Watch The Attached Video On YouTube
Watch The Video Attachedhttpswwwyoutubecomwatchvrw Irmokvtmf
Watch the video attached. Think about your current progress in your action research process and and watch the video that has been, or will be, helpful to you during this project. Explain what specific portions of the videos were helpful to you and how. also read chapter 5 attached Identify three considerations when collecting data via interviews. What data collection considerations need to be addressed in order to effectively conduct interviews? Referring to the case study provided in the beginning of this chapter, design interview questions to elicit from James Rockford's students the reasons they use computers and/or for what purpose, and how keyboarding skills assist their computer proficiency. Develop three open-ended questions and three closed questions. For each question, write one to two sentences describing how the question assists in answering the research question "How does keyboarding instruction enhance students' ability to use word processing, database, spreadsheet, and draw functions?" Using the above case study, identify three types of data that assisted Mr. Rockford to understand how keyboarding instruction enhances his students' ability to use word processing, database, spreadsheet, and draw functions. Describe how they were used in this action research study to answer the research questions. Why are qualitative methods better suited for conducting action research? This is the name of the text book: Mills, G.E. (2018). Action Research . A Guide for the Teacher Researcher. Pearson.
Paper For Above instruction
Introduction
Action research is a reflective process that aims to improve educational practices through systematic inquiry. In the current digital age, understanding how keyboarding skills influence students' ability to utilize various technological tools such as word processing, databases, spreadsheets, and drawing functions is vital for educators. This paper reflects on the insights gained from a specific instructional video and Chapter 5 of Mills' "Action Research," focusing on data collection considerations, designing effective interview questions, and the application of qualitative methods within action research.
Insights from the Video
The attached video provided valuable guidance on integrating technology into teaching and the importance of pedagogical strategies that enhance digital literacy. Specifically, the segment on effective instructional practices for fostering student engagement with keyboarding skills was particularly useful. It emphasized the importance of repetitive typing exercises to build muscle memory, which directly correlates with improved proficiency in various software functions. Additionally, the video highlighted the role of formative assessments in tracking progress, which encourages ongoing feedback and skill development. These portions helped clarify the instructional techniques I can adopt to facilitate better keyboarding instruction, ultimately aiming to enhance student competency in digital tools.
Considerations When Collecting Data via Interviews
According to Chapter 5 of Mills (2018), three critical considerations in conducting interviews include ensuring clarity and neutrality of questions, establishing rapport to encourage candid responses, and addressing potential biases that may influence participants' answers. Effective interview questions must be worded clearly to avoid ambiguity, and interviewers should be trained to maintain neutrality to prevent leading responses. Building rapport is essential to create a comfortable environment that fosters honest sharing of views, which is crucial for collecting rich qualitative data. Furthermore, considering the interview context and participant demographics helps minimize biases, ensuring the data accurately reflects participants’ genuine perspectives.
Designing Interview Questions for James Rockford's Students
Referring to the case study concerning James Rockford’s students, the purpose of the interview questions is to explore students’ motivations for computer use and the impact of keyboarding skills on their overall proficiency.
Open-Ended Questions
1. What are your main reasons for using computers in your classes, and how do those reasons influence your learning experience?
- This question allows students to articulate their motivations, providing insights into how keyboarding skills support their specific needs and goals.
2. How do you think developing keyboarding skills has affected your ability to complete assignments involving word processing, databases, and spreadsheets?
- It captures students’ perceptions of the practical impact of keyboarding on their technical skills.
3. Can you describe how practicing keyboarding has helped you improve your ability to use different computer functions, such as drawing or data organizing?
- This question explores specific skill areas and how keyboarding contributes to proficiency across various software functionalities.
Closed Questions
1. Do you feel confident in your ability to use word processing software after keyboarding lessons? (Yes/No)
- This question assesses self-perceived proficiency, providing quantitative data linking keyboarding instruction to confidence levels.
2. Have keyboarding skills made it easier for you to use spreadsheet functions? (Yes/No)
- It evaluates the direct influence of keyboarding on specific software use.
3. Do you regularly use database functions in your assignments? (Yes/No)
- This helps quantify the extent of database usage among students, reflecting on the practical application of learned skills.
Each question is designed to contribute directly to understanding how keyboarding instruction enhances students’ ability to utilize various computer functions. Open-ended questions reveal students’ perceptions and experiences, while closed questions quantify their skills and confidence levels, collectively providing comprehensive data aligned with the research question.
Types of Data Used in the Action Research
In Mr. Rockford’s action research, three types of data were instrumental:
1. Student self-assessment surveys – These collected students’ perceptions of their skills and confidence in using word processing, spreadsheets, and databases before and after instruction. They helped determine perceived improvements linked to keyboarding lessons.
2. Observation notes – Mr. Rockford documented student engagement and performance during keyboarding sessions. These observations provided qualitative insights into skill development and practical application of learned skills.
3. Student work samples – These included completed assignments involving word processing, spreadsheets, and drawing functions. Analyzing these samples helped assess actual skill proficiency and how keyboarding facilitated task completion.
These data sources complemented each other, illuminating how keyboarding instruction translated into improved technical skills. Self-assessments gauged perceived competence, observations tracked behavioral changes, and work samples demonstrated actual proficiency. Together, they answered the research questions regarding the effectiveness of keyboarding education.
Why Qualitative Methods Are Suited for Action Research
Qualitative methods are inherently suited for action research due to their focus on in-depth understanding and contextual analysis. They allow educators to explore subjective perceptions, attitudes, and experiences, which are crucial for evaluating teaching strategies and student learning processes. Unlike quantitative methods that emphasize numerical data, qualitative approaches provide rich narrative data, capturing the complexity of educational phenomena. This depth enables the researcher to identify nuanced factors influencing student performance and engagement, facilitating targeted improvements. Moreover, qualitative methods support iterative inquiry, aligning with the cyclical nature of action research, where reflection and adaptation are continuous. Overall, these methods foster flexible, participatory, and detailed exploration of educational practices.
Conclusion
This exploration demonstrates how integrating multimedia resources and adhering to key data collection considerations enhance the effectiveness of action research in educational settings. Carefully designed interview questions, supported by qualitative data, provide meaningful insights into pedagogical strategies' impact. As illustrated through the case study of Mr. Rockford, qualitative methods are indispensable in capturing the complexities of educational change, fostering continual improvement in teaching practices and student learning outcomes.
References
- Mills, G. E. (2018). Action Research: A Guide for the Teacher Researcher. Pearson.
- Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications.
- Qualitative Research in Psychology, 3(2), 77-101.