Action Research: Integrating Curricular Strategies and Technology
Visual Appeal
There are a few graphic elements. There is some variation in type size, color, and layout.
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Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.
Attention is focused on the lesson through the use of visual elements.
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Project relates to the requirements of this assignment and the introduction identifies an instructional strategy, the technology to be utilized, and a curricular focus.
The project draws the audience into the lesson by highlighting the importance of the strategy (or strategies) that will be used within an identified curricular area and integrated with technology.
Introduction makes some reference to the audience's prior knowledge and previews to some extent the relevant research.
The Introduction builds on the prior knowledge of the audience by summarizing important concepts or principles, and effectively preparing the audience for the presentation by foreshadowing new ideas and methodologies.
Audience can see that the learner tasks require awareness of information and/or putting together information from several sources.
Audience perceives that the task requires processing information, and/or operating in appropriate ways that facilitate learning at levels beyond memorization and comprehension. See Dr. Hannah's Framework for Instruction and Learning .
Audience is aware that the learners' tasks require knowledge of equipment and procedures.
Audience perceives that the learners' tasks require a working knowledge of equipment and procedures and that the technology is an integral piece of the learning process.
Some directions are given, but there is missing information. Students might be confused.
The audience will see that students understand how they are expected to behave and perform.
Information is given but complex processing activities are lacking.
Students have opportunity for collaboration.
The audience may see that students are constructing new knowledge as they proceed with the lesson or project.
Students are required to collaborate in a constructivist environment.
A research problem is stated. Some research findings are demonstrated in the presentation of the project.
- A research problem is stated.
- The purpose is clear.
- Resources provided will make it clear to the audience that there is research that supports the strategy (ies).
- The findings are related to the stated problem and purpose.
The audience can follow the steps outlined in conducting this piece of action research.
The audience will be able to conduct similar action research at appropriate levels.
Results are described.
- The method for evaluating the integration of technology and strategies is explained.
- Connections between the activities conducted and online and library research are made.
- Suggestions for further research are presented.
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Elements of an Action Research Project
This information is designed to serve as both a guide and a worksheet. Answering the questions under each element will move you through the steps to both design and then implement an action research project in your practice. For additional information on assessing the effectiveness of your project, consult the Action Research Project Rubric .
Printer Friendly Action Research Project Plan Template
Below the steps have been laid out to help you accomplish your project.
- Project Information
- Clear Goals
- Adequate Preparation
- Appropriate Methods
- Significant Results
- Reflective Critique
- Effective Presentation
Cycle of Action Research
General Action Research Process
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Action Research Paper
- Instructional Design
- Technology Planning
- Capstone ePortfolio
Action Research Paper Rubrics
This is a major research paper or thesis that the candidate writes toward the end of the master's program. In an action research project, the candidate conducts a local experiment in order to determine whether a nationally recognized best practice implemented in the local school or workplace can achieve results akin to those described in the research literature. Each branch of the program has a rubric:
- AECT-SMETS for Educational Technologists
- ISTE-TF for Technology Facilitators
A key feature of the EDTC program is the manner in which students carry out an actual project in a school or workplace setting appropriate to the student's career goals. This project normally consists of the implementation of one or more curriculum modules from the student's curriculum design project. Students report the results of the project in the form of a paper that is written in APA style using case study methodology such as the protocols defined in Yin, Robert K. Case Study Research: Design and Methods . Third edition. Thousand Oaks: Sage Publications, 2003. ISBN 0-7619-2553-8.
The action research paper will be evaluated by a committee consisting of the candidate's advisor, a faculty member in the candidate's area of specialization, and one other member of the Master of Education core faculty. It is the candidate's responsibility to form this committee, in consultation with the advisor, during the semester preceding the academic term in which the paper will be written. Upon completion of the paper, the student will forward an electronic copy to each member of this committee, which has the responsibility to determine whether the paper satisfies the action research requirement. If the paper does not meet expectations, the advisor will provide the candidate with comments, and the candidate will have two weeks to revise the paper. This revision may be done only once. Candidates will be notified of the results approximately three weeks after completing the paper.
When evaluating the action research project, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement . For all other candidates, faculty use the AECT rubric. The tables below present the Action Research Paper rubrics.
Note: If the action research project is not already covered by an approved Application for Educational Technology Internship or Practicum form , the student must complete this form in order to gain EDTC approval for carrying out this activity.
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| Required elements: □ Replicates locally an instructional technology project or technique reported in the research literature. □ Theoretically explains differences observed between local results and those reported in the scholarly literature. □ Makes recommendations based on a comparison of local findings to those of the model project. | ||||
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| Recommended actions are framed in the form of hypotheses to test and measure effectiveness in real-world settings. | The hypotheses are misstated or missing, or the local experiment is not informed by results and experiences reported in the scholarly literature. | Analyzes the results of a model project reported in the scholarly literature and frames locally recommended actions in the form of hypotheses to test and measure the effectiveness of the locally proposed actions | Develops the case study report into a formal master's thesis written according to the thesis guidelines issued by the Office of Graduate Studies. | |
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| | Delivery system and support service recommendations are missing or unsupported by local findings or best practices documented in the scholarly literature. | Compares local instructional delivery systems and services to best practice models documented in the scholarly literature and makes appropriate implementation plans and recommendations based on local needs. | Compares local instructional delivery systems and services to best practice models and analyzes operational differences between the model project documented in the scholarly literature and its local implementation. | |
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| Appropriate quantitative and qualitative methods are employed to determine the adequacy of the instruction. | Claims made based on the local findings reported are not supported by the data that has been collected. | Collects qualitative and quantitative data and theoretically compares local findings to results reported in the scholarly literature. | Collects qualitative and quantitative data and develops a theoretical framework to explain the differences observed between local findings and results reported in the scholarly literature. | |
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| Required elements: □ Replicates locally a model technology integration project or technique reported in the research literature. □ Theoretically explains differences observed between local results and those reported in the scholarly literature. □ Makes recommendations based on a comparison of local findings to those of the model project. | ||||
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| Apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning. | The local experiment is not very well defined or is not informed by results and experiences reported in the scholarly literature. | Conducts a local experiment based on a model documented in the research literature in order to determine whether the local school or district can replicate the results reported in the scholarly literature. | Develops the case study report into a formal master's thesis written according to the thesis guidelines issued by the Office of Graduate Studies. | |
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| Apply technology to facilitate a variety of effective assessment and evaluation strategies. | Claims made based on the local findings reported are not supported by the data that has been collected. | Collects qualitative and quantitative data and theoretically compares local findings to results reported in the scholarly literature. | Collects qualitative and quantitative data, compares local results to published research findings, and develops a theoretical framework to explain the differences observed between local findings and results reported in the scholarly literature. | |
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| Promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools. | Recommendations are missing or unsupported by local findings or best practices documented in the scholarly literature. | Informed by best practice advice documented in the scholarly literature, makes appropriate implementation plans and recommendations based on local findings. | Makes appropriate implementation plans informed by local findings and best practice advice documented in the scholarly literature. Analyzes procedural differences between the model project documented in the scholarly literature and its local implementation. | |
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Copyright © 2006 by the University of Delaware. Last modified on October 11, 2006. Send comments to Dr. Fred T. Hofstetter , EDTC program coordinator.
COMMENTS
The action plan will be assessed using the Milestone 2 rubric in the Action Research Project Handbook. The candidate will demonstrate in the presentation how collaboration with a P-12 partner school led to a determination of an area of need in student learning and a plan to address the need (CAEP A.2.1).
Create a professional presentation summarizing key aspects of the action research project. Research needs to be disseminated in order for it to be a benefit to the profession. As such, the student teacher is required to prepare and deliver a 10 to 15-minute multi-media presentation for an audience of FSU and PDS faculty and colleagues.
This rubric is to be used with the Portfolio Project on Action Research. It is divided into three distinct categories: 1) rubrics for the presentation portion itself, 2) rubrics for the product developed and presented for the project, and 3) rubrics for the research portion. Please use these rubrics as guidelines as you develop your project.
The Action Research Project is intended to be a professional manuscript that reflects scholarly work and effort. The manuscript follows all of the conventions of writing (e.g., spelling, grammar, sentence structure) and uses explicit and unambiguous language. The manuscript is organized, neat, and professional in appearance and is appropriately ...
For additional information on assessing the effectiveness of your project, consult the Action Research Project Rubric. Printer Friendly Action Research Project Plan Template . Below the steps have been laid out to help you accomplish your project. RESOURCES. Project Information; Clear Goals; Adequate Preparation; Appropriate Methods
Assessment 3 – M.Ed. in Reading – Action Research Project Rubric CIRL 633/ Action Research Project - Rubric listening). Attach copies of your data as appendices to your report. To protect students’ identities, please remove names and any identifying information. Collect a minimum of 2 weeks of data; try to make these two consecutive weeks ...
Marking Guidelines for the Action Research Report *The assessment for this module is out of 100% and follows the SP Marking Scheme, spanning Higher 1.1 (up to 100%) to Fail (Band 2) (< 25%). Two pieces of work contribute to the overall grade a student receives for his/her Action Research Report: o The Action Research Project (ARP) = 90%.
1 Professional practice observations have limited relevance to research question and are unsystematic. 4 With full supervisor knowledge and support. 1 Supervisor has reservations about the project and/or the researcher. 4 Proposal either requires no additional resources or clearly provides for all resources, support, and permission.
EDTC Action Research Paper Rubrics. This is a major research paper or thesis that the candidate writes toward the end of the master's program. In an action research project, the candidate conducts a local experiment in order to determine whether a nationally recognized best practice implemented in the local school or workplace can achieve ...
This rubric shows that it is possible to meet the standa rds of Glassick et al (199 7) ... The study, which was conducted as a classroom action research project, spans three cycles. The outcomes ...