Project Based Inquiry Process
Pose Question: How can technology be used to build a sense of story in young readers?
Gather and Analyze Information: Over the last two years I have gathered data in my kindergarten classroom and during summer school sessions that I taught. I began my research by finding student friendly technology tools that complimented the writing process. I discovered that my students' age contributed to which tools I could use; for example, third grade students in summer school could use different iPad apps than my kindergarteners. I decided to narrow my research and just focus on my kindergarten students.
I investigated ways students could use technology during different phases of the writing process. Each quarter, I introduced my kindergarten students to a different tool that could help them during a phase of the writing process, such as the Voicerecorder app during the planning phase. I monitored students' engagement and took observational notes on how the technology affected each particular writing phase.
I began by having students compose a piece of writing that served as my baseline. In my observational notes, I recorded how much time students spent on that particular phase and their level of engagement. Then I would spend many lessons introducing them to the technology tool. Students would create numerous pieces using the technology; I documented their engagement and how it influenced their writing.
Synthesize Information: My notes revealed that students' engagement greatly increased when they were able to use technology especially for the planning and publishing phase of the writing process. Students were willing to spend much more time on each phase and take time to go back and revise their work. The increased amount of time and attention greatly affected students' writing pieces.
Evaluate Data: My data agreed with my initial hypothesis that technology would improve students sense of story by supporting them throughout the different phases of the writing process. Initially, students had a difficult time thinking and writing at the same time. The technology allowed students to focus their attention on one process at a time, which greatly improved their quality of writing. For example, the planning phase has always seemed daunting to students because they would spend time thinking of an idea and then immediately forget it when they started to write. The Voicerecorder app really helped alleviate this obstacle because students could play back their ideas.
While my data consistently shows improvement in my students' sense of story, I am not sure other teachers would achieve the same results because of the technology available and students exposure to the devices. The quality and quantity of technology would affect the results. I achieved such success because half of my class was able to use the technology at one time and, if needed, I could borrow iPads from another teacher. In addition, a majority of my students have access to some form of technology at home. While they had never used these particular apps, they were at least familiar with how the tools worked.
Next year I plan on using many of the same tools and ideas with my kindergarten team. I would like to see how results varied across the four kindergarten classrooms. All the classrooms have access to the same equipment, but the students can be very different. In addition, I would like to have students self reflect at the end of each process to build their metacognitive awareness.
Gather and Analyze Information: Over the last two years I have gathered data in my kindergarten classroom and during summer school sessions that I taught. I began my research by finding student friendly technology tools that complimented the writing process. I discovered that my students' age contributed to which tools I could use; for example, third grade students in summer school could use different iPad apps than my kindergarteners. I decided to narrow my research and just focus on my kindergarten students.
I investigated ways students could use technology during different phases of the writing process. Each quarter, I introduced my kindergarten students to a different tool that could help them during a phase of the writing process, such as the Voicerecorder app during the planning phase. I monitored students' engagement and took observational notes on how the technology affected each particular writing phase.
I began by having students compose a piece of writing that served as my baseline. In my observational notes, I recorded how much time students spent on that particular phase and their level of engagement. Then I would spend many lessons introducing them to the technology tool. Students would create numerous pieces using the technology; I documented their engagement and how it influenced their writing.
Synthesize Information: My notes revealed that students' engagement greatly increased when they were able to use technology especially for the planning and publishing phase of the writing process. Students were willing to spend much more time on each phase and take time to go back and revise their work. The increased amount of time and attention greatly affected students' writing pieces.
Evaluate Data: My data agreed with my initial hypothesis that technology would improve students sense of story by supporting them throughout the different phases of the writing process. Initially, students had a difficult time thinking and writing at the same time. The technology allowed students to focus their attention on one process at a time, which greatly improved their quality of writing. For example, the planning phase has always seemed daunting to students because they would spend time thinking of an idea and then immediately forget it when they started to write. The Voicerecorder app really helped alleviate this obstacle because students could play back their ideas.
While my data consistently shows improvement in my students' sense of story, I am not sure other teachers would achieve the same results because of the technology available and students exposure to the devices. The quality and quantity of technology would affect the results. I achieved such success because half of my class was able to use the technology at one time and, if needed, I could borrow iPads from another teacher. In addition, a majority of my students have access to some form of technology at home. While they had never used these particular apps, they were at least familiar with how the tools worked.
Next year I plan on using many of the same tools and ideas with my kindergarten team. I would like to see how results varied across the four kindergarten classrooms. All the classrooms have access to the same equipment, but the students can be very different. In addition, I would like to have students self reflect at the end of each process to build their metacognitive awareness.