Respond in a paragraph the discussion board. In your response, do not just agree or disagree, tell the reason for your response. Your response must be at least 100 words. Each answer separately. Use APA 7.
The beginning of the video was helpful because it made me realize completing a project brings many rewards. The narrator talks about having discipline, which is essential, and that includes managing time, maintaining quality, and embracing both negative and positive changes. The experiences expressed in this first portion reveal the value of finishing a project. According to the narrator, working with like-minded people was inspiring (Sfedfundorg, 2008). Individuals that share ideas and perceptions despite their difference deliver beyond expectation. The second helpful portion was how the narrator identified her scope of research. Her approach made me realize that narrowing down individual options to a particular area improves the quality of information gathered. The third informative portion was where the narrator explains the impacts her new strategy had on her teaching. According to the narrator, her technique has made her more of an educator than a teacher (Sfedfundorg, 2008). The transformation manifests in her student’s improved academic performances and the fact that they have enough confidence while taking tests. Ideally, it helped me understand that tutors can make a difference to a student’s education if they employ suitable strategies. Additionally, any utilized method affects how one teaches, sets tests, or prepares learners for examinations (Mills, 2000). The approach also helped me comprehend that the most critical aspect a teacher can give a student is confidence. If one believes in themselves and what they can accomplish, they will succeed even beyond the academic field.
One significant factor an individual should consider when collecting data via interviews includes the questions asked. Some queries might be intrusive enough to make the interviewee feel uncomfortable. At such a state, a person cannot gather relevant data or acquire the exact information. The second valuable element includes the tools used to collect data during interviews. Many options exist, including a tape recorder, notebook, or a plan book as scholars suggest (Rockford, n.d.). At times, an interviewer requires more than one recording tool to store information hence the need for considering the apparatus to use. A third consideration involves whether to interview people formally or informally. The former entails using structured questions, while the latter demands a casual conversation. Under data collections, an interviewer must consider whether to settle for digital tools like recorders and videos or traditional mechanisms like note-taking. Modern methods have proven effective because they allow the interviewer to focus on the interviewees’ responses. The approaches, especially video recording, capture everything, including non-verbal cues that help the interviewer gauge whether the responder is providing true or false information.
What is the Purpose of Keyboarding?
The question assists in answering the research question by addressing the functions of keyboarding and how it helps students accomplish various tasks. Each purpose reveals the keyboarding capabilities as well as its impacts.
How do you see the Students’ Future in Keyboarding?
The question guides the conversation to the benefits of keyboarding instructions and the extent to which students will use the acquired skills. Therefore, the interviewee or interviewer will have to address keyboarding’s contribution towards individual ability to use word processing, spreadsheet, draw functions, and database.
What is your Experience with Keyboarding?
The question assists by testing whether or not keyboarding instructions have an impact on various areas of a student. A person’s experience determines how successful they have managed to get with keyboarding, and with that information, ideal strategies can be applied.
Do you Own a Computer?
The query aids in answering the research question by understanding the level of keyboarding exposure a student has, thus addressing the idea of how instructions will help. If the answer is yes or no, keyboarding guidelines can advance their skills in many ways.
Do you Spend Long Periods on the Computer?
The question assists by providing increased response rates that approximate the familiarity level a student has with keyboarding. The statistical data gathered also determines the group that requires detailed instructions to enhance their abilities.
Do you find Keyboarding a Challenge?
The question triggers their idea of whether or not keyboarding instruction is worth considering. If it is a challenge, there is a possibility that it will not have an impact or enhance students’ abilities.
Types of Data
One type of data that assisted Mr. Rockford includes surveys documented in various pieces of literature. The materials helped him understands which tactics to apply and avoid based on the students’ grade level. Mr. Rockford used his son’s computer to get the information because his school’s machine was not online. The teacher also developed surveys (second) whose data measured various areas and sought clarity from the perception of teachers, parents, and students as well (Rockford, n.d.). He compiled the details in variables and statistical presentations. The third type of data was qualitative, and he used questionnaires to acquire specific information related to the effectiveness of keyboarding software. Mr. Rockford used both open-ended and closed questions and categorized them accordingly. Overall, the three data types gave the tutor useful insights to guide his research.
Sfedfundorg. (2008, December 8). Heather Rothaus, SF Education Fund’s Teacher Action Research [Video]. YouTube. https://www.youtube.com/watch?v=Rtq9jK_OxwQ&feature=youtu.be
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Prentice-Hall, Inc., One Lake Street, Upper Saddle River, New Jersey 07458.
Rockford, J. (n.d.) Data collection techniques: Reflection of action research: 104-128
Giraldo J. Almeida Pardo
Discussion Forum Week Four
The chosen video for this week’s discussion is entitled Action Research in the Classroom Part 1. The video is a collaborative effort by Taryn Durrant, Jana Duganzic, Nicola Firth, Durrant, Leya, and Melissa Frank. The video introduces the tenets of Action Research to teachers, especially the primary school teachers. It highlights not only the theory and benefits but also the methodology of using Action Research in a classroom to improve the teaching and learning process, with the sole objective of maximizing student’s ability to learn. As evident in the video, the phrase action research was first coined by Kurt Lewin (1890-1947). He used the term to refer to a developing process accentuating not only professional values but also collaboration to address both adaptive and complex processes that could thwart maximum learning in a classroom setting. As shown in the video, action research commences with hopes, dreams, and desires. The objective is to make hopes and dreams for a better world and desire to make a difference. Action research helps teachers to develop new knowledge that is directly related to their unique classroom setting, foster reflective thinking, and teaching, and expands the teacher’s pedagogical repertoire.
Moreover, action research not only puts instructors in charge of their craft but also bolsters the correlation between practice and student achievement in a classroom setting. In addition to opening new ideas and enabling teachers to learn new things, it also gives them the tenure of efficacious pedagogical practices (Vaughan, & Burnaford, 2016). In line with the video presentation, action research benefits teachers, students, and the community by not only creating change in the way instructions are delivered to students but also improving the academic achievement of learners that directly affects society. Better instructional strategies produce students whose contributions create positive change in the communities they come from. From the video, providing teachers with the necessary knowledge and skills to engage in a meaningful inquiry regarding their professional practice will not only enhance the practice but also affect positive changes regarding the learning community’s educative goals. Therefore, the video is in line with my research, which is to explore strategies and mechanisms for promoting maximum learning among children addicted to video games.
Considerations When Using Interviews to Collect Data
Most action research employs interviews as the primary tool for collecting data. In action research, the researcher and the client collaborate not only in diagnosing the problem but also providing proactive solutions based on the problem diagnosed.
In the context of this paper, the problem being diagnosed is about children addicted to video games, something that has been found to affect their learning habits. Therefore, the investigator is interested in developing workable strategies that can be used to address the problem to maximize learning (Landry, 2018). While using the interview to collect data, especially in action research, various considerations must be considered. One of them is whether the interviewing is quantitative or qualitative. However, in the case of action research involving a qualitative interview, the questions should be open-ended to allow the participants to freely express their thoughts and opinion. Another consideration is the interview guide.
An interview guide refers to a list of questions or topics, which the interviewer is intending to cover during the process. The interviewer must develop a guide in advance to avoid losing track of the questions during the interview process. Additional factors that need to be considered include planning where to conduct the study and how to ensure that participants are not only comfortable but also the information, they provide are kept highly confidential. Where human participants are involved, they should be furnished with an informed consent form to fill. The form highlights the purpose of the research, why the subjects were preferred, and assurance that the information they give will be kept highly confidential and not released to third parties.
Open Ended Question
For what purpose do you use computers at home and in school? The question will help to unearth why student use computers both at home and in school. It will help to unearth whether they use computers for the same purpose in school and at home.
How does using instructional software tutorial on mouse and keyboarding skills enhance student’s mouse and keyboard skills in word processing and spreadsheet? The question will help to ascertain the impact of software tutorial in improving the student’s computer literacy in terms of mouse and keyboarding skills.
What role does pre-existing knowledge have in student’s mastery of computer knowledge and skills? The question will help to unearth the importance of prior or pre-exiting knowledge in enhancing student’s computer skills.
Closed Ended Questions
Students use computers for different purposes at home and in school (Likert Scale 1-5 with 5 being strongly agree). The question ascertains the degree to which the students agree or disagree with the question.
Using instructional software tutorial on mouse and keyboarding skills enhance student’s mouse and keyboard skills (Likert Scale 1-5 with 5 strongly agree). Just like question one, in this question, the investigator is interested in ascertaining the degree to which the subjects agree with the assertion.
Pre-existing knowledge plays a central role in student’s mastery of computer knowledge and skills (Likert Scale 1-5 with 5 being strongly agree). The question determines the extent to which students agree that the pre-existing knowledge plays a central role in student’s mastery of computer knowledge and skills.
As evident from the case study, Mr. Rockford employed different types of data to comprehend how keyboarding instruction enhances the ability of his students to use word processing, database, and spreadsheet as well as draw functions. One of the data types used by Mr. Rockford was a self-evaluation survey, principally to assess students keyboarding skills and the time student spent on computers outside school. He also assessed his students on typing processing rates that helped her unearth various interventions that could be used to enhance student’s ability in this area. Rockford was also able to correlate school use with enhancement in typing skills through gauging computer use in units. Qualitative research methods are better suited for conducting action research. This is because it allows in-depth data gathering that results in trustworthy or credible results.
Landry, C. L. (2018). Action Research: Teacher Evaluation and Reflection.
Missmelissa73. (2020). Action Research in the Classroom Part 1. Retrieved from https://www.youtube.com/watch?v=MDVH0u4tUWo&feature=youtu.be.
Vaughan, M., & Burnaford, G. (2016). Action research in graduate teacher education: A review of the literature 2000–2015. Educational Action Research, 24(2), 280-299.
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