Upload
dylan-dyer
View
225
Download
0
Embed Size (px)
Citation preview
8/9/2019 Final Report - Dyer
1/21
Web 2.0 Technologies
Running Head: WEB 2.0 TECHNOLOGIES
Web 2.0 Technologies and Student Engagement at
Colorados Finest Alternative High School
Dylan Dyer
May 1, 2010
University of Colorado Denver
1
8/9/2019 Final Report - Dyer
2/21
Web 2.0 Technologies
Introduction and Problem Statement
My name is Dylan Dyer and I am a high school social studies teacher in
Englewood, Colorado. Currently, there is a strong push from our district to integrate
Web 2.0 tools, such as Wikispaces and Google Docs, into the classroom in order to
increase student engagement and achievement. This is an excellent objective for our
district to have, but because of budget cuts and time issues, there has been a lack of
professional development and training when it comes to using Web 2.0 tools such as
Wikispaces and Google Docs for educational purposes.
In my school, we have an abundance of technology, including eMacs and
Netbooks, all for student use. These resources should be put to their fullest potential, and
with the advent of Web 2.0 technologies, there has never been an easier time to use them
than right now. Because of these reasons, I decided to research the impact that Web 2.0
tools, specifically Wikispaces and Google Docs, have on student engagement.
Since there has been no concrete training on how to use Wikispaces or Google
Docs in my school, my staff members are left with no clear information as to how to use
these tools in their instruction, or which tools have the most impact on student
engagement. The research I completed has proven to be useful because it has provided
evidence as to whether or not Wikispaces and Google Docs positively or negatively
affect student engagement.
Purpose and Intended Audience
My coworkers desperately want to learn how to use technology that benefits them
and their students. Web 2.0 technologies like Wikispaces and Google Docs provide
endless opportunities for educators to engage students, but without the proper training
2
8/9/2019 Final Report - Dyer
3/21
Web 2.0 Technologies
and basic understanding of their uses and functions, they may not be used in engaging
ways. The purpose for my action research project was to research Wikispaces and Google
Docs in order to discover how these tools are impacting student engagement.
For my research project, I surveyed students about the use of Wikispaces and
Google Docs in their educational experience and used this information to benefit my self
and my fellow co-workers. My findings have provided me with answers to how students
feel about using Wikispaces and Google Docs in the classroom. I have also shared this
information with my other staff members to encourage them to make use of these
powerful tools in their classrooms.
Research Questions
The purpose of my action research project was to discover how Wikispaces and
Google Docs impact student engagement.
How can my school use Wikispaces and Google Docs in ways that benefit our
students the most?
o If I question students about the impact Wikispaces and Google Docs have
on their engagement in learning, in what ways, if any, will the information
influence the way these tools are used at my school?
o Between Wikispaces and Google Docs, which tools do students believe to
have the highest impact on their engagement? And why?
o
How do students feel about the use of Wikispaces and Google Docs at our
school?
It was important for me to define what engagement in learning means for the
students. I decided to use five different criteria to define how students can be engaged
3
8/9/2019 Final Report - Dyer
4/21
Web 2.0 Technologies
in their learning. See questions seven and eight of the student survey (table three) in the
appendix section to review the five different criteria that defines student engagement.
Context of Study
I work for Colorados Finest Alternative High School in Englewood, Colorado.
Our school has been in existence for over 20 years and has a strong reputation among the
other alternative high schools in the state. The system that we operate under has proven
to be very successful with the population that we serve. The majority of the students that
come to Colorados Finest represent the at-risk population of students from around the
Denver-Metro area. For many of our students, it is their last chance at graduating and for
this reason their attitude towards school and overall behavior has changed. For the most
part, our students want to be at school and are motivated to graduate.
However, our students, just like all other traditional students, have problems
becoming motivated about completing schoolwork and applying themselves in the
classroom. To combat these issues, the staff and students are very fortunate to have
excellent technological resources within our building. All students utilize the computers
at least one to two hours a day at the minimum.
Since our students are using the computers frequently throughout the day, it is
important that these resources are being used in the best possible ways and have the
maximum amount of impact on our students. This requires special knowledge and skills
on the part of the teacher in order to design curriculum that properly infuses the use of
computers into daily lessons.
These reasons have motivated me to conduct research that will inform my staff
about the types of technology (specifically Wikispaces and Google Docs) that have the
4
8/9/2019 Final Report - Dyer
5/21
Web 2.0 Technologies
most significant impact on our students and how these tools are being used in our
classrooms, from a student perspective.
Literature Review
Literature Search Question
This literature review addressed the research question: How can my school use
wikis and Google Docs in ways that benefit our students the most?
Search Procedures
I performed numerous searches on the Auraria Library Website searching for
articles from respectable educational journals, such as theEducational Researcherand
The Education Digest. I searched for key words and topics relating to my literature
search question including the benefits and overall impact of Web 2.0 tools and
technologies in an educational setting. Some of the key words I used were: Web 2.0,
tools, benefits, education, classroom, instruction, wikis, Google Docs.
Findings
After examining the literature surrounding the current issue of Web 2.0
technologies being integrated into the educational setting, it is clear that these
technologies are a trend that will continue to play a major role in how students are
educated in the future. The research suggested that these tools have the potential to
dramatically change the instructional methods and strategies that teachers employ along
with changing the learning behavior of students (Mills, 2007, p.4).
Benefits of Web 2.0
According to Magolda and Platt, Web 2.0 technologies enable hybrid learning
spaces that travel across physical and cyber spaces according to principles of
5
8/9/2019 Final Report - Dyer
6/21
Web 2.0 Technologies
collaboration and participation (Magol da, & Pl att , 20 09, p. 247). Web 2.0 tools
strongly encourage, facilitate and most often times require mandatory practices of
sharing thoughts and information through self-publishing and harnessing the collective
intelligence of all users to generate information and solve problems (Mills, 2007, p. 4).
With the implementation of these new tools, teachers have the ability to create exciting
new learning opportunities and empower students in the classroom by providing them
with creative, interactive and media oriented academic experiences (OHear, 2006, p. 1).
Student Demand
Another powerful trend that was apparent throughout the literature has been that
of student demand of new technologies in their learning experiences. The 21st century
student is often called a digital native that feels relatively at ease with Web 2.0
technologies because they are constantly using them in their personal lives. This has
created a demand by the students to use these types of technologies in the classroom and
meet their technological expectations (Har ts ho rn e, & Aj jan, 20 09 , p. 184).
Integrating these new tools into the classroom has proven to be a challenge because the
majority of teachers do not fully understand Web 2.0 applications, let alone how they
could be used in an educational environment (Gr ee nh ow, Ro be li a, & Hu gh es ,
2009, p. 247).
Realities of Web 2.0 in the Classroom
The literature provided many examples of how Web 2.0 technologies couldbe
used in the classroom and the benefits that canpossiblybe gained from using these tools
to empower students in their learning. However, one last trend throughout the research
I gathered was a lack of concrete evidence that suggested that these tools have the ability
6
8/9/2019 Final Report - Dyer
7/21
Web 2.0 Technologies
to increase student engagement. All of the research suggested possible uses for these
tools and the wonders they can achieve, but it is not clear yet whether or not it has truly
accomplished these things. According to aLearning, Media and Technology journal
article, there is little evidence of ground breaking activities related to Web 2.0 tools
transforming education. The authors of this article also reported that few learners were
familiar with the complete spectrum of Web 2.0 activities and only a small number were
engaging in more sophisticated activities, such as producing and publishing self-created
content for a wider consumption (Lucki n, Clar k, Graber, Logan, & Mee, 2009 ,
p. 1-3).
These findings directly related to the research question I was focused on regarding
Web 2.0 technology (specifically wikis and Google Docs) at my educational institution. I
was motivated by this research because it provided me with deep background knowledge
on the history, purpose and possibilities of Web 2.0. However, it encouraged me to
complete my own research in order to answer the question of how are Web 2.0 tools
impacting student engagement.
Quality of Literature
I believe that the literature I reviewed was credible and trustworthy. I performed
multiple searches for literature through the Auraria Library Website and pulled articles
from respectable educational journals. The literature I used was also very recent. With
the exception of two articles, all literature reviewed was published in 2009. Web 2.0 is a
relatively new topic and it is a topic that changes frequently, so I was encouraged to find
the latest and most current information.
Gap in Literature
7
8/9/2019 Final Report - Dyer
8/21
Web 2.0 Technologies
My findings enforced my belief that there is a lack of information when it comes
to concrete evidence that supports that Web 2.0 technologies impact student engagement
in learning. I believe my study was necessary because I was interested in gathering data
that would help explain whether or not Web 2.0 tools (specifically wikis and Google
Docs) impact student engagement in learning.
Literature Review Summary
Throughout the last century, the question of whether or
not innovative technology contributes positively to the educational
experience has been at the center of the educational world. It is
certain that the 21st century has provided a wide variety of different
technologies that possess educational potential, which greatly surpass
those of the past. The technology of the present that is making a
powerful statement in the educational world is Web 2.0. It is apparent
is that these tools are a trend in the educational world that will be
around for a long time and will play an increasingly significant role in
the classroom of the future. However, determining whether or not this
technology has clear benefits and positively impacts student
engagement remains a debatable question.
Methods
Participants
I chose to use students as my participants and collected data from them because it
is them who ultimately should be benefiting from the use of Wikispaces and Google Docs
in the classroom. I wanted to know what they had to say about technology use at our
8
8/9/2019 Final Report - Dyer
9/21
Web 2.0 Technologies
school by learning what their reactions were in terms of how wikis and Google Docs
impacted their engagement in learning.
Data Gathering Procedures
Originally, I planned on creating a survey using a Google Doc form/spreadsheet. I
changed my plan and used the SurveyMonkey online service instead so I could use the
data analysis tools. I included questions about the students familiarity with and
knowledge of Wikispaces and Google Docs, specifically, how these tools have been used
in their classes. I collected information regarding the students perceptions about how
these tools (wikis and Google Docs) impact their engagement in their academics. Also, I
collected data from students in my classes and other classes where teachers are using
wikis and Google Docs.
Data Analysis Procedures
I originally planned on analyzing my data using charts and spreadsheets and
collecting my data using a Google Doc form. However, I altered my plan in order to use
the online survey tool, SurveyMonkey. This provided me with an easier way to collect
and analyze my data.
Quantitative data from students:
Number of students that are familiar with/used Wikispaces and Google Docs
Number of students that use both of these tools on a daily basis
Number of students that have never used these tools in a class at my school
Number of students that feel like using Wikispaces and Google Docs increase
their engagement in learning
9
8/9/2019 Final Report - Dyer
10/21
Web 2.0 Technologies
Number of students that feel like using Wikispaces and Google Docs has a
negative impact on their engagement in learning
Number of students that feel like they have more control, ownership and
responsibility over their learning by using Wikispaces and Google Docs
Number of students that feel like they have less control, ownership and
responsibility over their learning by using tools
Schedule
For the most part, I was able to remain on schedule with the demands of the
course and my proposed schedule for data gathering and analysis procedures. See table 4
in the appendix to view the original schedule with few modifications.
Ethical Procedures
By participating in the survey, students shared their perceptions and beliefs about
how Wikispaces and Google Docs are used at our school. Some students might have had
negative perceptions about these topics and felt uncomfortable sharing their opinions. I
made sure that all participants knew that the surveys they completed were confidential
and that they would not be contacted about the information they shared.
Checks for Rigor
I originally planned on interviewing several different students in different classes
with different teachers along with interviewing some staff members as well to ensure
different perspectives and viewpoints. However, I altered my plan by focusing on the
student survey to collect my data. I wanted students to offer honest information that was
not influenced by an in-person interview. I believe that this strategy still allowed a
well-rounded perspective of how Wikispaces and Google Docs are being used in our
10
8/9/2019 Final Report - Dyer
11/21
Web 2.0 Technologies
school and how they impact student engagement.
Findings
After reviewing and categorizing my data utilizing these steps, I was able to draw
meaningful conclusions that helped address my research questions. Based on the themes
in my data that directly correlated to my research questions, I have made the following
conclusions.
Frequency of Web 2.0 Use
A large majority of students surveyed at CFAHS are familiar with Wikispaces and
Google Docs and are currently using both of these tools on a daily basis in order to
complete course work and assignments. Eighty-nine 89.3% of students surveyed have
used Wikispaces and 92.9% of students surveyed have used Google Docs to complete
class work and assignments. 67.9% of students use Wikispaces and 61.8% of students
use Google Docs at least twice a day to complete class work and assignments. These
findings make it clear that these two Web 2.0 tools have a large presence in our
organization.
Impact of Wikispaces on Student Engagement
The majority of students surveyed believe that utilizing Wikispaces impacts their
engagement in class work and assignments by doing the following:
Increases control over completing class work and assignments 69.1%
Increases responsibility of completing class work and assignments 56.4%
Increases understanding of class work and assignments 58.2%
Increases ease of completing class work and assignments 60.0%
The majority of students surveyed believe that utilizing Wikispaces does not
11
8/9/2019 Final Report - Dyer
12/21
Web 2.0 Technologies
impact their motivation to complete or their interest in class assignments. I believe that
this is a significant finding in my data. Motivation and interest are two important factors
that encourage engagement in learning and are not being impacted with the use of
Wikispaces. After completing my survey, I feel strongly that Wikispaces do impact
student engagement in a positive way. However, it is not a perfect solution to combating
lack of student engagement in learning. The results of this survey question can be seen in
table one in the appendix.
Impact of Google Docs on Student Engagement
The majority of students surveyed believe that utilizing Google Docs impacts
their engagement in class work and assignments by doing the following:
Increases control over completing class work and assignments 63.6%
Increases responsibility of completing class work and assignments 56.4%
Increases ease of completing class work and assignments 56.4%
Similar to Wikispaces, the majority of students surveyed believe that utilizing
Google Docs does notimpact their motivation to complete class assignments, their
interest in class assignments, in addition to their understanding of class assignments. It is
clear that Google Docs, just like Wikispaces, can only provide so many benefits to their
users. However, I believe that both of these technology tools are worth using in the
classroom if they have the ability to increase student engagement in even a small way.
The results of this survey question can be viewed in table two in the appendix.
Best Web 2.0 Tools
The last theme in my data collection was which tool is more liked by the student
population. From the surveyed students, 56.9% believe that the Web 2.0 tool that
12
8/9/2019 Final Report - Dyer
13/21
Web 2.0 Technologies
provides them with the most help and assistance completing class assignments is Google
Docs. In accordance with this data, 69.1% of students simply like using Google Docs
more than Wikispaces when completing class work and assignments.
Implications for Practice
My research has suggested implications for next steps at my school and actions
that should be taken among my fellow staff members. My research has been encouraging
because it clearly proves that using Web 2.0 tools like Wikispaces and Google Docs
positively impacts students learning. My major recommendation for my organization is
simply that teachers begin utilizing these tools in their classrooms as frequently as
possible. However, this is easier said than done. There are many teachers in my building
who do not feel comfortable using technology in their classroom. Therefore, I believe
that further research must be completed in order to understand what teachers need in
terms of professional development so that they can successfully implement the use of
Wikispaces and Google Docs into their instruction.
Conclusions
I have concluded that several different teachers at my organization are using Web
2.0 tools, specifically Wikispaces and Google Docs, on a consistent basis. Because of
this fact students have become familiar with these two types of learning tools and feel
comfortable using them to complete class work and assignments. I have also concluded
that the use of Wikispaces and Google Docs are positively impacting the majority of
students at CFAHS and that teachers should continue using these tools in their
classrooms for educational purposes. It is clear that these tools are increasing students
engagement in learning, especially by providing students more control, access and
13
8/9/2019 Final Report - Dyer
14/21
Web 2.0 Technologies
understanding of course materials. This conclusion can also be linked to the findings in
the literature I reviewed that state that Web 2.0 tools can be powerful tools in the
classroom.
However, even though these tools do have an impact on student engagement in
terms of students control, access, responsibility and understanding of course materials,
these tools do not appear to increase students motivation or interest in course work or
assignments. I believe that this is an important thing that I might be overlooking. It is
important to remember that engagement in learning can mean many different things. I
believe that if Web 2.0 tools have the ability to increase some aspects of student
engagement in learning, it will hopefully have a direct affect on student achievement in
other areas as well.
My data is reliable and valid because all students that were chosen to take the
survey were randomly chosen. Students that happened to be at school on the day that the
survey was given participated. Students were monitored while taking the survey and it
was only possible for a student to take the survey once, guaranteeing that a student didnt
take the survey twice and invalidate the data. Student participation was not mandatory, so
only students willing to take the survey actually responded and gave their input. Also,
the survey was anonymous. Therefore, students did not feel like they would be held
accountable for unfavorable responses or punished if they answered a question in an
incorrect manner.
I believe that my research is limited because it is difficult to measure the idea of
student engagement. My research does not focus on a specific subject or content area.
This might be a limitation because student engagement may vary from topic to topic.
14
8/9/2019 Final Report - Dyer
15/21
Web 2.0 Technologies
This would alter my data and possibly produce different results.
Overall, I am happy with the results of my data because they have given me
confidence in Web 2.0 use in the classroom for educational purposes. It is clear that
Wikispaces and Google Docs have clear benefits for students and have the potential to
positively impact student engagement in learning.
15
8/9/2019 Final Report - Dyer
16/21
Web 2.0 Technologies
References
1. Greenhow, C. , Robel ia , B. , & Hughes , J .E. (2009). Learning, teaching, and
scholarship in a digital age: web 2.0 and classroom research: what path
should we take?. Educational Researcher, 38(4), Retrieved fromhttp:/ /edr.sagepub.com/cgi/content/abstract/38/4/246
2. Hartshorne, R. , & Ajjan, H. (2009). Examining s tudent decis ions to adopt
web 2.0 technologies: theory and empirical tests. J Computer HighEducation , 21 .
3 . Luckin, R. , Clark , W., Graber, R. , Logan, K., & Mee, A. (2009). Do web 2 .0
tools really open the door to learning? . Learning, Media andTechnology , 34(2), Retrieved from
www.informaworld.com.skyline.cudenver.edu/smpp/section?content=a912649623&fulltext=713240928
4. Magolda, P.M., & Plat t, G.J . (2009). Untangl ing web 2 .0 's inf luences on
student learning. Wiley InterScience , Retrieved fromwww.interscience.wiley.com
5. Mills, L.B. (2007). The next wave now: web 2.0. The Education Digest,73(4), Retrieved from http:/ /0-
vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_singl
e_ftPES.jhtml
6. O'Hear, S. (2006, August 8). E-learning 2.0 - how web technologies are
shaping education . Retrieved fromhttp:/ /www.readwriteweb.com/archives/e-learning_20.php
7. Stringer, E. (2007). Action research, third edition. Thousand Oaks, CA: Sage
Publications, Inc.
16
http://edr.sagepub.com/cgi/content/abstract/38/4/246http://www.informaworld.com.skyline.cudenver.edu/smpp/section?content=a912649623&fulltext=713240928http://www.informaworld.com.skyline.cudenver.edu/smpp/section?content=a912649623&fulltext=713240928http://www.interscience.wiley.com/http://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://www.readwriteweb.com/archives/e-learning_20.phphttp://edr.sagepub.com/cgi/content/abstract/38/4/246http://www.informaworld.com.skyline.cudenver.edu/smpp/section?content=a912649623&fulltext=713240928http://www.informaworld.com.skyline.cudenver.edu/smpp/section?content=a912649623&fulltext=713240928http://www.interscience.wiley.com/http://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://0-vnweb.hwwilsonweb.com.skyline.cudenver.edu/hww/results/results_single_ftPES.jhtmlhttp://www.readwriteweb.com/archives/e-learning_20.php8/9/2019 Final Report - Dyer
17/21
Web 2.0 Technologies
Appendix
Table 1. Wikispaces Impact on Student Engagement
17
8/9/2019 Final Report - Dyer
18/21
Web 2.0 Technologies
Table 2. Google Docs Impact on Student Engagement
18
8/9/2019 Final Report - Dyer
19/21
8/9/2019 Final Report - Dyer
20/21
Web 2.0 Technologies
Increases Decreases No Change
Motivation to
complete
assignments
Control over
completing overclass assignments
Interest in class
assignments
Responsibility of
completing classassignments
Understanding ofclass assignments
Ease of completingclass assignments
8. Do you feel like using Google Docs to complete class assignments increases,decreases, or does not affect your engagement in completing class work and
assignments?
Increases Decreases No Change
Motivation tocomplete
assignments
Control over
completing over
class assignments
Interest in classassignments
Responsibility of
completing class
assignments
Understanding of
class assignments
Ease of completing
class assignments
9. Between Wikispaces and Google Docs, which tool do you believe to help you the
most when completing class assignments?a. Wikispaces
b. Google Docs
10. Do you like using Wikispaces and Google Docs in school?
Like Dislike No Preference
Google Docs
Wikispaces
20
8/9/2019 Final Report - Dyer
21/21
Web 2.0 Technologies
Table 4: Action Research Schedule
2/22
1. Finalize survey questions
2. Create student survey using Google Doc form3. Create a wiki that will house the Google Doc
surveys so that it may be easily distributed tostudents
4. Get permission from other teachers that they
will survey their students using my student
survey
* I decided to use
SurveyMonkey.comrather than using a
Google Doc.
3/1
1. Begin interviewing students in my social studies
classes2. Instruct other teachers to interview their students
3. Begin searching for literature that may be used
for literature review assignment
* I decided not to do
student interviews
3/8
1. Finish interviewing students
2. Begin reviewing data
3. Continue work on literature review in order tosubmit on March 13, 2010
* No changes
3/15-
3/22
1. Begin compiling and analyzing data2. Draw meaning and conclusion from the data and
incorporate into my research report
* No changes
3/29-
4/12
1. Analyze and compile data in charts
2. Draw conclusions from data and begin work on
Data Analysis Assignment
* No changes
4/191. Submit Data Analysis2. Begin writing Final Action Research Report
* No changes
4/26-
5/3
1. Revise Final Action Research Report
2. Submit Action Research Report
* No changes
21