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Media DOES Benefit Student Learning – EDCI 571 Assignment 1B Sept. 16

 

Photo by 

Tim Mossholder

 on Unsplash

 

Introduction:

After reading this week’s articles, I chuckled to myself, remembering back to the moment when I was struggling with my UVic email account, needed for our summer courses.  I called the UVic Help Desk, where I was informed that if I was a returning student, I could just use my old UVic email address.  I laughed, stating that, “when I was a student many years ago, I had no UVic email.”  Suddenly the line was silent. The speaker asked how I was able to gain access to the library. I informed them I used the card catalogue system.  “The card what?” was their reply. After a brief discussion, and a few laughs, regarding how technology has advanced since I was a UVic student back in the 90’s, I was well on my way. Upon reflection, this incident demonstrated that technology, as a type of media, has grown drastically. It is a tool that has changed how one, including me, can access information, learn new material and find explanations to quandaries. Identifying this fact, made me, recognize how Richard E. Clark’s paper was outdated. Indeed, the access to knowledge has changed since Clark’s publication. The Clark-Kozma media debate focuses on whether different forms of media, such as technology, play a role in assisting in learning.  As an educator and a current graduate-student, I argue that, yes, it most certainly can!

My Opinion Around “The Debate”:

I believe the teacher plays an essential role in facilitating in students’ learning, as does, Clark. However, I do not support his argument that “media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries” (Clark, P. 22). I recognize there are many challenges and changes that occur while using a variety of media in the classroom to teach material. Nonetheless, there are just as many diverse learners in classrooms, that respond, differently, to types of media depending on their needs, interests and skills. Although Clark would disagree, I believe a “one size fits all” style of teaching does not work, nor is it fair. As educators, it is up to us to provide a wide variety of learning opportunities, methods and experiences to facilitate student learning. By implementing various forms of media in the classroom, teachers can assist in supporting students’ needs, learning processes and their success. Katrin Becker’s article, notes that Clark’s studies and arguments were based on dated material, and in some cases his information was erroneous. I agree with Becker, as she states “[these factors] undermine Clark’s credibility as a qualified critic” (Becker, P. 4) as he argues “[that implementing media in the classroom] has no learning benefits” (Clark,  P. 21). Conversely to Clark’s views, I see incorporating various teaching methods and media essential to teaching and facilitating student learning.  Educators must consider the diversity of their learners, including their learners’ interests, knowledge and abilities in the classroom. By providing various forms of media, and implementing them into one’s teaching practice, educators can support and enhance students’ learning.

I support Robert Kozma’s argument, in his article, that highlights the necessity to integrate different forms of media in the classroom to engage student learning.  His argument, unlike Clarke, suggest that “…learning with media can be thought of as a complementary process …” (Kozma, P. 11), alongside students’ learning processes.  Kozma, considers that students learn from a variety of media and methods. Teachers that provide and use different media in the classroom consider the different learning styles of their students’ including visual, auditory and kinesthetic. Thus, educators who implementing media options, such as technology, provide accessibility, opportunities and learning support to suit students’ diverse needs, abilities and skills.  Unlike Clark, Kozma recognizes the significance in adopting this style or method of teaching.

The Clark-Kozma debate reaffirmed, with me, that there are so many ways of learning. I support Kozma’s idea, that as educators, we should be asking “In what ways can we use the capabilities of media to influence learning for particular students, tasks and situations?” (Kozma, P. 18).  Becker’s article too, suggests that as times have changed, so too has our society; and what we do with the changes in technology and other forms of media that is available to us, is important in how we learn.* In our changing society, it is essential, students are provided with many learning opportunities and exposure to materials that will enhance their educational experience, and develop their skills. Today, teaching and learning, simply, cannot be successful by lecture alone, or by following Clark’s method.

Conclusion:

As I reflect on my school community, I am lucky to work in a school that provides a variety of media to meet our students needs and interests; and therefore, create many learning opportunities. Various forms of media that are available, to enhance students learning, in our school, include: forestry equipment driving simulators, 3-D printer, drones, CNC machine, portable saw mill, pottery wheels, video equipment, treadmills, GPS units, water testing kits, smart boards, computer labs, and a library. These different forms of media are tools in which staff have access to and can use to assist in developing students’ understanding of specific concepts, build upon or develop new skills, and strengthen their educational experience.  Seeing the amazing creations that students develop, present, build or report on, with the assistance from a range of media resources available to them, including technology, demonstrates that the provision of media variance is beneficial to students’ learning.

Written By Deirdre Houghton

 

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Engaging Student Learning and Development With the Use of Technology – EDCI 571 Assignment 1A Sept. 9

 

“We need technology in every classroom and in every student and teacher’s hand,  because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” – David Warlick  

Photo by Carl Heyerdahl on Unsplash  

Introduction

Upon reading and reflecting, on the many technological devices and teaching methods that can be incorporated to enhance learners’ experiences. I am in support of including technology into my own practices. I recognize that my knowledge of using technology is limited and restricted by budget. However, I believe the integration of technology is important to maintain student engagement and to meet the needs of the diverse learners in my class. Holland and Holland’s article stated that “Providing meaningful integration of new technologies through the careful selection of quality tools aligning to best instructional practices can alter how learners and instructors engage with concepts and each other to achieve powerful learning” (P. 18).  Indeed, the integration of technology can, and does, provide a multitude of options to assist, strengthen, and facilitate the learning concepts being taught in class. Integrating technology in the classroom, opens up accessibility and mobility, creativity, and the development of transferable skills needed throughout life. 

Technology In the Classroom 

Technology provides accessibility and mobility options that enhance learning and communication.  As indicated in the Lamba Solutions article, students can use technology, including computers and tablets at school, then access the internet, via their phones, while  travelling home on the bus. This ease of accessibility and mobility enables students to read information or work on an assignment from basically anywhere, and at any time. Steven Lahullier’s article further supports the positive aspects of that technological devices, as they enable students to “view textbooks, research participate in Internet based class assignments.” (P.  1). Having access and mobility options facilitates students ownership of their learning and provides a more personal style of learning. The integration of technology also provides communication access to students with non-verbal communication skills.  For exampIe, tablets can be set with specific communication programs allowing the student to press an icon and converse with their peers or educators. Technology enables educators to provide instant feedback or send important messages to classes by using social media platforms, including Twitter, or a course specific web page or program.  For example, I often use My Blueprint to communicate with Careers Students, as they build their digital portfolios. New technology has further expanded accessibility and mobility options for students as they no longer have to take courses in the traditional, brick and mortar setting. Learners, for instance can take courses in areas that interest them that may not be offered in their regular school setting. Technology has expanded avenues for students to access information, how they learn, where they learn and in the manner with which they communicate with peers and instructors.  

I support the view that technology, used in the classroom, has enabled endless creativity opportunities for both the educator and the learner.  Ipads, cell phones and laptops can explain, or showcase, specific material in written, audio and visual formats, thus taking into account the many learning styles.  Students can produce learning portfolios, videos, web-pages, blogs, games and presentations that suit their learning needs and styles, that  help to reinforce what is being taught or focused on in class.  No longer are students limited to paper based projects. Although textbooks are still used in schools, and are still important learning tools (I too still rely on them), many teachers are enhancing their courses by including the use of technological devices in their classrooms. The smart board or digital touch screens, cameras, simulators or digital learning platforms, all enable students to engage in creative, hands-on activities to  learn specific criteria. Using technological devices in creative ways provides a variety of learning environments, which in turn assists educators in meeting the needs of their diverse learners, and students being engaged. 

Using technology in the classroom, assists in the development of learners’ transferable skills.  Transferable skills are those skills that can be applied in any situation (classroom or workplace), and include, but are not limited to, communication skills and problem solving skills.  By incorporating technology devices, or components, into a classroom to use as a learning tool, or for completion of specific assignments, students can work together to solve problems, discuss/communicate their choice of steps in the problem solving process or creating a specific piece of work, and outline what they learned. Both the teacher and the technology tool can foster discussion between students as they collect information, solve problems, work on their project and assess their outcomes.   

Conclusion

By incorporating technology into instructional practice, it enables educators to meet the diverse learning needs in their classrooms, keeps students engaged, enhances learners’ experiences, and facilitates their learning.  By adding, or introducing technology into the classroom, educators provide more accessibility and mobility options for students; technology enables creativity in both teaching methods and student learning and production; and using technology in the classroom further develops learners transferable skills that can be used throughout school and as they enter the workforce. 

I recognize that reading books, writing with pen to paper, and other forms of learning that do not incorporate technology are important and have their place, and that teaching budgets are set and we do not have unlimited funds to purchase the newest and best gadgets for an entire class.  However, in our changing society, I feel that by not incorporating some form(s) of technology into teaching practices would be a disservice to students. Although my knowledge of technology is limited, I am willing to learn new ways to incorporate technology into my teaching practice with the hopes of enhancing my learners’ experience.  As technology continues to change, I think one of the biggest areas that will assist in student learning, would be to continue to develop accessibility and mobility. Being able to access information is a human right, and being able to learn from anywhere is just as essential!

Deirdre Houghton

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Piecing Knowledge Together: The Completed Puzzle on EDCI-515 & EDCI-568 – FINAL BLOG REFLECTION

Photo by Ryoji Iwata on Unsplash

Introduction

When I consider a puzzle, each piece’s edge enables a connection.  Some pieces may not physically fit together, because of their proximity. However, the completed puzzle represents interconnections, as each piece assists in creating the complete picture.  As I reflect on EDCI 515 and 568, the areas I connected with, as a teacher-researcher, and which enabled me to complete a cognitive puzzle of knowledge, include:  1.) Educators use of social media as a form of communication with students; 2.) Decolonization practices; 3.) Student inquiry learning methods; and 4). Action research through the lens of the 4Rs, and how it can assist both the teacher-researcher in developing best practices, and learners as they explore inquiry learning.  

EDCI 515 & 568 Puzzle creation by D. Houghton

Educators Use of Social Media

Hearing of educators using social media, such as Twitter,  to communicate with students, for educational purposes, initially, shocked me. My naivete and concern around ethics, regarding this style of communication, simply led me to believe it was wrong. However, upon reading the article by DeGroot et. al., I realize that there is a place for educators to use social media as a tool to communicate with learners.  This article provides information outlining the perception of instructors’ credibility, for using Twitter as a means of communicating with college students. Arguments supported this style of communication, between instructor and students, and were seen as being beneficial for reasons, including: accessibility, information, improving instructor-student communication and relations, and student engagement. Initially, I was completely against this method of communication.  However, the article brought up some valid points, and consequently, has pushed me, as the teacher-researcher, to consider creating a blog, or web-page, for my courses next year.  Utilizing this method of communication with my students, will enable them to seek access to course specific material, dates, and other educational supports outside of the regular school times.  Although the form of online communication I will be using is not as open as Twitter, it will provide accessibility and support to all students.  

Decolonization Practices 

I connected with Shauneen Pete’s class discussion and her narrative inquiry Meschachakanis, A Coyote Narrative:  Decolonizing Higher Education, regarding the decolonizing of teaching methods and curriculum.  I agree with Pete’s statement that “decolonization begins with naming colonial structures, then moving to re-frame, remake and reform them.” (Pete, 2018, p. 173) As a teacher-researcher, who teaches Social Studies, I feel it would be unethical, if I were to discuss and teach from only colonial perspectives, regarding the development of Canada.  It is essential that students gain knowledge and understanding, of the colonization process, which led to the destruction, and dehumanization, of First Nations culture.  Furthermore, I agree with Pete, that as educators, we must start making changes to curriculum and practices ourselves.  It is no longer OK for educators to rely on First Nations individuals to do this teaching for us; it is our responsibility. It is time that educators take steps to, truthfully, illustrate the destruction, pain, distrust, and abuse of power, that colonial systems created, during the settlement process.  It is simply not enough to invite a First Nations elder to one’s class to discuss a cultural issue, or historical wrong, and then move on. More learning and the educating of ourselves’, as teacher-researchers, must occur so we can educate our learners. As previously discussed in an earlier blog of mine, that focused on this topic, there are many ways teacher-researchers can incorporate decolonization methodologies into their teaching.  Engaging students in inquiry projects that focus on Canada’s unethical treatment of our First Nations population, would enable learners to pick a specific topic that interests them, and dive deep to gain insight, knowledge, and understanding of why specific events occurred, and the horrific outcomes that resulted.  By employing the research methodology of Action Research (which will be discussed later in this reflection), to complete an inquiry project, students will have the opportunity to question, gather information, reflect and continue this investigative, learning process, as they work to complete their project. Making changes to curriculum that supports decolonization, are steps that lead toward reconciliation, which are part of the Social Studies 10 curriculum outcomes.

Inquiry Process for Meaningful Learning and Personal Growth 

Illustration by Trever MacKenzie

Teaching for Meaningful Learning, by Dr. Brigid Barron and Dr. Linda Darling- Hammond, the Most LikelyTo Succeed, film on High Tech High, and guest speakers, author Trever MacKenzie, and Jeff Hopkins from the Pacific School of Innovation and Inquiry, shared their knowledge of different types of inquiry methods and learning styles.  As a teacher-researcher, I support this method of learning, as it enables students to explore their interests, and deepen their knowledge and understanding while focusing on a particular topic.  The inquiry method of learning is an exciting process to watch unfold. As a teacher-researcher, you get to witness students’ discoveries, ownership, and pride in their learning.  Furthermore, the method of inquiry learning supports the fact that not all students learn the same. Inquiry learning enables learners to utilize their strengths and unique skills to complete a project. There is so much more to teaching than simply reading the textbook to students or showing a video. The proponents, of inquiry-based learning, identify that this style, or method, of learning provides students with the opportunity to engage in different activities that cultivate their knowledge. This facilitates in their understanding of a concept, an idea, and/or their ability to answer in-depth questions. Trever Mackenzie, highlights various levels of inquiry educators and students can follow depending on where students skill levels are in completing an inquiry project. 

The inquiry process enables learners to be creative, and facilitates investigation and collaboration amongst  peers. Learners, for example, may engage in mock debates, choose to create music, artwork, digitally created models, and or a carefully constructed showpiece to demonstrate their knowledge. The process of inquiry is a far superior learning method, compared to sitting at a desk and simply answering questions.  Lastly, this method of learning fosters the development of skills needed in life, including, but not limited to: problem solving, communication (reading, writing and speaking), commitment, time management, and organization.  

Action Research Methodology in the Classroom 

Getting To Grips With Perspectives And Models, as described by Mary McAteer, connected with me as a teacher-researcher in two ways; including the further development of my teaching practices, and as a guide my students could follow while completing an inquiry learning project. In terms of my teaching practices, I could employ this methodology (as the researcher) to document and examine my students’ progress (the researched),  while completing the Social Studies 10 course. Action research would enable me to reflect upon where, and how, I need to improve my lessons, thereby improving student learning (the research).  Myself, as the reader of the action research reflections, would be able to see where I need to make changes to lessons, then move through the action and reflection cycle again. In terms of students using action research as a guide to complete inquiry projects, they too could employ the cyclical steps of this methodology to carry out their process of inquiry learning.  In this case, the students would be the researchers, who would plan and develop their inquiry question, which would lead their inquiry research.  Students gathering of information, and building of knowledge, culminating in the answer to their inquiry question, would be the researched.  Readers would be the students as they  reflect back on their project, and then eventually me as a teacher-researcher, as part of my assessment.  Employing the action research methodology to complete an inquiry project, enables students to plan, act, make observations of their learning, reflect on their progression, and continue the cycle process until the project is complete. (Illustration of Action Research Cycle, as shown below).

Conclusion 

Although EDCI 515 and 568 were focused on different areas, in terms of course layout, they both had themes that were interconnecting, and fostered further development in understanding that I can utilize as an educator in my classes this coming school year.  The four areas, as reflected on above, were the main concepts that resonated with me as a teacher-researcher. These areas, although they may have been taught separately, are interconnected as they share aspects, insight and knowledge. The four areas I connected with are significant to me, because they have broadened my mind, and provided me with knowledge and skills I can bring back to my classroom, to create a learning design, with the ultimate goal being to enhance my students’ learning experience and improving my teaching practices.  My new learning design will include: online communication to my students, that is accessible to all, and provide course specific information; increased learning regarding decolonizing; the employment of inquiry learning and action research steps to facilitate and support learning. Connecting the puzzle pieces from EDCI 515 and 568, have provided me with a completed picture, as to what I want to develop, professionally, to assist my students in educational growth.

 

 

 

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Cross-Curricular Inquiry in Theory and Practice: Fort St. James Secondary School

Photo by Shane Rounce on Unsplash

Introduction

Teacher/student motivation and engagement is at the forefront of what we are trying to ameliorate at Fort St. James Secondary School. The new curriculum, as of 2016,  gives us the freedom to fully explore cross-curricular and inquiry methodologies in our school. Beyond that, our close-knit educational environment of 280 students and 20 teaching staff, allows us, as teachers, to work together to utilize a cross-curricular framework, to guide our students in breaking free from the traditional classroom model, and engage them in the learning of their own choosing. Throughout this Master’s Degree we plan to focus on three predominant areas of study:  Social Studies, Digital Media, and Carpentry. As a general query to guide us in this process, we are asking the question, what are the benefits, for both teachers and students, of employing Cross-Curricular Inquiry on student motivation and engagement, at Fort St. James Secondary School? Furthermore, we are hoping to hone our skills as practitioners of collaborative inquiry, to enhance the emerging atmosphere of the facilitation of effective, and differentiated student learning.

Paper Overview: A method for teacher inquiry in cross-curricular projects: Lessons from a case study by Katerina Avramides, Jade Hunter, Martin Oliver, and Rosemary Luckin

Prior to adopting an inquiry model for our students to adhere to, it is prudent that we, as educators, believe in the efficacy of the inquiry model, as a process. Indeed, “teacher inquiry offers a powerful, participatory, and evidence-based approach to innovation in schools” (Avramides, Hunter, Oliver, & Luckin, 2014, p. 259).  A method for teacher inquiry in cross-curricular projects:  Lessons from a case study, examines the benefits of a cross-curricular STEM project in a highschool.  Avramides K. et. al., discuss their results including: teachers’ use, and comfortability of using digital, tools to record and report on student data, how to include teacher involvement in cross curricular applications or projects, and support from top management levels in regards to implementing cross-curricular learning within a school.  

Avramides K. et. al., report  that inquiry must not be forced on teachers, but rather led by teachers. In order for cross-curricular inquiry learning to be a success, teachers need to be willing to “provide an environment that supports long-term change…[and be] initiators of change.” (Avramides, K. et. al., 2014, p. 249)  This article resonated with us, as it illustrated how there can be challenges in implementing cross-curricular design, especially when teachers are not willing to collaborate in small teams, to assess and discuss issues that come up, while engaged in this style of learning. Often, they are not comfortable with specific digital tools that are used to log student performance.  Specific outcomes from the case study, include: 1.) The necessity of collaborating, amongst the project lead and involved teachers, must be constant and take into consideration one’s knowledge of the digital platforms being implemented to record data. 2.) The type of research method(s) implemented may not be preferred by all. Some may prefer qualitative or quantitative methods, which may influence how data is collected and reported on. 3.) Interviews (qualitative research)  with individual teachers on their experience of the inquiry process revealed, more than surveys did, because the teachers had the opportunity to discuss their specific challenges. 4.) Instructors’ use of digital tools to communicate their inquiry into student learning, varied on comfort level. 5.) There is a balance between teacher autonomy and controlling what or how the teacher-researcher conducts their inquiry. (Avramides K. et. al., 2014)

The above diagram represents steps educators can follow to implement their inquiry of student learning.  It is also a similar model that students can employ to complete their own inquiry research. Furthermore, this model follows the similar cycle of questioning, reflecting, and producing, that the Action Research methodology employs. 

Avramides K. et. al., reminds educators and administrators, that using inquiry in a cross-curricular fashion is a learning process for all involved;  it involves collaboration, and revisitation, of the processes to facilitate students’ success.  Furthermore, educators will require, “training and support to develop learning designs,” (Avramides K. et. al., 2014) that will enable educators to easily collect data, and support students, in their learning processes. Lastly, the challenges endured by staff, that were presented in this article, would be similar for students if they were to complete an inquiry on a particular project, or within disciplines. It takes time to gather information, record data, reflect, and process. Students, like the educators in the article, will need communication, feedback, and support.

Social Studies

Following the new curriculum for Social Studies, as set by the BC Ministry of Education, the goal for the Social Studies curriculum is to, “give students the knowledge, skills, and competencies to be active, informed citizens who are able to think critically, understand and explain the perspectives of others, make judgments, and communicate ideas effectively.”  Four BIG IDEAS, or concepts, that learners focus on in Social Studies 10, include: “Global and regional conflicts shape our world and identities; Economic, social, geographic and ideological factors influence the development of political institutions; World views lead to different perspectives and ideas in the development of Canadian society; Historical and contemporary injustices challenge Canada’s identity as an inclusive and multicultural society.”

Students will be working on inquiry projects that involve two components. The first portion includes the learners’ use of  their digital skills to highlight their question, document their learning experience, track progress, and explain the answer to their inquiry question.  The second portion of the project involves, the creation of a culminating showpiece, or artifact, that learners’ believe represents an important segment of their research. 

For their inquiry project, students can work either independently, or with a partner, and they will have the opportunity to choose a topic, that resonates with them, from within one of the four big ideas.  Students will use a format of, “I need to know about…..” or, “I wonder about….” in order to assist them in developing their question, thus leading into their inquiry project. For example, a student may use the aforementioned format to assist them in developing their inquiry question: “I wonder how new technology impacted Canada’s role in WW2?” 

 During the inquiry process itself, students can choose a digital platform, including Prezi, blog, or powerpoint, with which to record their inquiry process.  Here, students can document their specific inquiry steps, including: question development, list of resources, reflection and/or collaboration if working with a partner, on what they understand through the completion of their reading, what they found interesting, connections to the inquiry question, and their conclusion.  This digital documentation illustrates the learners’ journey, much like a timeline or story-map, and it can serve as a reference which can be referred to throughout the inquiry process. This portion of the inquiry project can be developed in the computer lab, or the library. 

The second portion of the inquiry process is the construction of the showpiece.  Students will have the opportunity to design a 2-D or 3-D model, or a web-page, that represents a segment of their inquiry that they found particularly interesting to their learning. The item created can involve using the computer labs for web page design, video, 3-D printing, or constructing in the carpentry class (for example building a wooden diorama, or using the Computer Numerically Controlled Router – CNC machine).  If using the 3-D printer or CNC machine, students can work in the computer lab to create and download their designs in order to print. Students using the CNC machine will have to ensure that the wood they are using is prepped, and ready, prior to commencing the engraving process. Similarly, if students are working to build a model in the carpentry shop, students again, will need to ensure that their wood is accessible and prepped as necessary.

Upon completion of this inquiry project, students will have the opportunity to present their work to the class. Students will use their digital diary to illustrate their learning process, and the outcome to their inquiry question.  Students will also have the chance to showcase their 3-D model, 2-D model, or other media representation, and explain why it was important for them to construct their particular model, and its connection to their inquiry.

The purpose of the project, is to engage students, in developing questioning skills, research, and data collection skills, in an area that is interesting to them. At the same time, this relates it back to one of the four main ideas of the course.  Furthermore, engaging students to digitally chart their learning process, enables them to visually see, and understand, their progress ( or meta-cognition) down the pathway of inquiry or personal discovery. The creation of the showpiece incorporates skills learned from Digital Media Arts, and or Woods/Carpentry courses, to further provide students with the opportunity to promote their creative skills, knowledge, and  kinesthetic learning. 

Limiting factors of completing an inquiry project in this fashion include: time and having staff that support, and believe in, the cross-curricular model.  First, in terms of time, creating a detailed timeline with students, prior to beginning the process, enables them to have some say in what they feel is an acceptable amount of time, and also puts the responsibility on them, to adhere to the agreed upon plan.  That being said, the project should not be allowed to drag on, and students should be prepared to have regular check-ins with the teacher. Second, it is essential to have staff that you can work with to create cross-curricular projects, support each other, and learners, in this developing process. 

Digital Media

As an Applied Skills Department, we are working towards a more inquiry based platform of learning. We are looking into student-centered approaches of meeting the new curriculum. The big ideas are replacing the prescribed limiting  learning outcomes. This is essential to making inquiry possible, as the students are more free in displaying, how they learn,  what they learn, and route in which to learn it. In my classroom, the idea of stand and deliver does not go past grade 8, and even with the 8’s, I will teach a concept, and then their project is based on open criteria. My goal is to teach to passion, and not create automatons. The ideas of problem solving, working as a group, and grit, are all key to my room. This is a rapidly changing world, and I want to help prepare the students, so they can meet future changes with adaptability.

Digital Media is an emerging field that changes on a daily basis. The idea of media and technology is so vast, that to truly meet the students desires, and passions, one must be willing to have a diverse classroom. Furthermore, the needs of technology goes far beyond my classroom. At any one time, I can have as many as 15 different software programs being used, as chosen by the students. This is designed to engage all learners, in their passions. What is great about this, beyond the engagement in the room, is the applications that can be seen, and used, in other courses. 

Technology, and cross-curricular applications, are growing substantially at Fort St. James Secondary School. At any time, the computer lab is filled with students from other disciplines, creating show-cases of their learning, using the technology provided in the lab. Though this creates a busy and dynamic place, as those students are adding to the learners that are already there for class, the diversification of the software use is what is truly amazing. Students from English class will be making videos, and editing them, about their inquiry projects. Students from French, will be in the lab, creating visual representations of French art, and culture. Social studies students, will be in there for research and inquiry based projects, or creating political cartoons etc. That is to say, the lab is always bustling, and the teacher is very busy, but that is the point. The more our school can utilize its labs, to engage learners, the more the actual learning is on the learner. Teachers as facilitators, is a growing idea in our school, and one that we are keen to promote. 

The shop and the computer lab, share a lot of work, as we use the Computer Numerically Controlled (CNC) router to make: table tops, signs, and plaques for the students, school, and community. The board preparation and finishing, is done in the shop and art room, but the design happens in the computer lab. This is a great example of different disciplines working together to make this happen. The students flow between the rooms to get the work done. The thing that this method requires, is a willing group of teachers, who are flexible. 

The shop, computers, textiles, and art teachers at our school, are always willing to have an extra body in their class, to help move a project forward. This agreement is fluid, in that there is no defined time that we are doing a project “together”. The idea is that all the shops and labs, are open to the students during class time, to go and work on interdisciplinary projects. The de-segmentation of our classes, and the movement of our students, makes the school, the classroom.

Carpentry

Learning carpentry basics, not only teaches students how to create objects, but provides them with a set of practical skills, they will be able to use throughout their lives. At its core, students engage in a process that allows them to: familiarize themselves with the many tools they will likely use during adulthood, conduct minor repairs on their home or property, help them build spatial cognition, and provide them with an engaging avenue to pursue inquiry based projects. Furthermore, this maker space, lends itself as an open, accessible, and hands-on learning environment which is conducive to getting students moving, interacting, and creating. 

The key tenets of Carpentry have been updated in 2016, and are laid out on the Government of British Columbia’s New Curriculum website. The main categories of learning now include: understanding context, defining, ideating, prototyping, testing, making, and sharing (“Woodwork 11,” n.d.). These categories set a reasonable, and practical, framework for students to engage in the inquiry process. Regardless of what project the students are pursuing, it is possible to meet each one of these criteria set for by the Government of British Columbia. If we look at a true cross-curricular model, it can be argued that a student is also able to achieve competency in this curriculum, while working on an inquiry project, for another course.

Take, for example, a student that is participating in Deirdre’s Social Studies class. This student becomes fascinated with, the Iliad and the Odyssey. After examining these works, the student wants to focus on the fall of Troy, specifically the use of the Trojan Horse. As part of their final sharing, they decide to build a working replica. After designing the blueprints for a replica of the Trojan Horse, in Andrew’s Digital Media class, they then have the option to use the three dimensional printer, or come to the carpentry shop to represent their learning. Ultimately, at this stage, the student will have already completed the context, defining, and ideating processes, as outlined by the Government of British Columbia. If they complete this project here, they will also effectively prototype, test, and make their project. Finally, by completing their sharing, in a show-case of their inquiry, they have met both the Social Studies and Carpentry curriculum, and should be credited as such. 

This example, demonstrates the potential flow of students during a semester at Fort St. James Secondary School, with each student, or small groups of students, pursuing their areas of passion. Despite this success, there are a number of difficulties related to Inquiry learning that need to be addressed. The most dominant of these issues, is the limited shop space available, and the limited specialty staff, to manage students pursuing an inquiry with a carpentry component. With only a single carpentry teacher, the shop space is limited to twenty four students. We have made this limitation work, thus far, by relocating students not directly working on the building aspects of their project, to another space. For example, the planning, designing, and blueprinting components can be done in the computer lab. Although this has worked well here, it may lend questions to scalability in another site.

Training students to use the potentially hazardous equipment, is also a difficulty in the inquiry process. As the inquiry model lends itself to the free flow of students, and allows for a broad time-frame in which students may arrive in the shop, it is challenging to ensure each student is receiving adequate machine training. Training itself, takes a number of direct hours of support from the instructor. It involves a paperwork component from the Ministry of Education and WorksafeBC, a demonstration component, as well as a practical component – which is repeated until proficiency is achieved. This is most efficiently done in groups, as it takes a considerable amount of the instructor’s time to complete. It is best to gather as many students early on to complete this component, but all too often students are missed, or express interest in carpentry at a later time. Ultimately, we support all of the students through this process, in our small school, but this again, speaks to the potential challenge of scale, using the inquiry process. 

Conclusion

It is clear that an inquiry-based methodology is both a valid, and efficacious, form of learning, that encourages our students to not only seek meaning with what they are learning, but become engaged in a fulfilling conversation with it. As was clear in the article, “A method for teacher inquiry in cross-curricular projects:  Lessons from a case study”  (Avramides K. et. al., 2014) there are some issues when trying to present an inquiry-based system; the most important being both teacher buy-in, and teacher autonomy. The research shows that a top-down approach, though possible, is not the most effective, as it overrides the idea of autonomy. True inquiry, should be organic, and a place of comfort for the teachers. Furthermore, there needs to be a strong, and willing, small group of teachers that are going to work together to implement the best strategy. The article states that, “there is a fine balance to be struck between controlling what teachers do and maintaining cohesion” (Avramides K. et. al., 2014, Pg. 258). 

Here at Fort St. James Secondary School, we have that small, willing group of teachers, trying to push the boundaries of student learning. What we are trying to create, is a culture of inquiry, that is both organic and fluid. The idea of learning, and representation of that learning, happens in only one class, is being challenged and re-structured. Our school, has many champions to the inquiry approach, and the administration is very supportive, in challenging the status quo.

References

Avramides, K., Hunter, J., Oliver, M., & Luckin, R. (2014). A method for teacher inquiry in cross-curricular projects: Lessons from a case study. British Journal of Educational Technology, 46(2), 249-264. doi:10.1111/bjet.12233

McAteer, M. (2014). Getting to Grips with Perspectives and Models. Action Research in Education, 21-42. doi:10.4135/9781473913967

Social Studies. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

Woodwork 11. (n.d.). Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork 

Resource List

https://curriculum.gov.bc.ca/

https://fsjss.sd91.bc.ca/Pages/default.aspx

https://onlinelibrary-wiley-com.ezproxy.library.uvic.ca/doi/epdf/10.1111/bjet.12233

http://sk.sagepub.com.ezproxy.library.uvic.ca/books/action-research-in-education/n3.xml

https://curriculum.gov.bc.ca/curriculum/adst/11/woodwork 

hhttps://curriculum.gov.bc.ca/curriculum/social-studies/10/

ttps://curriculum.gov.bc.ca/curriculum/social-studies/core/introduction

https://www.bced.gov.bc.ca/irp/resdocs/headsup.pdf

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Twitter and Scholarship – for EDCI 568 Assignment 1 Week 3

Photo by Sara Kurfeß on Unsplash

 

Communicating on social media sites is relatively new to me.  My lack of skills and fear of the unknown pushed me to avoid Facebook, Twitter, blogs and other social media sites altogether.  Email and texting were within my comfort level; that is until I started this course. Having the opportunity to build a blog and set up a Twitter account were huge steps for me; and I will admit I am enjoying the process of learning how to use them, albeit this is daunting at times.  I also recognize the opportunities that these digital forms of communication can provide for me, professionally, to enhance my teaching practices. As I stumble along navigating through the world of social media, I have learned both the positive and negative sides of using Twitter, in a professional situation. 

Reading Twitter Use and its Effects on Student Perception of Instructor Credibility, opened my mind about the opportunities social media platforms can create in terms of instructor-student communication.  Although my initial gut reaction when I read the title was, “Is that even appropriate?” the article pointed out several advantages of instructors’ usage of social media platforms.  For example, it has enabled students to see a more common, or human side of their instructor. Many students interpreted this online communication as a sign that their instructor was not only passionate about his/her teaching area, but cared about students’ success since he/she took the time to pass on extra course related material or updates.  Consequently, students’ feeling of care, resulted in more engagement in their course. The use of Twitter to communicate with students definitely peaked my interest. Further readings illustrated how instructors use Twitter, amongst themselves, for scholarship purposes; an activity I assumed (out of my own naïveté), was done more so in boardrooms or via email because of its enormity and confidentiality.  Although Twitter as a form of communication between academic scholars provides easy access and fast response times, these transactions are not without issues.

Instructors’ use of Twitter enables them to easily develop networks, connect with other scholars, share ideas, create projects and learn from each other.  Unfortunately, however, Twitter has become an open stage, where growing discontent is acted out from behind the safety of one’s screen. 

Bonnie Stewart’s, In Public:  The Shifting Consequences of Twitter Scholarship, discusses the open and public conversations that some professionals have online; and how this once relatively quiet and safe space for academics to converse, is increasingly public, where online feuding is more common as anyone can join.  Stewart’s article left me feeling disappointed that educated professionals (who in my opinion should now better), would behave in such a manner, as to call out those they disagreed with online. The fact that individuals get riled up so fast, implicate each other, and their disciplines, to me seems unethical.  I question, would they behave this way face to face? Is the screen a mere safety net? Would they not be worried about their comments personally or professionally? Furthermore, the fact that the online fiasco, Stewart examined, quickly developed into a mob mentality style of arguing, while creating polarized groups of thought, where no one could stand in the middle, was disheartening.  Adults should know better. Academics using Twitter as a platform from which to launch their rants, and which can quickly escalate, are detrimental not only to those involved, but also to the development of the scholarship itself. What could bring value to individuals, groups or society as a whole, could be damaged by negative online tweeting. Unfortunately, this public, online, behaviour is accepted by some; and it ultimately affects the stage on which academic debate may continue to occur and be of benefit.   

As educators, we are constantly expected to be mindful of our behaviour, not only in the public, but also online. Our union makes it very clear, that as teachers, there is a code of ethics and we are to follow it.  Furthermore, there is a protocol to follow if we disagree with one another; and going online and calling each other out, is not part of the protocol process. Teachers are held accountable for their actions, whether done privately or publicly, as we are looked upon as mentors or models to young learners.  Educators at both the elementary and secondary levels, provide countless reminders to students to make sure their online behaviour is appropriate. At the high school level, students are made aware that inappropriate online behaviour could implicate their post-secondary applications, scholarship applications, and future job opportunities.  

Although I am excited about my new and developing online skills, I do take Stewart’s article seriously.  After all, it is one of the reasons I stayed away from online platforms. The acts of arguing, degrading, and calling people out in public are not OK.  Digital appropriateness, is important; and it doesn’t matter if you are a high school student or a tenured university professor.

 

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Decolonization of Curriculum Methods – EDCI 515 Blog Assignment 1 Week 3

 Photo by Vanessa Bucceri on Unsplash

Decolonization can be described as the process of “restoring Indigenous world views…culture and traditional ways… [and] replacing Western interpretations of history with Indigenous perspectives of history.”(“Indigenous Corporate Training Inc,” n.d.) As an educator, I believe it is necessary to start integrating decolonization practices into curriculum, thus educating students on the violence, dehumanization, cultural degradation, and loss of land that exist with colonialism in the development of Canada as we now it.  Two articles that resonated with me, regarding the implementation of decolonization processes into teaching practices are Meschachakanis, A Coyote Narrative: Decolonizing Higher Education, by Shauneen Pete, and How to Decolonize a Classroom, by Celeste C. Hayes.  Both authors call upon educators to start recognizing the importance of implementing changes that lead to the decolonization of curriculum and course activities.  The “decolonizing [of] curriculum and course design has the potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018) Taking such actions are footsteps that lead down the path towards reconciliation.

Shauneen Pete’s research uses the methodology of story inquiry to outline “ways of undertaking decolonizing practices in higher education.” (Pete, 2018)  I found her use of the narrative structure, enhanced the significance of the content, as storytelling itself is a tradition, paramount, to First Nations culture. Through the lens of the 4R’s, Pete is the researcher and the researched, as she explains her experiences working within, “colonial institutions of higher education.” (Pete, 2018)  The readers are individuals (such as me), reading the article, and who become engaged in the story as it evolves. Pete’s article explains hurdles and frustrations she endures while working and teaching, within the construct of white, privileged, dominant structures. She also describes her expected assistance with: providing extra information on Indigenous studies; teaching about decolonization; and setting up connections between faculty and community elders. Pete informs the reader she is tired of these responsibilities being solely hers on a regular basis; she advocates that colleagues and other educators take on the responsibility of educating themselves. (Pete, 2018)  Educators are encouraged to “engage in thorough examinations of colonialism and decolonization in their teaching practice” (Pete, 2018) and “expose the violence of colonialism,” (Pete, 2018)  Lastly, Pete puts forth her belief that supports a change in decolonizing curriculum, as it could have “potential to shift how all learners understand the notion of land, nationhood, rights and treaties.” (Pete, 2018)

Celeste C. Hayes’ article further supports the necessity of examining and implementing decolonization in teaching practices and curriculum.  I was intrigued to learn about steps one can take to assist in decolonizing their classrooms.  Hayes’ research follows a reflective path with her own experiences in dealing with oppressive colonial structures; she incorporates qualitative research that enables her to develop a “model and theory to decolonize or unlearn the prevalence of white…culture in…educational spaces.” (Hayes, 2016) Regarding the 4R’s, Hayes is the researcher as she raises the issue of, if one never experiences racism or oppression themselves it is easy to look past and do nothing. This disregard for the minority will continue to “reinforce a monolithic standard established by colonization.” (Hayes, 2016)  Hayes’ research identifies the necessities to provide changes in curriculum, teaching practices and classroom architecture, to enable opportunities for deeper learning and understanding regarding individuals (the researched) who have been, traditionally, oppressed by the colonial system.  This article makes it clear to readers, including myself, that educators have a role to play in explaining and examining the European colonization methods that were imposed on other cultures, and their detrimental impacts.  Like Pete’s article, Hayes recognizes that it will take time to unlearn the “prevalence of white… [colonial inspired]… culture that is in our educational spaces.” (Hayes, 2016)

As a teacher and life long learner, I believe it is essential to implement decolonization practices into education, in both teaching methods and curriculum.  Teaching students only about the colonization of our country, from the “settler” (Pete, 2018) perspective is ethnocentric.  Learners must develop the knowledge and understanding from more than the colonial power’s perspective.  If I were to teach my Social Studies courses, without recognizing the devastating effects of colonialism on Canada’s First Nations’ experiences, it would be a blatant disregard toward First Nations’ culture.  I feel it is essential students develop an understanding, from First Nations’ perspectives, on the dehumanizing effects of the colonial system, including, but not limited to:  the Indian Act, White Paper, Residential Schools, 60’s Scoop, voting rights, forced farming and the banning of the Potlatch.  I feel it morally wrong to ignore the detrimental effects that colonial institutions placed on Canada’s First Nations.  I support Pete’s and Hayes’ views that advocate for the decolonization of curriculum.  Education is a powerful tool that can bring awareness to students; and it can facilitate in one’s learning and understanding around the importance of decolonization.

I am fortunate to work in a school, district, and community that works on building relationships of cultures coming together.  There are many people willing to assist or mentor in making changes regarding the decolonization process in the classroom.  Activities that I have learned about from both colleagues and outside resources, include: journaling and/or reflective writing; bringing in guest speakers/elders; round table questions and discussions; inquiry research and reporting on historical wrongs; reading novels by First Nations authors; and researching examples of colonization involving other Indigenous world cultures.  Learning ways to re-teach or unlearn colonization and incorporate decolonization activities into teaching practices does take time.  However, it is essential.  I have found students’ questions regarding “why” particular events occurred or were allowed to happen against First Nations, not only thought provoking, but a growing experience for all of us in the class.  Part of the process involving decolonization involves “…hearing the painful stories of the colonized and the exploited, respectfully and with an open heart.” (Villanueva, n.d.)  I advocate that acknowledgement of teaching about Canada’s colonial injustices, towards First Nations, must take place to support the process of reconciliation.

 

 

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A Quote For The Day – Message to Myself!

I came upon the quote (below) the other day, and it made me stop and think about this Masters Program. It helped me to recognize that although I may not have a large or even medium sized toolbox full of technology knowledge and skills, that is OK.  This program is going to be a huge learning curve for me and it will take time. Again, that is OK.  It’s all about practice, learning along the way, making mistakes, more practice and more learning. Being a learner is ongoing.

“Growth is a perpetual process that continues throughout our lives.  And challenging ourselves is the foundation upon which growth is enhanced.”  

By: R. J. Intindola

http://Intindola, R. J. (n.d.). Goodreads. Retrieved from http://goodreads.com

https://dhought.opened.ca/wp-content/uploads/sites/762/2019/07/Do-More-Connection.jpg

 

 

 

 

 

 

 

 

 

 

 

 

 

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Social Media Communication – An Combination Blog for EDCI 515 & EDCI 568 ASSIGNMENT 1 Week 2

Social Media Communication Between Instructors and Students 

   Combination Blog For Assignment 1 Week 2:   Dr. J. Thom (EDCI 515) and Dr. V. Irvine (EDCI 568) -To Be Marked

By:  Deirdre Houghton

https://unsplash.com/photos/CNbRsQj8mHQ

Communication is the exchange of information, beliefs, understanding and thoughts between one or more individuals; and it can be delivered in a variety of ways.  Our rapid, ever-changing and technologically dependent society has played a significant role in dictating how we communicate with one another, and in determining appropriate or acceptable methods of communication.  Today, social media platforms, have made communication between individuals both convenient and fast.  We can communicate with individuals from virtually anywhere and at any time, by simply clicking a few buttons.  In the realm of education, technology has a huge impact.  For example, it is a common practice of many post-secondary school instructors and students to communicate instantly, via texting, tweeting, and using other social media platforms.  The concept of educators using social media as a tool to communicate with students initially brought forth feelings of shock and concern for me.  Shock because of ethics we are bound to as teachers, and the need to have clear student teacher boundaries for myself both personally and professionally. I therefore, did not want anything I typed to be misconstrued. Concern because it is not a means of communication I am able to do well at this point given my skill set.  Personally, I enjoy communicating with people face to face or via phone as I feel there is more emotion that can be picked up in the conversation as opposed to a text or tweet.  In spite of my nervousness around the issue of social media commonly being employed as a method of communication between instructors and students, it did intrigue me.  I was not sure how it would be accepted.  The following two articles opened my eyes as they outline the positive effects of instructors using social media platforms to communicate with their students.

Twitter Use and its Effects on Student Perception of Instructor Credibility, by Jocelyn M. De Groot, Valerie J. Young and Sarah H. Van Slette, outline results from their mixed method research suggesting that, “In the era when technology has become interwoven with teaching, social media has emerged as a communication medium for teaching and learning. (De Groot et. al., 2015, p. 419) This article discusses their research of college students’ perception of instructors’ credibility for using Twitter as a means of communicating with students.  Researchers found many arguments supporting this means of communication, including:  developing a view of the instructor being more personal; breaking down the hierarchical walls, enabling students to develop more trust in the instructor; interacting online indicated that the instructors cared about their study and getting pertinent information to students; keeping lines of communication open; providing accessibility and connection; feeling more engaged in their course; and learning how do develop professional networking skills.  The use of Twitter as a means of communication, between instructors and students was, for the most part, widely supported by post secondary students.  This article made me understand how the immediacy of social media could be used in a positive way, to pass on pertinent information or feedback to students.

As a history teacher-researcher, the second article that I chose for interest really caught my attention because of the circumstances that influenced the research to occur in the first place: communication during political strife.  A Virtual Safe Zone:  Teachers Supporting Teenage Student Resilience Through Social Media in Times of War, by Hananel Rosenberg, Yaakov Ophir and Christa S.C. Asterhan, like the article by De Groot, V. et. al., focused on teachers’ usage of social media to communicate with students.  Researchers employed qualitative methods to identify, “how teacher – student communication through social network technologies…supported student resilience during the…2014 Israel – Gaza War,” (Rosenberg H. et. al., 2018, p. 35); and as the first article, this style of communication was well received.  Research results indicated that teachers were using social media platforms to provide emotional support to students during the war.  Researchers found that students’ ability to connect with their teachers, during this armed conflict, made them feel that their teachers truly cared about them and their emotional well being.  One student stated, “it [broke down the] usual barriers of student – teacher relationships that often times revolves around studying and grades.”  (Rosenberg H. et. al., 2018, p. 37)  A second statement read, “When the storm of fear broke, the teacher was quick to respond to each one of us…I felt that she cared about me on a personal level – not just as a teacher.” (Rosenberg H. et. al., 2018, p. 35)  The social media contact between teachers and students, enabled students to feel their teacher had an “authentic concern,” (Rosenberg H. 2018, p.37) about their well being.  Furthermore, the use of social media to communicate provided students with reassurance, security, encouragement, constructiveness and distraction from the terror going on around them, (an approach I did not consider until reading this article).  Many students’ responses in this article supported their teachers’ usage of social media as a method of communication.  For example, students stated that “the teachers were very interested in us.  That was so encouraging that they cared, that something exists beyond the school hours and exams.” (Rosenberg H. et. al., 2018, p. 39)  Clearly, students’ statements support the theory that social media communication breaks down barriers between instructors and their students; thereby making instructors more approachable and trustworthy.

Although both articles had the majority of students indicating they supported their instructors’ use of social media as a tool to of communicate, there were some opposed to this method.  Interestingly, individuals (from both articles) had similar arguments against this method of communication, yet were worlds apart and in very different societal situations.  Individuals’ arguments, included:  the instructors’ use of social media as a form of communication with students crosses boundaries of professionalism; teachers should not be on social networks that teens/young adults use to communicate with one another; instructors should have a private social media account and keep it separate from students; and school is learning time, and it should not cross into private time.  Regardless of the arguments, (either supporting or against) instructors’ use of social media as a way to communicate with students, is a style that is both increasingly more common and accepted by society.

When examining these articles, I, as the reader, concentrated, through the lenses of the 4Rs, primarily on the research method and researched.   The method involved in the first article was mixed methods; and the second article employed qualitative, primarily for safety reasons and limitations because of the political situation in Israel at the time.  Both studies incorporated positive and negative information from the researched (those who communicated with their instructors).   I enjoyed the human connection that the qualitative research brought in these two articles.

Before reading either articles, I formed a biased opinion just by reading the titles.  Initially, I felt this method of communication was unprofessional – full stop.  However, reading both articles, was thought provoking; they enabled me to realize that there are benefits for students when instructors (that are comfortable using this form of communication and follow ethical guidelines) communicate using social media.  The examples provided in the readings demonstrated to me that this manner of communication can provide accessibility, student support, pertinent information, and break down social barriers, thereby developing a teacher/student relationship that can foster trust and respect.

Personally, as an educator, I am not comfortable (yet) using social media sites like Twitter and Facebook to communicate with students.  At present, they are not sites I am very familiar in using; and my skill set is limited, (anyone who knows me, knows texting can be an issue for me at times!)  Anxiousness around the ethics, from a union and district policy standpoint, also play into my thoughts.  This is a concept that is constantly reviewed throughout the year to teachers, and I would not want to be in a position where I may be misunderstood, and/or my communication skewed.  Lastly, I am not sure I am ready to make myself accessible to students (and their parents) at all hours as they may seek and/or expect immediate communication or feedback.  I have had parents call my home phone early in the morning to discuss a school related issue, and it really should have waited until I was at work.  Therefore, separating privacy and work is an area I am struggling with.  An area I would like to work on developing as a means of communication, however, includes my blogging skills.  I feel this is a good place for me to develop my technology skills. This type of online communication is limited for students, but it is a start.  Creating a course reference site would provide my students with specific information, important dates, large project assignment criteria reminders, writing tools and other information pertinent to the course which further supports their learning.

I recognize the realm of technology in education is vast, constantly changing, and provides both a wealth of information and opportunities for me as a learner, which I can apply to my teaching practice.  I also acknowledge that at this point my skill set is limited; therefore, I will be building on what I have learned, and move forward with what I feel personally and professionally comfortable with.  However, the articles have encouraged me to expand my vision on different ways to use technology to communicate with my students.  Reflecting back on the positive remarks by students, indicated in the articles, gives me the confidence to push myself out of my comfort zone, and incorporate more communication technology into my practices.  Taking these steps will assist in the further development my skills and enhance my teaching practices.

 

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Research Methodologies: An Examination of Mixed Method Research Practices and Quantitative Research Practices – Assignment/Presentation EDCI 515

Research Methodology Examination:  Exploring Mixed Methods vs. Quantitative Research Methods

By:  Deirdre Houghton

Astronaut, Neil Armstrong stated, “Research is creating new knowledge,” (“Neil Armstrong Quotes,” n.d.), and indeed, it does!  However, what is important about research is not only the knowledge gained from the results, but also the methodology that researchers use to gather their information.  Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework, by Alicia O’Cathain and Consequences of Childhood Reading Difficulties and Behaviour problems for Educational Achievement and Employment in Early Adulthood, by Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou and Craig A. Olsson, are both interesting and detailed articles discussing different research methodologies. In following the 4-R’s (Research, Researcher, Researched and Reader), it will be demonstrated how each article illustrates very different research methodologies, thus illustrating a dichotomy that is present among researchers and their chosen methods.

Alicia O’Cathain, is a professor at the University of Sheffield (UK).  Currently, she works in Health Services Research, where she teaches courses focussing on mixed method research.  Furthermore, she has completed numerous studies on patient healthcare and chronic illnesses; written numerous scholarly articles on both research processes and health related interventions. Her article focussed on the methodology of mixed method research, (which employs both quantitative and qualitative methodologies), and the significance of assessment for this style of research.  O’Cathain (2015) reported three routes researchers could choose from to complete mixed methods research, including “the generic research approach, the individual components approach, and the mixed methods approach.” (O’Cathain, 2015, p. 535) First, the generic research approach involved the researcher using a broad research lens while using more general criteria for their study.  However, this approach may not provide enough detail in the results. Second, the individual components approach involved the researcher completing criteria specific to each of the quantitative and qualitative methods to gain valid information on their study.  An issue identified with this approach is that, “concerns[regarding]…the quality of one or both components may suffer as a direct consequence of being part of mixed methods study,” (O’Cathain, 2015, p. 535) and it proposes several criteria sets to be followed, thus lengthy for the researcher.  Finally, the mixed method approach involved using a determined set of benchmarks that enabled the researcher to combine qualitative and quantitative research methods to address or question the subject with a unit of criteria. Possible problems associated with this method included the researcher not having a sound understanding of the style of research (ambiguities in the process itself) or the criteria, and personal biases could weigh in.  (O’Cathain, 2015, p. 536)

O’Cathain’s (2015) article provided an example where the mixed method research approach was used to evaluate the effectiveness of pamphlets made accessible to women notifying them of their “choice around…decisions [they] face in maternity care.” (O’Cathain, 2015, p. 543)  The research conducted involved both Random Controlled Trials and Ethnographic research. The outcome of the research, informed the researcher that the pamphlets were “not effective in promoting informed choice…[concluding it]…was that a culture of informed compliance [that] operated, rather than one of informed choice…[thus] the culture was not conducive to leaflets promoting informed choice.”  (O’Cathain, 2015, p. 543)  In relation to the 4’Rs, this example illustrated that the individuals running the testing were the researcher(s); the outcome of the study of the pamphlet’s effectiveness was the researched; the research demonstrated how the study was conducted by employing the mixed method approach (both qualitative and quantitative criteria and clear assessment applied); and the reader(s) were the colleagues involved in the research study itself, and possibly other health administrators interested in the study.

O’Cathain (2015) suggested, that to produce high quality mixed methods research, a sound outline is essential to provides the researcher with “guidance…common language and… direction for further development.” (O’Cathain, 2015, p. 532)  Furthermore, she recommended the framework or table developed by V. Caracelli and L. Riggins (O’Cathain, 2015, p. 537) that incorporated the methodologies of A. Tashakkori and C. Teddlie (O’Cathain, 2015, p. 537) to assist researchers in their research collection and assessment when using mixed method research, as these two format styles combined were very comprehensive.

The guideline O’Cathain (2015) referred to incorporated eight main categories or steps to assist researchers in quality research and assessment.  The categories, include:  Planning Quality – the researcher examines how well the mixed methods research is organized and or planned; Design Quality – the researcher examines the appropriateness of the mixed methods research; Data Quality – the researcher manages, examines, and analyzes the collected information; Interpretive Rigor – the researcher examines the strength and authentic value of the collected data; Inference Transferability – the researcher draws conclusions, that could also assist in other areas of the study;  Reporting Quality – the researcher completes their research responsibilities by reporting on all aspects of the study; Synthesizability – the researcher makes sure all elements, comprising of the mixed method review, are reported on including information that comes from both qualitative measures and quantitative measures; and Utility – researcher determines and reports on the usefulness of the researched outcomes. (O’Cathain, 2015, pp. 544-552) O’Cathain (2015) emphasized that substantial criteria must be adhered to when using mixed method research and its assessment.  Furthermore, she also indicated that there are still challenges associated with this research method.  For example, the criteria that researchers must use for completing and assessing their research on a specific study is very extensive; and there may be conflict between the criteria used to gather data or in the assessment process itself.

The article Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood, by Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou and Craig A. Olsson followed a different research methodology than O’Cathain’s, it followed quantitative research methods; thus provided extensive numerical data.  The purpose of the article was to research possible connections between children’s reading difficulties (RD) and behaviour problems (BP), and the link they share with obtaining poor educational and occupational outcomes later in life.  The article itself was based off data from the Australian Temperament Project (ATP).  It should be noted that the ATP project is a “life course longitudinal study of psycho-social development,” (Smart, D. et al., 2017, p. 288) and provided evidence and further insight into the “significance of childhood RDs and BPs for early adult outcomes, including their direct and mediated effects.” (Smart, D. et al., 2017, p. 288)  This study also indicated both direct and indirect effects that could impact those being studied.  The results of this informative article, indicated that children who had BPs and RDs were “at risk for poorer educational and occupation outcomes with co-occurring problems… increasing the risk of poorer education outcomes.” (Smart, D. et al., 2017, p. 288)  Furthermore, this research indicated, “the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not.” (Smart, D. et al., 2017, p. 288)  The conclusion of this study is significant. It stressed the importance of screening children at a young age to recognize and help decrease the development of reading difficulties and or behaviour problems; and the necessity of providing the needed support. (Smart, D. et al., p. 288) Early identification of these issues would improve an individual’s chances of being successful in school, completing school and accessing future opportunities, in further education and or occupation.

Unlike O’Cathain’s (2015) mixed method research, this study used quantitative methods to outline and emphasize its data.  Information that researchers collected came primarily from a variety of comprehensive tests and reports.  Research results were calculated and formatted to include percentages, ratios, and results that corresponded to specific testing criteria.  Some criteria examples researchers used to examine their subjects, included “maternal age, education background, non-English speaking, number of children in the family, single parent families, and child gender,” (Smart, D. et al., 2017, p. 290) The charts and statistics included in the article were very informative.

When considering the 4-Rs in this study, the researchers included Diana Smart, George J.Yousef, Ann Sanson, Margo Prior, John W. Toumbourou, Craig A. Olsson and others whom collected and recorded data from the Australian Temperament Project.  The researched are those who took part in the study and were exposed to qualitative test methods, thus demonstrating the link between reading difficulties and behaviour problems; and their progression throughout school, post-secondary school and into an occupation.  The research recordings consisted of data from tests, reports and questioning over a period of many years (childhood – adulthood from the ATP).  The reader(s) of the research would be those who completed the research itself.  Schools, healthcare professionals, and community support agencies would likely also be interested in reading this report as it may assist in potential policymaking.

This quantitative research article focussed on the schooling, occupational struggles and successes of students with RDs and BPs.  It was detailed and extensive.  However, if the researcher(s) followed the mixed method research format, as demonstrated in O’Cathain’s article, it would have included more personal or qualitative criteria.  Additional areas that may have been examined, if the mixed method research was used, could have included information on student/teacher/parent relationships; quality of education in the region/district; school district funding for special needs; economics of the region or country; extended family support outside of the home; home life situation (substance abuse, mental health, trauma); oral language being a traditional source of communication; and access to and availability of outside agency support.

After reading Assessing the Quality of Mixed Methods Research and Consequences of Childhood Reading Difficulties and Behaviour Problems for Educational Achievement and Employment in Early Adulthood, it is evident how involved and/or extensive different methodologies are in their organization and procedures.  This thoroughness in research practice is essential to create a valid and encompassing examination of the subject or the researched, and eliminate bias.  Furthermore, different research methodologies create and use specific sets of criteria to ensure tests and assessments are comprehensive and authentic.  Lastly, the methodologies used by researchers to test, study, collect and report information, demonstrate that they are equally as important, as the knowledge we learn from research outcomes.

As a teaching professional, I understand how essential it is to examine and provide correct data on students abilities within a course.  Although one can use quantitative data, such as multiple choice testing or looking at your class average to assess the learning situation as a whole, I feel that it does not provide me with a true snap shot of student growth, their learning process and skill level.  I feel qualitative or a mix of both gives me a better picture.  Therefore,  I employ either mixed methods research or strictly quantitative research in my assignments  and assessment practices.  Providing this method of assessment provides students with the opportunity to analyze, explain “why” or “how” a situation occurred or exists, and practice making inferences all of which draw on a multitude of knowledge and skill, and gives them the opportunity to “show me what they know.”  In-depth questions enable students to demonstrate to me what they know and understand.  I find interviewing and self-assessments (other examples of qualitative assessments), also provide me with a better idea of how a student is progressing.  Furthermore, employing the above mentioned research methods into my teaching practices also lets me take into account items such as student learning levels, Individual Education Plans, modifications and adaptations.  In relating back to the articles, if the second article by D. Smart et. al., employed more qualitative research methods, the researchers may have had even more information to explain their study.  Qualitative methods could have provided them a personal in-depth look as to what was happening in the lives of their research studies.

References

Neil Armstrong Quotes. (n.d.). Retrieved from                http://www.brainyquote.com/quotes/neil_armstrong_363175

O’Cathain, A. (n.d.). Assessing the Quality of Mixed Methods Research: Toward a Comprehensive Framework. SAGE Handbook of Mixed Methods in Social      & Behavioral Research, 531-556. doi:10.4135/9781506335193.n21

Smart, D., Youssef, G. J., Sanson, A., Prior, M., Toumbourou, J. W., & Olsson, C.    A.  (2017). Consequences of childhood reading difficulties and behaviour              problems for educational achievement and employment in early adulthood.        British Journal of Educational Psychology, 87(2), 288-308.doi:10.1111/bjep.12150

 

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Online Etiquette – A Constant Reminder and Teachable Moment – Extra Blog

As a Career Coordinator, I am frequently reminding my students (especially those in grades 10-12), that it is essential they have an appropriate email address, and that they are mindful about the content they post online, including what they allow their friends to post on line that directly affects them.

In terms of an email address, it is so important for students to have a professional address, rather than a silly one, when creating a resume, cover letter, job application, scholarship or bursary application and  post-secondary application. Many do not realize that an email address can be identified as a formal communication link on their documentation. Therefore, when the address is immature, the person associated with it may also be perceived as immature (rightly or wrongly); and consequently, their paperwork or documents may be passed over.

Furthermore, keeping the dialogue continuing regarding what students post online, as being “out there” for all to view, is essential. Yes, students should be responsible about what they post online either as an individual,  or groups including what they allow their friends to post; but unfortunately, this does not always happen. Thus, it is important to keep discussing that inappropriate behaviour can and does impact future opportunities. I have had many students make comments in class regarding the content they have posted online, now as a teen, will not affect or implicate them in the future, “as graduation is still two years away.”  Sadly, this may not be the case.

Digital citizenship and/or online etiquette is essential to keep communicating about with students both in the classroom and at home. Without it, opportunities could potentially be lost.

By: Deirdre Houghton