Technology in Pre K Class
Analysis of the Setting
According to Tillotson (2000), it is important for the practice of action research at the K-12 level to be considered during learning in order to enhance the production of better education. This is the research practice that involves the systematic research carryout by teachers and other teaching practitioners such as administrators in coming with appropriate answers to various problems and issues of learning (Tillotson, 2000). Although many of the teachers avoid the use of action research system in dealing with classroom-based problems, the practice is immediate and practical; hence, helpful to both teachers and students. In the use of the action research in Pre K Class, teachers and administrators need to consider the choice of their inquiries based on the topics to be covered. These are based on the two possible nature of the topic. For instance, teachers may use reflective form of action research in examining their students on the classroom practices in order to know some of the impacts of the study to students. Similarly, there exists the problem-solving approach, where action research is done through addressing of various specific issues (Tillotson, 2000). Therefore, this approach allows teachers and administrators to center their inquiries on significant issues and problems in their schools. The approach involves asking of questions, coming up with better plans for the gathering of data and the analysis of the data based on the problems identified.
Analysis of the Problem Formulation
Before the application of the action research method in classroom-based teaching by teachers, they are required to first identify these problems and issues. According to Tillotson (2000), after the identification of the problems, teachers and administrators should ensure they develop better understanding to these problems so as to come up with proper plan and choice of the action research to be used. This is done through developing various key variables relevant to the situation at hand. Moreover, they need to come up with some possible effects that the problems and the method used in addressing these issues have on the students (Tillotson, 2000). This will help teachers to select an action research approach that falls within the scope of the study. In addition, it will ensure that the approach used is friendly to the students and is appropriate for the production of better results (Waters et al, 2004).
Description of Data Collection
After ensuring that all the problems and issues are well stated and understood by the teachers and students, it is important for the relevant data based on these problems are collected (Craig, 2009). At this stage, teachers must ensure that any method of data collection used must be relevant and acceptable by the students involve in order to enhance the accuracy of the process of action research leaning. Therefore, they need to assemble different set of data from different sources and do the sampling of the data collected in order to determine their accuracy towards the problems and issues to be addressed (Tillotson, 2000).
Description of Data Analysis
The third stage of the action research in Pre K Class learning is the analysis of data to be used during the research period. This is done after all the data to be used has been compiled. In order for teachers and administrators to ensure that through data analysis is done, they must study the patterns and trends of the data gathered for the generation of accurate information to be achieved (Tillitson, 2000). They are also required to study and understand the significant and correlations of the problems and issues in the question. Correspondingly, teachers and administration should also consider the understanding and reaction of the students in this stage. For instance, they should conduct a pre and post investigation through the use of questionnaires to their students so as to understand students’ attitude towards action research in learning. Lastly, teachers need to assess data from their students in order to know their final conceptual understanding on the problems (Waters et al, 2004).
Description of Reporting Results
The fourth stage in conducting action research leaning in Pre K Class is the reporting of the results. According to Tillotson (2000), the main aim of this stage is to guarantee sharing of the information derived from the research by other non-participants during the research period. These include other teachers, administrators and students who may use the outcome of the research in their studies; hence, they will benefit from the information from the study conducted in their absence. By sharing the information generated from the action research also motivates these teachers, administrators and students from in conducting more action research during their study period, which in the process helps in encouraging research practices in schools (Craig, 2009). Moreover, some of the researchers do publisher their findings online, which make it easy for other teachers and students to contribute to the findings by giving these information reviews; hence, make learning easy.
Description of Action Planning
The last and the most important stage of action research study is the action planning phase. At this stage, teachers and administrators need to carefully scrutinize the findings of the study in order to ensure that they are accurate (Craig, 2009). In case the results of the study bear positive results, then the action research method of learning need to be adopted. On the other hand, in the presence of negative results, another action research needs to be conducted using the same procedures. Consequently, the use of action research study is important as it give teachers and administrators to improve in their learning approaches and ensures the provision of better and quality education to Pre K Class students (Tillotson, 2000).
References:
Craig, D.V. (2009). Action Research Essentials. Hoboken: John Wiley & Sons.
Tillotson, J. W. (2000). Studying the game: Action research in science education. The Clearing House, 74(1), 31-34. Retrieved September 19, 2013 from the EBSCOhost database.
Waters, F.H, SMEATON, P.S & Burn, T.G. (2004). ACTION RESEARCH IN THE SECONDARY SCIENCE CLASSROOM: STUDENT RESPONSE TO DIFFERENTIATED, ALTERNATIVE ASSESSMENT. Retrieved from: http://www.slideshare.net/suder7507/action-research-in-science-classroom
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