The survey I choose to conduct was quantitative.
I used Google Forms because time was a factor, knowing
that interviewing all students would be restrictive, due to limited classroom
hours. I prepared nine questions for my Yr.4 and Yr.3
children and I delivered the survey to all Room 8, Riverview School students
via email. Room 8 has 28 students.
Twentysix of the
students responded, with two students away.
There were five questions which had two options each, one with three
options, one question with a five scale continuum, and two questions with four
options each for answers. In all
questions, apart from the continuum, they could only choose one answer.
The responses I
received helped confirm my hunches of the possible benefits of using Flipgrid
to improve preparation for speaking in front of a class audience. The information regarding the collaborative
use of online apps, as a whole, was positive. What I would like to understand
better is how the students would like Flipgrid managed in the classroom. I feel it is a very effective online tool,
however it is a management issue for the teacher. The children enjoy using it, however, they
create many videos.
Explain how
you are analysing your data
The centralised storage of
the survey results in Google Drive facilitates the analysis processing of the
data with predefined statistical functions and charts (Haddad & Kalaani, 2014). One of the
functions is converting the data into a percentage. This was an effective method for organising
and managing the survey.
The
two graphing versions were automatically selected with the use of Google
Forms. The pie graphs are clear, and simple to read, as are the bar graphs.
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| not useful very useful |
What evidence have you got to answer your Inquiry questions? Ultimately, my survey
evidence doesn’t specifically address whether individual students feel better
prepared for oral presentations. I have
the student’s opinions, from which I can only assume they are better
prepared. Therefore, this leaves an
element of doubt about whether the evidence from the survey has answered my
inquiry questions. I don’t have any empirical data to back up the opinions of
the students.
What I don’t get from
my data is why they think Flipgrid is useful for oral preparation, and any student ideas about how we could use Flipgrid, or Code.org in
different ways in class. One assumption that I
can make is that some online learning tools can provide a socialising function
in class, which can act as a means to help new students, or younger
students into certain learning tasks (Ching & Kafai,
2008).
Through this course, I have grasped the need to be
more critical of my approach to using tech devices and apps in the classroom. As
the publication Our Code, Our Practices espouses, I have engaged in
professional learning, become better informed through research, and sought
feedback, particularly from classroom learners (Teaching Council,
2017). In the future, a qualitative survey would
help unpack some of my survey questions to provide a more in-depth
understanding of student’s perspectives on the effectiveness of certain online
tools. For example, in question number
7, I would like to know why it is perceived as better receiving peer feedback
through Flipgrid. Knowing this
information might help structure other collaborative activities to maximise student
buy-in. Another aspect I could delve into is the
idea that students have a greater say in the pedagogy of learning tasks (Ching & Kafai,
2008). As a teacher I ask the students to work collaboratively in groups
together but have we (teacher and students) established the classroom norms
well enough for such activities to flourish, or for students to be empowered to
lead instruction?
References
Ching, C. C., &
Kafai, Y. B. (2008). Peer pedagogy: Student collaboration and reflection in a
learning-through- design project. Teachers College Record, 110(12),
2601–2632.
Haddad, R. J., &
Kalaani, Y. (2014). Google Forms : A Real-Time Formative Assessment Approach
for Adaptive Learning. Proceedings of the 2014 American Society for
Engineering Education, ASEE Annual Conference and Exposition. Retrieved
from https://digitalcommons.georgiasouthern.edu/electrical-eng-facpubs/37/?utm_source=digitalcommons.georgiasouthern.edu%2Felectrical-eng-facpubs%2F37&utm_medium=PDF&utm_campaign=PDFCoverPages
Teaching Council, N.
(2017). Our Code, Our Standards: Consultation Summary. Retrieved from
https://teachingcouncil.nz/content/consultation-summary
Kia ora John, what would be really interesting to know would to have some pre flipgrid introduction data on your students achievement, and then some summative data after your intervention. Not only would this give you some overview about the effectiveness of your own pedagogy, but also into the students outcomes, into both oral and written language. Emotions can be difficult to measure due to a number of variables.
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