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July 1, 1997
Action Research
Helps Teachers with Computer Skills
by Marcia Rettig-Seitam
Action research is a way for teachers
to find solutions to classroom problems. By collecting
data and analyzing the results, teachers can change their
practices in the classroom as needed. The principle of
action research is to plan a change, implement the
change, collect any necessary information, and analyze
what happened. Action research can make use of data
already being collected or needed for classroom practice.
Even though they might not call it action research, many
educators will realize they are already performing parts
of this process.
Action research has helped me make
changes in the way that I teach computer skills to adults
and children.
Action Research in Teaching Educators
As a media specialist, I am responsible
for helping teachers use new programs. Usually, I
instruct the teachers in groups in the computer lab.
However, some participants are lost, whereas others do
not need simplified instruction.
When I had to instruct the teachers in
the use of our computerized grading program, I
experimented with making the process more individualized.
During the scheduled computer time, I had teachers come
in one at a time, and I instructed each teacher on using
the grading program. I also used time before school,
during lunch periods and mutual prep periods, and after
school. After initial explanations and gradebook setup, I
was able to answer questions until the teacher felt
comfortable with the material. In my experience, after
group instruction, about half the teachers will use a
program. But after individualized instruction, all the
teachers but one were using the grading system.
Action Research in Adult Education
Classes
Having seen that teachers seemed more
comfortable being permitted to learn at their own pace
than in a group, I was curious to see if students in my
adult education computer class would appreciate this
learning choice.
I divided the classroom into sections
devoted to specific applications, such as newsletters,
word processing, spreadsheets, and databases. Each area
had materials students could use. My job was to walk
around the room and assist groups. The class was more
pleasurable than my group-instructed classes and went
beyond all my expectations. Students enjoyed the
self-motivation and the ability to work at their own
pace. A senior citizen taking the class remarked that
this was her second computer class and she learned much
more in this one because she was able to work at her own
pace.
Action Research in the Media Center
Encouraged by my success with
individual instruction of adults, I moved onto the
library and the computer lab. I gave the children a
packet of research and instructional materials. At the
beginning of each library class, I reviewed the skills
needed for completion. Children were grouped by tables,
which rotated through stations. The stations involved
researching on the Internet, editing video on the
computer, and filming their research in the school
television studio. My job was to facilitate the
activities. Children needed to manage their non-station
time in order to complete all their projects. The final
products were better than usual.
The library classes created several
computer projects. I explained to the students what they
were to produce and the expectations I had for their
databases and typed reports. Children worked at their own
pace, and I offered individualized instruction as needed.
The projects met all the standards, and I polled the
children about their experience. All the students liked
the "new" class philosophy. One young man
remarked, "I can take time to figure stuff
out."
Pleased with the results of my action
research, I wrote a one-page explanation of my project to
share with the other teachers--an essential part of
action research.Although many of us already conduct
informal action research,. I think we would benefit if we
wrote our findings down in a formal manner.
Resources
Resources to help teachers design
action research and share the results can be found on the
World Wide Web.
The On-line
Action Research project is funded by the United
States Department of Education. It is designed to assist
teachers in creating action research that will enhance
classroom teaching and professional development.
The journal Educational
Action Research has an on-line index. The journal
discusses how research can connect to practice. The
articles show how everyday classroom teachers are making
fascinating discoveries about educational practice.
The Collaborative
Action Research Network is based in England. The
promotion and assistance of action research is their
priority.
Action
Research for the Teacher offers educators
undergraduate and graduate credit for on-site action
research education. Participants receive hands-on
instruction on creating and using information gathered
from action research.
E-mail: Marcia Rettig
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