Action Research

Final Document

 

pepperdine university
omet

xing king


What insights I gained and what research findings I got from my Action Research..

From my observation, I found that when students were working in the computer lab planning and discussing their projects, and solving their problems, they were deeply involved in the learning. Sometimes they were so serious that they did not want to leave the computer lab when the period time was over. It was an incredible thing to watch students so engrossed in the learning activities that they didn't want to stop. I felt students had never learned so much and so enthusiastically without me walking them through it. I was able to set up the learning environment in such a way that they took charge of their own process.

When I was in Florida for the Educational Technology Conference, a substitute was assigned to teach my classes. The substitute does not speak Chinese. How did my students learn from a non-Chinese speaker? A student from Advanced Honor Chinese 5 class taught Chinese Intro II when she was in her free period, and another student taught Chinese III. The most exciting thing was about the Chinese IV student's learning. They had class discussion by themselves through Tapped-in. I was surprised to receive the transcripts from the Chinese IV student's Tapped-In session when I was in Florida. From the transcripts I was very glad to find out that the Chinese IV students learned the new vocabulary of the new lesson and together as a group constructed their new knowledge through Tapped-In. I was so proud of my students for their own learning.

I found that self knowledge and reflection revealed and deepened student learning. The student's reflections showed me that the project they designed allowed them to get a new sense of themselves as learners - that setting a goal and working together to achieve it was something valuable to them. When students collected their semester's work and began to reflect they realized how much they had done in the semester. The review also seemed to remind them of their knowledge and helped them retain it. Learning to practice meta cognition helped students take responsibility for their own learning. The students were thinking about their learning. Since portfolios caused dialogue and revealed perceptions, I became aware that discussions about their reflections would be a good way to further understanding. I think if students presented their portfolios to their parents, parents were then able to see so much more than a grade marked on a paper would have told them.

Through those action research activities, I realized that technology supported a shift toward more student-centered classrooms, with students engaged in more challenging work, taking more responsibility for their own learning, and engaging in collaboration with their peers. Technologies served as tools of thinking, speaking, writing, and knowledge construction. Technology use in the classroom can enhance learning when it is used as part of an coherent education approach. It must be used in tandem with what we know about how people learn. (Bransford, 2000). It has become evident to me that technology can be used to reveal students' learning through reflections. In turn, feedback can be given to the student, revisions can be made more easily with technology, and learning increased.

More research findings can be accessed in the Insight sections of my Cycle One Report, Cycle Two Report, and Cycle Three Report. Cy

cle Three report.

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