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**I have attached the Assignment in which you can use to complete this discussion. Please use a PowerPoint and for the audio portion, write out what I would say as it relates to the assignment, and remember to keep it under 5 minutes. Label the audio part that should correlate with the visual aid( powerpoint).
These 9 components are…
Area of Focus
Research Questions
Locus of Control
Data Collection
Ethics
Reflective Stance
Action
Action-Data Connection
Reflection – Learning / Application
**There is no page limit, however, thoroughly explain each component above and provide references where necessary, as the 9 components should be answered using the file attached**
Mock Action Research Proposal Presentation
As you prepare for your Final Project, take this opportunity to create a mock presentation using PowerPoint, or other professional presentation software and present your action research proposal to your peers through
Jing (Links to an external site.)Links to an external site.
, or PowerPoint to create your presentation with both a visual and audio component.
Your visual presentation must include all nine components of the action research plan and follow the guidelines for creating effective presentations as discussed in the required and recommended video tutorials located in the recommended and required readings section.
In order to ensure your viewers experience the full effect of your mock proposal, it is imperative that your voice and a visual presentation complement each other as you explain all nine of its components. Therefore, it is a requirement you include the video component with audio as you share your action research proposal.
You must keep your presentation under five minutes. Keep in mind, the emphasis is more on you and your ability to share your knowledge, heart, and passion about your topic, while leading your viewers through the nine components of your mock action research proposal. Your visual presentation will provide the main points of each of the nine components, as you follow the seven by seven rule. But your oral complement will elaborate to fill in the blanks between those main points. Thus, you will have the opportunity to provide all the details, important information, and passion behind it to your audience verbally. This will not only appeal to both visual and auditory learners, simultaneously, it will make your presentation more enjoyable and enriching for both you and your viewers. Include a link to your presentation or attach it to your discussion post.
Running head: INTERVENTION FOR EDUCATION Edwards 1
INTERVENTION FOR EDUCATION
Edwards 6
Intervention for Education
Markis’ Edwards
EDU 671: Fundamentals of Educational Research
Dr. Deborah Naughton
January 15, 2018
Overview
Mathematics is a subject that has no substitute and is compulsory in all modern schools. It teaches students to have the skills to count as well as perform both simple and technical arithmetical questions. Arithmetic is applicable in all professions thus the need for it to be compulsory in all modern schools globally (Brown, Dehoney & Millichap, 2015). Nonetheless, the main stresses associated with arithmetic is, understanding the new concepts in new topics. Many teachers are regarded as the cause of this problem as they fail to understand the concept of comprehension. Many teachers work with the assumption that if students understand the basic rules of mathematics, grasping the new technical terms and formulas can have similar results (Brown, Dehoney & Millichap, 2015). This problem is also not rectified by the regulators as they offer little to no support over the matter. It should be understood that students have different levels or varying computing powers. This means that they can easily make errors by either misreading the signs (computational error) or may misunderstand the underlying concept thus using the wrong logic. Overall, there is a common factor with this problem the inability to connect easily the theoretical features of math with reality (Brown, Dehoney & Millichap, 2015). The proposed intervention is to use digital or virtual teaching techniques to reduce these problems with the long-term aim of eliminating it. The use of computers or simulations to teach students is not new, as several schools have implemented technology in the curriculum in one mode or the other. The main advantage of this technique is that it implements the broad number of learning techniques allowing the students to familiarize themselves with one. This eliminates the limit set by teachers as they teach the course (Brown, Dehoney & Millichap, 2015).
Literature Review
Technology has evolved rapidly in the past decades; it has given way for more processing power, storage capacity and variation in sizes of devices. It has also evolved other sectors in the process such as education; many learning institutions have made the shift from the conventional learning techniques to digital. The main advantage of this shift is that majority of the students are familiar with the operation of these devices, therefore, the need of training is purged. Secondly and most important is that this form of education provides personalized learning, the rate of engagement is higher, students are exposed to competent teaching, assessment of learning is rapid and the quality is higher. As stated earlier, various students have various deficiencies when grasping specific mathematical techniques, with digital learning the student are exposed to various processes until they identify one they are most comfortable with. This personalized learning technique gives way to the higher engagement rates as students are taught the same mathematical concept, with the only difference being they use different approaches that they understand. This change has also eliminated the use of outdated and complicated techniques that have resulted in the poor performance of several students. The technology will also be easily regulated thus allowing students to not only access quality but also competent education. Advancements in internet speeds have also made it possible for students not to be limited in learning in school alone but also in their respective residential areas. The internet connection allows teachers to monitor their progress and provide assistance where needed. This paper will expound on these factors as well as provide the needed data both qualitative and quantitative that will be needed to appreciate the advantages of digital education.
Advantages of Digital Education
One of the main benefits of this intervention is that it allows the students to be self-driven thus grasping a technique that is personalized to their capacity. Therefore, it allows the students to learn new concepts more easily thus giving way to students that are more capable. It also sharpens their skills by developing their analytical reasoning. This is important as it eliminates the problem earlier stated of many students not understanding the underlying concepts. The next advantage is that it makes the students more accountable, by giving them the broad range of techniques; it is the student’s duty to familiarize themselves with at least one. With random and frequent retention tests, the determination of the student is tested. Finally, digital learning leads to increased involvement of both parents, teachers as teachers find it easier to group students, and parents provide the needed support for the educational benefit of the students.
Intervention Plan
The intervention will have to follow a specific plan for its implementation; first, the number of students who will be used for the data collection will have to be listed allowing the correct procurement statement to be developed. After the sample group has been identified, permission letters will have to be sent to the district education office as well to the students. This formality is necessary as the intervention is not official and the students are minors’ therefore parental consent will be needed (Kiger & Herro, 2015). As the responses from the respective parties are to be received, the appropriate platform will be selected with the learner being centered. This will allow the students to be held accountable for their education, as the platform will provide them with various techniques that will be needed to grasp mathematics more easily. The fourth stage of the intervention plan will commence after feedback has been given by the district education board as well as approval for the students in the sample group. It will involve the specification of the platform being used to the students, teachers, and representatives from the education board as well as PTA (parent-teacher association) (Tyner, 2014). This formality is necessary, as it will be used to identify that the digital platform is not a replacement for the conventional teacher but places the teacher as the leader. This means for any inquiries over the platform of the topic the representatives and students respectively will address them to the teachers. The fifth step will be the evaluation of the intervention with data being collected through observation, testing, and questionnaires. From the intervention plan, some of the expected results would be students in the digital learning platform to have better engagement towards the topic, better results in tests and more optimism towards mathematics over the semester-long period of the research. The main stakeholders after viewing these results are expected to implement e-learning as the new norm as it promotes performance.
Teaching Philosophy
In teaching, the main driving philosophy is the provision of effective teaching thus helping students appreciate the bigger picture towards education. With the implementation of e-learning, teaching will be made more effective and efficient thus encouraging students to be more analytical thinkers (Tyner, 2014). Moreover, digital learning will change the environment of education towards student-centered learning environment considering they are the main stakeholders in the education sector.
Social Principles
It is important to understand that education is a dynamic ideal that evolves in more or less the same manner as a society. This interrelation has resulted in society ranking education as having the highest value. This intervention plan will appreciate this notion by encouraging students to be accountable for their own education (Tyner, 2014). Moreover, the digital platform will allow students to imparted with the most recent and verified education.
Harm
This intervention is very important and called for as most institutions use outdated teaching techniques that have been approved by the regulators. Majority of learning institutions use techniques that were coined in the late 1960s and late 1980s (Pynoo et al, 2011). This period experienced vast changes and therefore education changed with it. Nonetheless, the digital learning intervention has proven to be dynamic in the same manner as society and information. This platform will expose the students to approved information and techniques thus not limiting them to one notion that is taught by the educators (Pynoo et al, 2011).
Protection
The internet of things has proven not to be a safe environment for acts such as cyberbullying and others. Therefore, with the stronger relationship formulated between teachers and parents or guardians towards digital learning a monitoring strategy can be designed. Moreover, the devices used by the students will be limited to the sites that offer only educational benefit. These are the best strategies in place that can protect the students from unwanted exposure.
Bias
To ensure that each student is tested without bias considering various techniques that use various amounts of time are presented to them some form of standardization will be implemented. First, all the students will be tested with the same question, secondly, the longest techniques will be used to set the timing of the test (Pynoo et al, 2011).
References
Brown, M., Dehoney, J., & Millichap, N. (2015). The next generation digital learning environment. A Report on Research. ELI Paper. Louisville, CO: Educause April.
Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG) suggested. TechTrends, 59(5), 51-61.
Pynoo et al. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Computers in Human Behavior, 27(1), 568-575.
Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of information. Routledge.
