics to assess if 1:1 Integration has

a real effect on academic achievement and engagement of students. For this analysis the

motivational dimension was calculated using the student attendance records. The school

that took part in this study splits the entire day of school into Periods 1 and 2.

6. Connect the problem or weakness to trends or patterns represented in the data.

Based on the research used and the data obtained from this report, 1:1 Innovation is a

trend that school districts across the state and nation are exploring and implementing at

high rates to help students achieve a higher standard. To order to use the technologies

properly, school districts will look at two major components when it comes to tea

preparation and tea teaching for children. To order to implement technologies effectively

from an educator's point of view, professional development and collaboration must occur

before, during and after deployment to help improve their newly acquired teaching skills

(Anderman & Sayers, 2019).

7. Explain how the problem or weakness might have impacted student achievement.

Although technology is being implemented at a rapid pace across the state and country, it

should be borne in mind that the tool used for student learning in the classroom can not

merely be a replacement for best practices in teaching and learning for the students.

Thanks to the technology in place in the classroom, teaching doesn't actually get harder.

Innovation was not a single factor in higher Topic Test scores, outcomes of the

Discovery Education Evaluation, and student attendance records in this report. There

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are some instances where technology seemed to have affected higher scores, especially

in Discovery Assessments A and B, but overall the evidence does not support the theory

that technology will improve student academic achievement and motivation. To produce

the best teaching methods and incorporate technology that works with their classroom

and the specific needs of their students, teachers have to strive to be learners themselves.

What teachers decide to bring to the classroom has to "hook" students and make them

excited to learn, so the programs, materials and projects that have been made should be

meaningful to the students.

When this is done properly, school districts will see the product of higher levels of engag

ement, higher levels of student achievement, and a desire to be at school to learn.

8. Identify the research methodology that you plan to use.

Data was collected from students taking part in this research through the

Pearson enVision Math sequence using subject assessments, the outcomes of the

Discovery Education Test, and the attendance records being used (Spears & University

of West Florida. Department of Instructional and Performance Technology, 2012).

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References

Anderman, L. H., & Sayers, R. (2019). Academic motivation and achievement in classrooms.

In Visible Learning Guide to Student Achievement (pp. 166–172).

https://doi.org/10.4324/9781351257848-26

Spears, S. A., & University of West Florida. Department of Instructional and Performance

Technology. (2012). Technology-enhanced Learning: The Effects of 1:1 Technology on

Student Performance and Motivation.

Writing Components

CATEGORY Unacceptable

(0 points)

Revisions Required

(1 point)

Target

(2 points)

Are the focus and purpose clear? Missing thesis; confusion

about or misunderstanding of

topic; no sense of purpose

Simplistic and unfocused ideas;

limited sense of purpose

Developed thesis; represents

sound understanding of the

assigned topic; focused

Is the writing structured and

well organized?

No paragraph structure; or

single, rambling paragraph;

or series of isolated

paragraphs

Organization structure is present,

but is confusing or disjointed; weak

paragraph structure; transitions are

missing or inappropriate

Clear organizational structure;

easily followed; includes

transitions; structured format

Is correct sentence structure

and proper mechanics

utilized?

Contains multiple and serious

errors of sentence structure:

i.e. fragments, run-ons;

unable to write simple

sentences; numerous errors in

spelling and capitalization;

intrusive

and/or inaccurate

Formulaic sentence patterns or

overuse of simple sentences; errors

in sentence structure; contains

several punctuation, spelling, and/or

capitalization errors (up to 6);

errors may or may not interfere

with meaning

Effective and varied sentences;

errors (if present) due to lack of

careful proofreading; virtually

free of punctuation, spelling,

capitalization errors (no more

than 3); errors do not interfere

with meaning

punctuation;

communication is

hindered

Are vocabulary and word

usage varied and

appropriate?

Vocabulary is

unsophisticated; or subject

specific vocabulary or

sophisticated vocabulary

used incorrectly

Proper, but simple vocabulary used;

subject specific vocabulary used

infrequently

Vocabulary is varied, specific

and appropriate; uses subject

specific vocabulary correctly

Is APA format followed? There are significant format

errors present ; multiple (more

than 6) of APA formatting

errors; in the reference list

and/or in-text citations;

Fewer than 6 APA format errors

are present in the reference list in-

text; citations; header; headings;

page numbers; etc.

There are virtually no APA format

errors present in either reference

list in-text; citations; header;

headings; page numbers; etc.

Content Components

CATEGORY Unacceptable

(1 points)

Revisions Required

(5 points)

Target

(10 points)

Source of data is credible and

data is representative of the

scope requirements for the

The source of the data is

ambiguous or lacks

credibility; data does not

The source of the data is clear

and credible; data does not

allow for problem/weakness

The source of the data is clear and

credible; data allows for

identification of an of a

advanced degree being sought

(InTASC 6, 9; CAEP A1.1)

allow for problem/weakness

identification appropriate for

required project scope

identification appropriate for

required project scope

classroom, multi-classroom,

school or district level

problem/weakness appropriate to

the required project

scope

Graphical representation

of compiled data allows

for easy analysis

(CAEP A1.1)

Graphical format does not

present the data in a clear

manner; data is only partially

presented

Graphical format(s) is

appropriate and clearly presents

all the collected data

Graphical format(s) is appropriate;

clearly presents all the collected

data; highlights visible patterns

or trends

Identified problem/weakness

is supported by trends or

patterns seen in the data

(InTASC 6, 9, 10; CAEP A1.1)

Problem/weakness is not

clearly identified or does not

align with the trends and

patterns identified in the data

Problem/weakness is clearly

identified; aligns with the type of

data collected, but connections

between the trends/patterns in the

data are not clearly

described in the narrative

Problem/weakness is clearly

identified; aligns with the type of

data collected; clear connections

between the trends/patterns are

drawn in the

Narrative

Major Assignment 1

Comment Summary Page 1

1. How are you proposing to measure one's desire to learn? 2. What does "all sorts of" mean? Remember, this research proposal requires strict technical writing.

Page 2 3. You writing needs to be targeted and specific. Avoid words such as "things." 4. What is your data source for this assertion? 5. What is "sheer insanity"? 6. What is your data source for this claim or assertion? 7. The text is difficult to follow. Please rewrite paragraph for clarity and conciseness.

Page 4 8. You should not start a sentence with a number. 9. How does student attendance relate to motivation?

10. Where is your proof? 11. The text needs to be clear and concise. Please rewrite.

Page 5 12. The text needs to be clear and concise. Please rewrite.