Clarifying the Action Research Project
This action research project involved myself and my students. I am a teacher for students with Autism Spectrum Disorder who also have moderate cognitive impairments. Five male students, ages 14-15, were in the self-contained classroom as part of a center-based special education program. Each student engaged with the educational technology as part of a small group as well as individually. Critical questions that were explored included (a) how to effectively use new technology in the classroom, (b) what tools, apps or software were most engaging with my students and (c) what real world technology skills were important for my students to learn. Findings will be used to increase the use of technology in appropriate ways to increase student engagement and achievement.
Data was collected from (1) surveying parents and students, (2) interviewing my Special Education Director as well as our Director of Technology and Media Services, (3) reviewing our curriculum and transition plans, (4) reviewing my past lesson plans and analyzing where more technology could be implemented, (5) researching professional literature for best practices, and (6) observing students engaging with technology. Data was collected between December 2013 and March 2014. Surveys were developed by myself and distributed to parents to gauge students' use of technology outside of school and to get a better idea of their interests. I developed a simple student survey with picture choices and had students rate some of the apps and technology tools we use in the classroom. I developed interview questions for our Director of Special Education Services and Director of Technology and Media Services to get a better idea of their expectations of use. I reviewed 10 weeks of lesson plans after beginning my research and speaking to our Director or Special Education and Director of Technology. I tried to determine where I could have used technology to improve my teaching and lessons and considered where I could make these changes more routine in my teaching. I reviewed our district's functional life skills curriculum to determine if technology was embedded within the curriculum guide. In a similar manner, I reviewed my students' current Transition Plans in their IEPs to determine where technology played a role or could be added. Multiple searches were done for professional literature and studies that would guide me to a better understanding of best practice for technology integration.
This action research study came from my desire to make better use of the new technology in my classroom. I wanted to challenge myself and my students to find new ways to teach and learn. I wanted to see them more engaged and interested in what we were learning, which will ultimately lead to better generalization for them. Our world is full of technology today and as my students learn to be a part of their community and gain independence, they will need to be familiar with how to manipulate technology as well as use it to their advantage. Technology offers so many solutions for them both in their everyday lives, their education and future job possibilities. I want to make sure they are prepared and that I'm doing what I can to help them learn and navigate these tools. Limitations of the study include a very small representation of students with Autism – only five students were surveyed and each functioned within a moderately cognitively impaired range which may have affected their ability to respond appropriately and clearly to my research questions. The study may have also been limited due to technical issues in the classroom including no access to WiFi and limited student access to the internet or a variety of software.
This action research project involved myself and my students. I am a teacher for students with Autism Spectrum Disorder who also have moderate cognitive impairments. Five male students, ages 14-15, were in the self-contained classroom as part of a center-based special education program. Each student engaged with the educational technology as part of a small group as well as individually. Critical questions that were explored included (a) how to effectively use new technology in the classroom, (b) what tools, apps or software were most engaging with my students and (c) what real world technology skills were important for my students to learn. Findings will be used to increase the use of technology in appropriate ways to increase student engagement and achievement.
Data was collected from (1) surveying parents and students, (2) interviewing my Special Education Director as well as our Director of Technology and Media Services, (3) reviewing our curriculum and transition plans, (4) reviewing my past lesson plans and analyzing where more technology could be implemented, (5) researching professional literature for best practices, and (6) observing students engaging with technology. Data was collected between December 2013 and March 2014. Surveys were developed by myself and distributed to parents to gauge students' use of technology outside of school and to get a better idea of their interests. I developed a simple student survey with picture choices and had students rate some of the apps and technology tools we use in the classroom. I developed interview questions for our Director of Special Education Services and Director of Technology and Media Services to get a better idea of their expectations of use. I reviewed 10 weeks of lesson plans after beginning my research and speaking to our Director or Special Education and Director of Technology. I tried to determine where I could have used technology to improve my teaching and lessons and considered where I could make these changes more routine in my teaching. I reviewed our district's functional life skills curriculum to determine if technology was embedded within the curriculum guide. In a similar manner, I reviewed my students' current Transition Plans in their IEPs to determine where technology played a role or could be added. Multiple searches were done for professional literature and studies that would guide me to a better understanding of best practice for technology integration.
This action research study came from my desire to make better use of the new technology in my classroom. I wanted to challenge myself and my students to find new ways to teach and learn. I wanted to see them more engaged and interested in what we were learning, which will ultimately lead to better generalization for them. Our world is full of technology today and as my students learn to be a part of their community and gain independence, they will need to be familiar with how to manipulate technology as well as use it to their advantage. Technology offers so many solutions for them both in their everyday lives, their education and future job possibilities. I want to make sure they are prepared and that I'm doing what I can to help them learn and navigate these tools. Limitations of the study include a very small representation of students with Autism – only five students were surveyed and each functioned within a moderately cognitively impaired range which may have affected their ability to respond appropriately and clearly to my research questions. The study may have also been limited due to technical issues in the classroom including no access to WiFi and limited student access to the internet or a variety of software.