Methodology
ACTION RESEARCH
We understand action research to be an ongoing and evolving process that is undertaken with the intention of improving teaching and learning. It is project based and highly collaborative in nature.
Action research is a deliberate, solution-oriented investigation, characterized by spiraling cycles of:
Action research is a deliberate, solution-oriented investigation, characterized by spiraling cycles of:
- Identification
- Planning
- Action
- Observation
- Reflection
PRE-DATA: KEY OBSERVATIONS
Students and teachers completed online surveys at the start of the year. The aim of this was to gather information about technological capability and perceptions of working in 1:1 classrooms. Students expressed a strong desire to learn ways to use their iPads to create exciting digital content for assignments and projects. They also expressed a strong desire to use their devices as a collaboration tool with teachers and peers. Similarly, teacher discussions indicated that they would like for students to be creating more dynamic content and have a more effective way to provide students with feedback on assignments. Overall perceptions were that 1:1 devices could positively impact the learning environment.
Students and teachers were also surveyed on their confidence with technology. Results indicated that students felt more confident in their ability to use 1:1 devices in the classroom. While teachers were optimistic, they felt some further professional development would be helpful. Teachers also discussed at length how 1:1 devices could change pedagogical approaches in the classroom. Lessons could be delivered in different ways and the physical space in classrooms could also be used differently.
Students and teachers were also surveyed on their confidence with technology. Results indicated that students felt more confident in their ability to use 1:1 devices in the classroom. While teachers were optimistic, they felt some further professional development would be helpful. Teachers also discussed at length how 1:1 devices could change pedagogical approaches in the classroom. Lessons could be delivered in different ways and the physical space in classrooms could also be used differently.
APPROACH
From the pre-data collected, the research team identified several strong themes which prompted the following areas of investigation:
Each team member decided to lead research in an area and reflect upon how this supported our inquiry question.
- Collaborative tasks with 1:1 devices
- Digitised assessment tasks
- Pedagogical approaches in 1:1 classrooms
Each team member decided to lead research in an area and reflect upon how this supported our inquiry question.