Week 23

Plan Data Collection (Learn)

To what extent does gamification impact on behavioural engagement for Year 10 distance learners?



Week One: Baseline data


Quantitative and Qualitative combined

Anonymous Google Form sent to students and supervisors that asked for attitudes towards engagement.

Examples of questions:Do you know what it means to be engaged in your learning? What should engagement in learning look like? What does disengagement look like? Are you persistent in your work, despite challenges and obstacles? Are you motivated to finish your work and feel accomplished when you do? Are you always interested in your learning and want to find out more? How often do you complete a My Te Kura lesson/learning for your teacher? Do you think you are an engaged student or disengaged? Why do you think so? Any other feedback?



Quantitative
Tally of Week One engagement through My Te Kura portal, noting times, length and topic.

By taking a tally of who engages in the first week of school will give me a baseline of data to go off so that I can compare it over the next few weeks and make a judgment on the impact that ClassDojo has on student engagement. I have chosen to use a table format on Google Docs to collect this information for the first week.
Student Initials
Engaged with Online Learning: Week One 11th-15th February
Total

Monday 11th
Tuesday 12th
Wednesday 13th
Thursday 14th
Friday 15th

PB
e.g. Y (Yes) N (No)





Details-time etc






OC






Details






RH






Details






OH






Details






BH






Details






BM






Details






TM






Details







Weeks Two-Five


Quantitative Tally of data collected from Weeks 2-5 with the influence of ClassDojo and allocating points for certain behaviours














I have chosen to keep a tally of the student's engagement using a table format on Google Docs similar to that of Week Ones table. This will enable me to compare data from the baseline data and also compare between the weeks. This is relevant to my inquiry question as this is the way I am gathering data of students engagement. 

Week 5 or 6: Endpoint data
Anonymous Google Form sent to students and supervisors that asked for attitudes towards engagement.

Ethical Considerations

Audience
  • Myself, my mentor teacher and other colleagues
  • Whanau of Year 10 students
  • Mindlab assessors
Survey for Students and Supervisors (Quantitative and Qualitative Data)
  • Google Forms sent electronically and anonymously
  • Beginning of the year


Observation Tally Sheets (Quantitative Data)
  • Anonymous, student’s names not used, only abbreviations to ensure anonymity.
Audience- I will check with my mentor teacher and also my Team Leader about any ethical issues I may encounter with my inquiry. I will inform my students and their supervisors of the reasons why this inquiry is being conducted and also share the findings if they were wanting to know.
Forms will be sent electronically and remain anonymous. With the beginning of the year, there may be a barrier for students and supervisors with wifi/data access and access to devices. However, with the students selected for this inquiry, they are all past students and do have access to devices and the internet.
For the tally sheets, no names are used, only abbreviations, so their identities will remain anonymous.

Integrating the Principles of Kaupapa Māori into your Teacher Inquiry



 As you choose the type of data to be gathered and the respective data collection method(s), remember to consider a KM approach in the process. As examples, look at the Taonga tuku iho - the cultural aspirations principle and Ako - a teaching and learning relationship, some questions that you can consider are:

 Taonga tuku iho - the cultural aspirations principle: To what extent do you consider the way Māori people think, understand, interact and interpret the world when choosing the type of data to gather and the method of data collection?
Ako - a teaching and learning relationship: In what way would you learn back from the students and/or whanau about the pedagogy to be implemented through the gathered data and data collection process?

Comments

Post a Comment

Popular posts from this blog

Week 29 - Consider your audiences (Take action)

To what extent does gamification impact on behavioural engagement for distance learners? What? The wider audience context for my inquiry is my community of learning (COL) which include my mentor teacher and other teachers in my office. I also think that my wider community involves other teachers that are a part of The MindLab community as I share these blog posts with them. The theme that I have chosen to look at in this reflection has been identified in  Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkin's (2012) reading of New views of equity, diversity, and inclusivity (pg.25). So what? I chose to look at this weeks reflection through the equity, diversity and inclusivity lense because raising engagement drives my inquiry which aligns perfectly with Bolstad et al's (2012) idea of 'producing educational engagement and success for all learners is an important priority.' (p.25). My mentor teacher's perspective towards my practice is very supportive and op...
Read more

Week 32-Reflect on your learning journey (Check)

Image
What? Upon starting with the MindLab course, my main goal coming into this was to upskill myself with the most current technology tools and knowledge as I wanted to feel more confident. I had graduated from a four-year teaching degree many years ago but had only relieved since then. I felt like I was getting behind the times. Participating in this course it has gone beyond my original expectations. It has completely changed my teaching practice. As I am a beginning teacher I came from not having a lot of teaching practice, especially within a classroom as I also teach via distance. I was able to identify that engagement was an area that impacted on the quality and quantity of teaching that would happen. It was important for me to target this area and implement change so that I could make connections to the disconnected students and their whanaus and start making that difference, which was the reasoning behind wanting to be a teacher in the first place. Now what? As Osterman ...
Read more

Week 31 - Evaluate Your Impacts (Check)

To what extent does gamification impact on behavioural engagement for distance learners? What? The evidence from my 'Take Action' phase shows, that the number of students that logged into our online platform before I started my inquiry compared to the end, that there was a significant increase. The impact of having ClassDojo implemented into my teaching practice was highly beneficial not only for the students but also to their supervisors. The valuable feedback that I got from the student's supervisors was all positive, they loved how Classdojo was keeping them informed with how their student was doing and also loved the connection it provided to their student's learning, and also to me as their teacher. Some of this feedback was displayed in the feedback collected by the Google Form that I sent out, however, some were in conversation over the phone or face to face. One other thing that I cannot single out and provide evidence for is the number of times that my stud...
Read more