Action Research Proposal RES5153
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American College of Education *
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5153
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Mathematics
Date
Jan 9, 2024
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Uploaded by ChancellorViperMaster807
One-to-One Technology In Elementary Classrooms
by American College of Education May 14, 2023
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The school I currently work at is a preschool through eighth grade building. While fourth through eighth grade classes all have one-to-one technology, grades third and below do not have access. I would like to improve the ratio of this technology for these grades so students have access to the digital world around them. I have talked other teachers about the lack of one-to-one technology in our classrooms. All of these coworkers have stated that not having this access limits activities and work they can to give students. One stated that having access to one-to-one technology would allow her to differentiate work assigned in a way that is more accessible to her students. In my own classroom, we have used iPads every so often. I have seen how students get excited to learn on them while I am able keep the lessons aligned with standards. Within this proposal I will discuss the problem, the purpose, research questions, literature review, research procedures, communicating the results and the conclusion of my action research plan. Problem Statement The problem is lack of one-to-one technology within lower elementary at my school. This is a problem because students are growing up in a digital world and need tools to be successful in it. The background of the problem is that students in grades pre-k through third grade do not have access to one-to-one technology at school. One-to-one technology gives many opportunities, “Through allowing for the use of 1:1 iPads in the classroom, educators have the opportunity to help differentiate their teaching for each individual student in order to help meet student needs” (Goos, 2020, p.7). Having this technology in classrooms can greatly benefit both teachers and students. In my school there are 211 students without access to this technology.
Purpose of the Study
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The purpose of this action research study will be to further develop how one-to-one technology will improve student achievement in their educational skills in classrooms that lack this resource. The solution of this technology can benefit students and teachers by giving flexibility and opportunity within the classroom. The proposed action that would best resolve this problem is purchasing iPads for each student in grades preschool through third grade. The best outcome as a result of this study would be that teachers are given the one-to-one resources for their students so that students are able to build skills they are already working on in a new way. Research Questions
This technology is not new in education, “… educational leaders have made multi-billion dollar investments in educational technologies … the national ratio of students to computers has dropped from 125:1 in 1983 to 4:1 in 2002” (Bebell & Kay, 2010, p. 5). Schools implement technology into classrooms to benefit students in todays digital world. Giving students access to technology that plays a role in every day life can help to prepare for the world they grow up in. The following questions will guide an exploration of the literature and the action research study: •
Will one-to-one technology improve student achievement in their educational skills in lower elementary? •
Why would one-to-one technology impact student achievement in their educational skills in lower elementary? •
How will one-to-one technology improve student achievement in their educational skills in lower elementary? When students are lacking the access to materials used in the real world, it can put them behind as they get older. Not only can one-to-one technology prepare students for the later, it
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cane help them build skills in the now. Having one-to-one technology available to students can allow them opportunities to learn in the way that is best for them. Literature Review Our world uses technology every day and our students deserve access to this technology The problem is the lack of one-to-one technology in the lower elementary at my school. The purpose of this action research study is to determine how access to this technology can benefit students in grades pre-k through third. The proposed action that would best resolve this problem is access to iPads for students in grades pre-k through third. The major sections of this literature review include review of current literature, gaps in the literature, and summary and conclusions. Review of Current Literature One-to-one technology continues to grow in schools. More classrooms are obtaining these devices and teachers are seeing the benefits to using technology in the classroom. These papers discuss how teachers feel about the use of this technology and also the impact of the use of one-to-one technology in the classroom. Problem Statement
Purpose Statement
Research Question
The problem is the lack of one-
to-one technology within the lower elementary at my school.
The purpose of this action research study is to determine how the access to one-to-one technology can benefit the students in grades preschool through third. Research Question One: Will one-to-one technology improve student learning in lower elementary? Research Question Two: Why would one-to-one technology impact student learning in lower elementary? Research Question Three: How will one-to-one technology improve student learning in lower elementary?
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Many articles discuss the trend of positive impacts specifically on students literacy skills. While other articles discuss the trend of how teachers are using the one-to-one technology applications to support students’ learning. These five articles go over the impact of using one-to-
one technology in the elementary classroom for both the students and the teachers. Use of Applications Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020) found that the one-to-one devices being used had students using one or more apps or websites to learn on. Parks, A. N., & Tortorelli, L. (2021) says the treatment group in this study were given a PBS math game on the technology. Effects on Literacy Parks, A. N., & Tortorelli, L. (2021) discuss how one-to-one technology had a positive impact on students literacy skills. Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020) agreed with this but noted that there were larger gains specifically for phonological awareness and letter correspondence. Effects on Math Parks, A. N., & Tortorelli, L. (2021) notes that math digital resources were not used very much in the classrooms. On the other hand, Frazier, D. K., Trekles, A. M., & Spores, J. M. (2019) talk about how math was one of the highest ranking subjects in which the technology was used. Educators Thoughts on the Use of Technology Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020) says that teachers minds changed to a more student-centered system in the classroom after the use of one-to-one technology. Soalablai,
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S., Wilson, A. M., & Baltes, B. (2022) discuss how teachers may struggle without the correct training on the technology they are using. The Amount of Time Devices are Used In the research done by Lawrence, A. C., Al-Bataineh, A. T., & Hatch, D. (2018), 52% of teachers used the one-to-one technology every day. Frazier, D. K., Trekles, A. M., & Spores, J. M. (2019) notes that the subjects that used one-to-one technology the most include language, math, social studies, science, and comprehension Students Understanding of Technology Soalablai, S., Wilson, A. M., & Baltes, B. (2022) talk about how students overall had a positive understanding of technology. Lawrence, A. C., Al-Bataineh, A. T., & Hatch, D. (2018) agree with this point. Incorporation by Teachers into Lessons Soalablai, S., Wilson, A. M., & Baltes, B. (2022) says that teachers found many positive changes to putting one-to-one devices into lesson plans. Frazier, D. K., Trekles, A. M., & Spores, J. M. (2019) talk about how 70% of teachers used the technology to differentiate lessons for students. Gaps in the Literature Information that is missing from these articles that could be included in my study involve topics of students’ thoughts on the use of technology. Though they are young, we could learn a lot about what they liked or didn’t like because after all, it is their education.
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Summary and Conclusions My action research proposal relates to the literature included because it talks about the benefits of having access to one-to-one technology. These articles discuss many aspects of what having this technology in a classroom looks like. They talk about the benefits for students and teachers who have access to one-to-one technology. Having access to this technology will impact student achievement in their educational skills in a data collection instrument. Access to this technology allows students to learn in a new way that is more relatable to the world these students are living in. One-to-one technology also has many benefits to students’ education. I still need to research to find out how each subject is impacted by one-to-one technology to find out the worth of investing into these technologies. The seven themes in this literature review include, Use of Applications, Effects on Literacy, Effects on Math, Educators Thoughts on the Use of Technology, The Amount of Time Devices are Used, Students Understanding of Technology, and Incorporation by Teachers into Lessons. The major findings from these articles include positive impacts on students literacy skills and how the use of application benefits students using one-to-one technology. Research Procedures
The purpose of this action research study will be to further develop the idea of how one-
to-one technology will improve student achievement in their educational skills in classrooms that lack this resource. The research study methodology I will use is qualitative. I will use this by interviewing students and teachers on how this technology can improve student achievement. Research Question
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The school I work at is a private school in large city. In this diocese there are five preschool through eighth grade schools. None of these schools have 100% one-to-one technology implemented. In my school, only grades fourth through eighth have one-to-one technology. Though the national average of one-to-one access to technology has greatly increased, many schools still need one-to-one technology in all classroom. (Bebell & Kay, 2010, p. 5). The following research question will guide the action research study: How will one-to-one technology improve student achievement in their educational skills in lower elementary? Methodology and Design I chose to use the qualitative methodology for my research because this problem is something that will have an effect on the teachers who do or do not use one-to-one technology. Having insight from real people that do not have access to this technology and want this and from people who do already use this technology is important to show the why of this action research plan. “Essentially gaining insight from the perspective of an individual’s experience can be transformative by grounding policies, guidelines, and directives in the experiences of those to whom they apply” (Danford, 2023, p. 41). I will be able to compare the thoughts of teachers who do not have this technology and teachers who use this technology and find if there is a need for it in the classrooms for student achievement from the teachers using this. Population Impacted and Professional Practice/Workplace Setting The population most impacted by lack of one-to-one technology is grades pre-k through third grade at Big Hill School. Within these grades, there are 211 students and 11 teachers.
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Impact on professional practice in these grades is teachers are unable to use any kind of one-to-
one technology with students. In turn, students do not have access to technology until grade four. The sample I would use for the action research would be a teacher from grade three, grade two, and kindergarten. I would also talk to students from grade two and three. I chose second and third grade because these are the two highest grades in this population and would like to know their thoughts on not having the opportunity to introduce this technology to students who will be using it. I chose kindergarten because I would like to understand the impact this technology could have on students this age. I would only talk to students in grades two or three because they could understand how this technology may benefit their education. Data Collection Plan The three data collection instruments I would use for my action research include surveys, interviews, and observations. I would use the surveys by sending them out to all of the teachers in grades preschool through third grade. I would interview one teacher from grades three, two, and kindergarten. I would also interview a few students from grades two and three. I would observe students in grade four and five as they use their one-to-one technology. The surveys and the data collected from it will help answer the research question because I will be able to see the thoughts from 11 teachers. The interviews will help answer the research question because it would go deeper than the survey questions to get a better understanding from these specific teachers. The observations will help answer the research question because I will be able to see how students who have one-to-one technology are using it in their classroom. Data Analysis Model or Plan
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The data analysis model I will use is the data analysis spiral from Creswell and Poth. I will use MAXQDA as the software. I will use interfered statistics for the quantitative test. The process will include interviewing, observing, and surveys from teachers at my school. I will use the spiral model and input this data into different categories on the MAXQDA software. I will then put the information found into charts and graphs as a visualization. I want to find out how the teachers think one-to-one technology will benefit their students education. From there, I will be able to read and analyze all of the data and come to a conclusion. Proposed Implementation Action Plan Once iPads are purchased for grades Pre-K through third grade, teachers will receive proper training on the ways to use them. We will need to understand basics but also apps used on iPads. With training and access to this technology teachers will be able to set up lesson plans to use iPads with. When this is done, we can begin allowing students access during the 2024-2025 school year. The Proposed Implementation Action Plan is Appendix A in the proposal. Reliability, Validity, and Ethics One strategy I will use in a qualitative student to make sure I achieve trustworthiness is triangulation. I will be interviewing, surveying and observing to find the same information from the same people. This method will confirm that I have the same findings by using multiple sources of data. Another strategy I will use is reflexivity. I want to be aware of any biases I have on this research plan to make sure I am not allowing them to be a part of this study
.
I will address the respect principle of The Belmont Report
by explaining to the participants what it is I am researching and allowing them to decide wether or not they would
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want to be a part of it. I will also inform them of confidentiality and that their answers will never be attached to their name. I will address the beneficence principle of The Belmont Report
by explaining to the participants what the risk may be and what the benefits may be from participating. I will address the justice principle of The Belmont Report
by making sure that those who choose to participate in this study know what the potential benefits for them. Communicating the Results The target audience with who I will share my action research proposal include the teachers in grades Pre-K through third grade at Big Hill School and our principal. All of these people will be effected by the outcome of this proposal. The teachers will be benefited by having access to one-to-one technology. They will be able to implement this into the lessons and allow their students access to it. The principal will benefit from this because all of the students in the school will have access to this technology. As a private school, this is a huge selling point. Reflection The anticipated outcome of the proposal and action plan allows every student at Big Hill School to have access to one-to-one technology. Students in grade fourth through eighth have this technology already, so allowing our younger students to slowly learn about this technology will help them to be more prepared for when they are using it in the upper grades. The knowledge I have gained in this course about action research and action planning will benefit me in my professional practice. The reason for this is because if there is something I want changed, I am able to take the appropriate steps to work for it. Rather than just going to my principal and saying there are things I would like, I can have a proposal to back my findings.
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References Bebell, D., & Kay, R. (2010). One to One Computing: A Summary of the Quantitative Results from the Berkshire Wireless Learning Initiative. The Journal of Technology, Learning and Assessment
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(2). https://ejournals.bc.edu/index.php/jtla/article/view/ 1607/1462 Eutsler, L., Mitchell, C., Stamm, B., & Kogut, A. (2020). The influence of mobile technologies on preschool and elementary children’s literacy achievement: a systematic review spanning 2007–2019. Educational Technology Research & Development
, 68
(4), 1739– 1768. https://doi.org/10.1007/s11423-020-09786-1 Frazier, D. K., Trekles, A. M., & Spores, J. M. (2019). The Second Year with iPads. What Have We Learned? Computers in the Schools
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(1), 19–37. https://doi.org 10.1080/07380569.2019.1565042 Goos, S. (2020).
1:1 iPads and Student Achievement 1:1 iPads and Student Achievement
. https:// digitalcommons.csp.edu/cgi/viewcontent.cgi?article=1019&context=teacher- education_masters Lawrence, A. C., Al-Bataineh, A. T., & Hatch, D. (2018). Educator Perspectives on the Instructional Effects of One-toone Computing Implementation. Contemporary Educational Technology
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(2), 206–224. https://doi.org/10.30935/cet.414950 Parks, A. N., & Tortorelli, L. (2021). Impact of a District-Wide One-to-One Technology Initiative on Kindergartners’ Engagement and Learning Outcomes. Journal of Research in Childhood Education
, 35
(4), 602–615. https://doi.org/10.1080/02568543.2020.1809578
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Soalablai, S., Wilson, A. M., & Baltes, B. (2022). Elementary Teachers’ Use of 1:1 Tablets in Lesson Planning and Presentation on a Western Pacific Island. Journal of Educational Research & Practice
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(1), 94–110. https://doi.org/10.5590/JERAP.2022.12.1.08
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Appendix A Proposed Implementation Action Plan Problem:
The problem is the lack of one-to-one technology within the lower elementary at my school.
Research Question:
How will one-to-one technology improve student achievement in their educational skills in lower elementary? Target Solution/Intervention Strategy:
The best outcome as a result of this study would be that teachers are given the one-to-one resources for their students so that students are able to build skills they are already working on in a different way.
Goal:
Specify the goal of your targeted best-
practice solution or intervention strategy. The goal is that the Pre-K through third grade classrooms will have one-to-one technology
Target Population: Teachers and students in grades Pre-k though third grade at my school
Sample Population: Who from the target population is participating in the study? What sampling strategy did you use to identify them?
Action Steps Person(s) Responsibl
e
Timeline
(By when?) Resources Evaluation:
Data
Outcomes:
Discuss the outcomes that resulted from your targeted problem solution or intervention. These should relate directly to your goal. One-to-one technology will be purchased so all students in grades Pre-K through third grade have access
Administrat
ive Assistant and Finance Director
Summer of 2024
iPads and iPad charging carts
The outcome will be evaluated by the amount of iPads we received for Pre-K though third grade
Technology training will be given to Pre-K through third grade teachers
IT Director
August of 2024
iPads and applicatio
ns on the iPads that will be used by students
The outcome will be evaluated by the understandin
g of the teachers who received the training
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Teachers can implement one-
to-one technology into their lessons
Teachers in grade Pre-
K through third grade
2024-2025 school year
iPads, iPad charging carts and applicatio
ns on the iPads that will be used by students
The outcome will be evaluated by how much teachers use the iPads in their lessons
Reflection:
Reflect on how closely your outcomes matched the goal you identified before the best-
practice problem solution or intervention began. Was your goal met? Why or why not? What other outcomes occurred that you did not expect? What are the implications of this experience for you? For those you serve—clients, students, customers, patients, colleagues, the workplace?
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