Digital
technology in an ever-evolving world has revolutionised the way we communicate,
work, and live. With the rapid advancements in digital technology, we can now
access information, connect with people across the globe, and accomplish tasks
more efficiently than ever before.
Syaharuddin & Mutiani. (2021) explain that because, of the
pandemic, digital technology became a crucial component in the world of online
learning, enabling students to adapt and thrive in the new normal. There were
weaknesses to the online learning community in schools as there was no way in which to encourage and
maintain attendance and motivations of the students. As a result, teachers and educators started to introduce
online games and quizzes as one of the ways in which teachers were able to
gauge the attention of the learners during that period (Syaharuddin &
Mutiani,2021).
I am undertaking an action
research project where I will look at the impact of incorporating digital
technology in my work placement with my
students and I will be observing and recording
their learning outcomes and engagement levels.
I will be analysing
different researchers in the literature review and looking at their research to
see whether there is any benefits or
flaws in using digital technology in lessons and whether there are gaps in their
research where my action research project will be able to fill.
Literature Review
Blended
learning (Güzer and Caner,2013) started to be implemented into the classrooms
in the early 2000s, however this is very different to what is classed as online
learning today (Güzer and Caner,2013). Students would use desktops as a way of
using digital technology but due to the lack of technological advancements such
as, a fast internet speed and high-quality computer processors / smartphones
the students were only able to do work on the computers in the actual
classroom. Where as today the students are able to be either in the classroom
or at home. Furthermore, teachers and students can collaborate either
physically or virtually on a project, which was not possible in the past.
Andzik et al (2020)
highlights that using digital technology such as online quizzes or games during
a lesson has had beneficial effects on the learning outcomes of the students
they are teaching. I have observed this in my lessons and I do incline to agree
with these educators (Andzik et al,2020) however. only using this kind of quiz
could disengaged the learners and have a negative effect on the students
engagement. I will be attempting to use various kinds of digital technology to
keep the students engaged.
Borup
et al. (2020) discusses student engagement in the classroom with the use of
blended learning. The researchers suggest the use of the ‘ACE’ (Academic
Community of Engagement) framework which explains, the students ability to
learn cognitively and behaviourally either online or in the classroom. This was
inspired by Vygotsky’s (1978) zone of proximal development (Borup et al.,
2020). This is if a students sit near their peers, they will learn from each
other and thus support their engagement and overall success in their lesson
(Borup et al., 2020). This theory aligns with my own research, as my students
sit near each other. However, the difference will be that there will be support
in my classroom. I am hoping to be able
to test this (Borup et al., 2020) approach to blended learning with my
learners. The flaw that I could see in this research and how it will differ
from mine is that even though the research paper (Borup et al., 2020) discusses
‘cognitive engagement’, the researchers do not explain if any of their learners
had any kind of learning difficulties. Whereas my research paper will only
include learners with learning difficulties.
The
continual research in this field of blended learning (Syaharuddin
& Mutiani,2021) has expanded the access to digital technology
throughout the world and has greatly
improved the flexibility and convenience of online learning. Additionally, the
integration of multimedia resources (Syaharuddin
& Mutiani,2021)., such as videos and interactive simulations, has
enhanced the quality of educational materials available to students. As a
result, online learning has become a popular and effective alternative to traditional
classroom instruction, offering students a more personalized and engaging
learning experience. (Syaharuddin &
Mutiani,2021). All of these resources I am intending of utilising in my own
research project and test some or the theories that are in the literature
review.
Methodology
The Action research cycle Paisley & Paisley (2005) is a model where research can be modified and
adjusted at any stage of the process as it is quite flexible and allows you to
collect meaningful data. There are four stages of action research, and these
are: 1- Plan (I will plan a lesson for my students). 2- act (I will implement
the lesson), 3- observe ( I will observe and analyse how the class are
responding to my lesson and the activities), 4- reflect ( I will self-reflect
on the lesson and see whether we need to repeat the lesson or change some of
the activities) to support the use of the different uses of digital technology
(which will be a quiz or a survey). I will also be assessing the students’
knowledge throughout the lesson using these four steps (this involves using a
quiz or a game for analysis by seeing how much engagement the student have in
the activity and how motivated they are), then adjusting the lesson for those
students who have not grasped the concept or who are struggling with one
form of digital technology. This will ensure that all students can fully
understand and engage with the lesson (Paisley & Paisley,2005). Using
action research allows me to participate as a teacher and also as a researcher
by teaching and observing my lesson simultaneously. By incorporating technology
tools like online quizzes and games into the lesson, I can create an
interactive and dynamic learning environment which promotes student
participation and reflection.
I will be using Bloom’s Taxonomy theory, which consists of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation; to support students with their cognitive comprehension in the
lesson (Heick, 2021). It provides a framework for assessing and evaluating
students’ learning outcomes, ensuring that higher-order thinking skills are
developed and assessed(Heick, 2021). A weakness of this approach can be seen in
scenarios where students have limited access to technology or internet
connectivity and therefore not being able to utilise these tools. In another
scenario, relying heavily on digital technology tools like Kahoot etc may
exclude students from actively engaging in the learning process as these
students may have significantly higher needs and may not comprehend the concept
of the activity(Heick, 2021).This could create a disparity in participation and
hinder the overall effectiveness of active learning strategies(Heick, 2021).
Although Bloom’s Taxonomy provides a useful framework for
assessing cognitive thinking and learning skills, It can also allow teachers to
observe the full range of diverse abilities and ways of learning that students
possess and support and adjustments that students are encountering during the
lesson (Heick, 2021).
Furthermore, Anandha, Anggraheni & Yogatama (2021) discuss
that technology tools can also be useful in bridging the gap and providing
equal opportunities for all students to engage in active learning; and
assessment methods can be implemented to capture the diverse abilities and
learning styles of students. I have two learning support assistants in the
class to ensure that all learners are included and able to flourish in these
activities by supporting them with handouts and providing small group support
when needed.
Sawaida et al.(2020) explains that digital assessment tools,
such as Google Classroom, play a fundamental role in allowing the teacher and
the student to participate in lessons online as well as allowing them to feel
independent. This digital assessment tool also allows me to easily modify the questions and tasks depending on the
students’ proficiency levels. For example, the level 1 students question could
be : ‘Can you identify different modes of transports using pictures’ and level
2: ‘Can you identify different modes of transports using pictures and give an
explanation of what the different modes of transports are?’ Using digital
technology in the classroom allows me to modify and change their work if
necessary whilst they are at their computers. Thus, will then enhance their
overall comprehension and knowledge retention.
If I then set a task such
as an online quiz, once they have finished the task it will also provide me with immediate feedback on
their understanding and how motivated they appear whilst completing it. This
will enable me to identify areas where they may need additional support or need
to be given a more challenging task subsequently. Therefore, by incorporating
digital technology in the lesson, I can engage with the students in their
learning faster, which will result in a
more interactive and dynamic learning experience.
Ethical Considerations
Having ethical considerations is a vital part of any action
research project to maintain the integrity and reputation of any researcher,
and the validity during their action research (BERA,2018). Also It ensures that
the rights and well-being of participants are protected (BERA,2018). Ethical
guidelines provide a framework for conducting research in an unbiased and
transparent manner; whilst minimising the potential for harm or exploitation.
Additionally, adhering to ethical principles promotes trust and credibility
within the research community and among stakeholders, enhancing the validity
and reliability of the findings. I intend to follow these guidelines(BERA,2018)
to ensure that my students are protected, and my research is reliable. My
research has been done by conducting through literature reviews, obtaining
informed consent from participants, and maintaining transparency throughout the
research process (Banegas and Castro, 2015). These are as follows :-
The importance
of anonymity and confidentiality in research: Explore the ethical
considerations surrounding participant privacy and how it ensures their trust
and willingness to participate in the study.
Safeguarding
participant data: Discuss different methods for securely storing and protecting
sensitive information, such as encryption, locked folders, or secure servers,
to ensure that only authorised individuals have access.
Informed
consent procedures: Elaborate on the process of obtaining informed consent from
participants, including providing clear explanations about the purpose of the
research, potential risks or benefits involved, and how their data will be used
Respect for
participant autonomy: Highlight the significance of respecting participants’
rights to withdraw consent at any time during the study if they feel
uncomfortable or no longer wish to participate.
These ethical guidelines set by BERA (British Educational
Research Association): Explain how following BERA guidelines promotes ethical
conduct in educational research, specifically regarding anonymity,
confidentiality, informed consent procedures, storage of data until a specified
timeframe before destruction, etc., ensuring that researchers adhere to high
standards throughout their studies.(BERA,2018)
As the researcher I intend to respect and prioritise the needs
of my participants, by ensuring that they understand why I am undertaking this
action research project. I do understand that the participants may not fully
comprehend or agree with my intentions, leading to potential ethical concerns
or mistrust in the research process. However, I believe that an open and
transparent lesson with my students will dispel any doubts that they may have
and hopefully, after three months, I will have a good amount of evidence so
that I can answer my action research question, which is ‘Can digital technology benefit you as
teacher, and can it gives immediate feedback in an engaging way’.
