The Effect of Interactive Learning Curriculum and
Technological Advancements on District Grade Retention Rates
An Action Research Project
Presented to
The Faculty of the Department of Educational
Leadership
Lamar University
In Partial Fulfillment
of the Requirements for the Degree
Master of Education in Education
Administration (or Education Technology Leadership)
by
Tweenzette Ross
May 2014
ABSTRACT
The
Effect of Interactive Learning Curriculum and Technological Advancements on
District Grade Retention Rates
By
Tweenzette Ross
The
Effect of Interactive Learning Curriculum and Technological Advancements on District
Grade Retention Rates
This action research plan was
conducted at Patrick Henry Middle School through an affiliate apprenticeship
program directed by Citizen Schools. Patrick Henry Middle School is an
Academically Acceptable rated Fine Arts and Media Education Magnet school in the
Houston Independent School District and located at the corner of East Hardy and
Little York in North Houston. The student population is 91% Hispanic. There are
1,026 students enrolled with a 16 to 1 teacher student ratio. There is a high
population of economically disadvantaged students with below State average TAKS
scores. Patrick Henry Middle School is located in Congressional District 29,
State Board of Education District 4 represented by Lawrence A. Allen Jr., Texas
House District 140 represented by Armando Walle and Texas Senate District 6
represented by Sylvia R. Garcia.
Citizen Schools is an organization
founded in Boston, Massachusetts by Eric Schwarz and Ned Rimer in 1995 that has
partnered with 31 low income middle schools across the country proving extended
day programs for students reaching approximately 5,200 children with 4,000
volunteers. Citizen schools recognize that there is a perilous gap in
education. A gap that has been speculated to be academic, the gap is actually
one of opportunity. According to the Citizen Schools website (2013), “Students
in upper-income families spend 300 more hours each year with adults than do the
three million students in lower-income families… upper-income students also
benefit from almost $8,000 worth of enrichment activities yearly—robotics camp,
piano lessons, academic tutoring, and more.”(About section, para. 2) Citizen
Schools strives to close this gap by connecting these students that is eager to learn
with adults who have skills that can be taught to these students.
The utilization of technology affords
a more vigorous means of learning for students. Students are able to receive
information in a more creative and interactive way, opposed to a traditional
means of textbook learning. The role of the student is now a more active
participant in learning. Technology is in the classroom whether recognized or
not. No child in this day and age is without some type of mobile device. These
devices are loaded down with every App imaginable. Sites such as Mobile Montessori
have over 80 educational Apps (games) designed for use on Apple IPods, IPhones
and I Pads. More districts are taking this fact into consideration and
incorporating these devices into everyday curriculum within classrooms.
Interactive learning curriculums are
currently being used in a number of districts. These curriculums facilitate
student comprehension and retention. Students are more inclined to retain information
while working in collaboration, as well as offering coaching to their peers. The
learning usually takes place in small groups or pairs and some are solely
centered on technology. Interactive online learning curriculums are being
implemented in middle and elementary school in a variety of subjects including
science and mathematics. The students are introduced to concepts of these
subjects through online gaming applications as well as cooperative learning
activities that integrate language arts and math through the use of graphs and
numerical operations.
Being able to observe the use of
technology at Patrick Henry Middle School working with Citizen Schools gave me
a true insight of the state of our inner city schools. Some classrooms
were not wired for use by students. It was imperative that I utilize my own
laptop or work with Web2.0 tools at home, save them, and share with my
students. Students have limited access to the internet. The library is the technology hub, but there
were only about 10 to 15 computer for a population of 1,026 students. This ratio puts students at a big
disadvantage. The school is located in a lower socio economic area and it
appears that funds were either not allocated to equip classrooms with
technology or there was a higher need elsewhere at that particular location. I introduced
technology to the curriculum and its importance to research and creativity in
every activity. I was able to examine the curriculum and decipher a way to
incorporate Web 2.0 tools as a means of teaching the students as well as
allowing them to explore unfamiliar technology as it related to weekly
activities. I made sure to integrate YouTube videos and websites for research
by the students. I was also able to find sites that were specifically geared
toward teaching and introducing design to middle school students in interesting
and creative ways.
Problem
Statement
For my action research project I
will explore what implementations within schools and/or districts as a whole
could potentially effect student grade retention within the Houston Independent
School District and surrounding districts. I would like to discover if the
implementation of a more interactive curriculum and/or technological advancements
would have a positive effect on student comprehension and performance within
the district. After five years of working the Texas Department of Criminal
Justice Parole Division, I wondered what the correlation was between school
dropout rates and the imprisonment of our youth. I believe that this starts
with student retention. I want to
discover what elements could be introduced at the elementary and/or middle
school level to potentially enhance retention in an effort to decrease grade
repetition rates.
To address Patrick Henry Middle School
and Theodore Roosevelt Elementary faculty, staff and students as well as
address an extended audience on the World Wide Web through my blog and wiki
pages. My goal is to utilize the information that I have accumulated thus far
working with Middle School students and translate that to the needs of 3rd
through 5th grade students. Implement
Web2.0 tools, collaborative learning and the concepts of the 21st Century
classroom in an effort to shape the trajectory of students’ academic careers. It
is my hope that the data collected will show that these implementations have a
noticeable effect on retention and comprehension auspiciously resulting in
higher test scores and a decrease in repetition of grade level. If the data
does not show this, my wish is that teachers, administrators and parents are roused
to new ways of learning and educating students.
Definitions
Grade Retention/Grade Repetition - The process of having a
student repeat an educational course, usually one previously failed.
Interactive Learning- A pedagogical approach that
incorporates social networking and urban computing into course design and
delivery.
Opportunity Gap- Students who live in disadvantaged areas
having limited or unequal access to the supports and resources they need to have
a chance at a quality education.
Web 2.0 Tools- Allows users to interact and collaborate with
each other in a social media dialogue as creators of user-generated content in
a virtual community, in contrast to websites where people are limited to the passive
viewing of content.
Review of the Literature
“One of the major challenges that the
educational system, particularly educators, faces is creating and implementing
a vision of education that embraces both high standards and accountability for
students’ learning.” (Godzicki, Godzicki, Krofel and Michaels, 2013)
Accountability is a driving force in spanning the gap in opportunity between
students in more privileged districts and those that cover neighborhoods in
lower socio-economic districts. Moreover, the challenge lies with
administrators and educators to implement more engaging, collaborative and socially
driven curriculums to less fortunate student populations.
No matter the background, the youth
of today are technologically dependent. The University of Chicago Consortium on
Chicago School Research (CCSR) (2013) states that ninety-two percent of
students in grades six through 12 report having access to the internet at
home, only
about half of these students use technology at least weekly for school, and 20
to 30 percent never use it or use it rarely—at most once or twice a semester. In
my research, I have found that these percentages can be linked to the insufficient
and/or inadequate equipment within schools. At Patrick Henry Middle School
there are 1,026 students, but only 10 computers available for access by
students. The addition of technology to the classroom is the first step in
terminating the opportunity gap. “The technology education classroom has
potential as a vehicle for students to improve self-esteem, social skills, and
ultimately fit in the school environment.” (Ernst and Moye, 2013) This exposure
is pivotal in the elimination of grade repetition and encompasses the social
and collaborative elements of learning that students require in the 21st
century.
Despite the consistent tendencies of
higher education faculty to utilize single testing measures (i.e. essay or
multiple choice), education research indicates effective assessment of student
learning must incorporate multiple formats states D. Younger, J. Duncan and L.
Hart in there research which cumulated in their 2013 research paper entitled Tuning Into YouTube
in the Classroom Improving Assessment Scores
through Social Media (p.1) I find that this is not only true of higher
learning facilities but also at the grade school level. It is imperative that
educators enlist a variety of technological tools to facilitate the goal of
creating interactive learning communities.
A
way to offset the lack of computer access in schools throughout the district is
to utilize an otherwise banned technology from school campuses, the mobile
phone. Mobile Learning or M-Learning is learning through hand held devices via
Wi-Fi or other broadband connections.
“There was a
significant positive correlation between teachers’ awareness and motivation to
use technology with their readiness towards m-learning via mobile phone… in
other words, this significant correlation indicates that teachers who are more
aware and motivated to use technology in classes were more likely to be ready
for m-learning via mobile phone in their schools.” (Ismail, Bokhare, Azizan and
Azman, 2013)
None
of these technological advancements can be utilized or introduced to the 21st
century student without training the educators. According to Cathey A. Jones
(2001), “Only one-third of teachers responding to the NCES (National Center for
Education Statistics) survey reported feeling well prepared or very well
prepared to use computers and the Internet in classroom instruction.”(p.35) It
is imperative that educators are educated themselves in a variety of
technological avenues so that they are familiar and comfortable enough to teach
their students. This is always a means to connect teachers and students
collaboratively with interactive learning.
Summary
There is an opportunity gap in
education. This gap can be bridged by
introducing students to opportunities within an interactive learning curriculum
and after school programs that are otherwise unavailable to inner city school
students. I introduced Web 2.0 tools
immediately to familiarize my students with the vast capabilities that all the
Web 2.0 tools hold as well as introduce them to essential elements and
principles of design interactively. It was pivotal to introduce technological
advancements to the students. I elected to introduce them to a particular set
of web 2.0 tools through the use of PowerPoint, Windows Live Movie Maker and
Gimp. I was also able to collaborate with my co-teacher to assure that all
activities performed were appropriate for the students and would be beneficial
to their learning. Behavioral issues arouse but with collaborations from my
co-teacher they were rectified accordingly. An accumulation of research and
gathered data is compiled to determine whether or not these implementations
have a progressive effect on grade retention.
Action Research Design
Subjects
This action
research plan was conducted at Patrick Henry Middle School through an affiliate
apprenticeship program directed by Citizen Schools. Patrick Henry Middle School
is an Academically Acceptable rated Fine Arts and Media Education Magnet school
in the Houston Independent School District and located at the corner of East
Hardy and Little York in North Houston. The student population is 91% Hispanic.
There are 1,026 students enrolled with a 16 to 1 teacher student ratio. There
is a high population of economically disadvantaged students with below State
average TAKS scores. Sample size of fourteen 6th grade students,
approximately age 11, placed in two
groups of five and one group of six. I felt that breaking the class down into
groups would be allow for an increase in the interaction of peers and allows
students to be individually reached when necessary. Area of content consisted
of an introduction to elements of design and how design can be a positive asset
to the community through research, the utilization of Web 2.0 tools and
collaborative learning activities.
Procedures
The
10 week course of 14 participants was broken into 3 medium sized groups (4 to 5
students per group). Groups were chosen at random, determined by who drew what color from a deck
of colored squares, Red, Orange and Green. Each session, students were
introduced to essential areas of design and a web 2.0 tools that correlates with the elements
and principles of design. Each class is
90 minutes in length. Students are assigned Journals to document ideas, Log any
part of the information that made an impact on them that week as well as any
questions they had about the information, assignments and activities of the
week. At the end of each class,
students were given an “exit ticket” or quiz to address key concepts of the lesson.
The exit ticket consists of three questions, What is today’s essential question,
What are two things you learned in today’s lesson, and What is one question you
still have about today’s lesson. Students are
given 10 minutes to complete the exit ticket. Each session starts with a
student introducing, using the classroom projector, a finding, question or
activity from their journal or exit ticket answers with which we would have a
classroom discussion.
Data Collection
Each group was introduced to the
same material weekly. After each assignment, students were given an “exit
ticket” or a quiz to measure what and how much of the information was retained.
At the end of the 10 week course I observed if the scores on the exit tickets
were higher at the end of the 10 weeks compared to week 1. I handed out
questionnaires in each group of students. Through the questionnaires I was able
to compile data to figure out what motivates students to learn.
Findings
Summary
Conclusions
and Recommendations
.
Conclusions
Reflection
Recommendations
Concluding Remarks
References
Ehrlich, S., Sporte, S., & Sebring, P. (2013). The Use
of Technology in Chicago Public Schools.
Ernst, Jeremy V. & Moye, Johnny J. (2013). Social
Adjustment of At-Risk Technology
Education
Students. Journal of Technology Education, 24(2), 1-12.
Ismail, I.,
Bokhare, S., Azizan, S., & Azman, N. (2013). Teaching via Mobile Phone: A
Case Study on Malaysian Teachers' Technology Acceptance and Readiness. Journal
of Educators Online, 1-38. Retrieved from http://www.thejeo.com
Jones, C. A.
(2001). Preparing teachers to use technology. Principal Leadership, 1(9),
35-39.
