Hey Guys- Let's use this post as our discussion forum for our research prospectus. It is a hassle to get to the LU email sometimes.
As usual- Tynisha is the first one out of the gate............
Recently, educators, students and parents have become enthralled with the flexibility and convenience of the Bring Your Own Device (BYOD) concept. Administrators believe this is the best option for integrating technology into the classroom with minimal costs. However, there's a problem with this theory: U-learning is not as universal as anticipated with BYOD. Limitation still exists with writing capability and presentation software. Additionally, schools will still need to improve networks to manage influx of devices and purchase or establish leasing programs for students who cannot afford devices.
Purpose Statement
The purpose of the BYOD concept is to build a universal learning environment through technology. The concept was designed to promote engaged learning through mobile access. The goals of BYOD are to facilitate a personalized learning experience through social exchange of ideas and information and to help teachers identify common areas of achievement as they work toward development of educational excellence through technology.
I think what we are going to find out is that BYOD is not the end all beat all delivery method everyone thinks it is. There are some things you can't teach well from a computer screen. (Handwriting skills, basic math skills, etc.) Some of the old fashioned ways are still the best. I think we need to do some kind of comparison between ILT and BYOD. Some things are better taught ILT and some are better BYOD. Our problem statement should say something in that direction. The more broad we make our problem statement, the more ammo we have for our paper. Any thoughts?
I agree that some things do work better by one way than an other. I mentioned in the email about the two teachers that were arguing. I think that they were both on the extremes which is ok if that is where they want to be and it works for them. The one that use technology all the time is very successful. They are both biology teachers and that does lend itself better to the use of technology. I am a math teacher and I like a balance between some technology and some paper and pencil. I also find that sometimes, some students can get saturated with technology and teachers have to be aware of that.
I agree, a comparison that shows the limitations of the praised universal capabilities and versatility of BYOD is a win for us. Highlighting the challenges with writing projects and learned mechanics of math concepts like long division, etc. will help us attack the research from different angles.
I say we tweek your statement to include the effectiveness of BYOD in certain areas of curriculum. Your problem statement says it is universal- we prove that it is not!
Crawford, I believe that your idea would work. Since my emphasis was on BYOD vs One-to-one, I thought something along that line would work. Your idea is very similar since it is a BYOD vs. traditional ILT and I am flexible to do either of these.
I also agree that the listed things are our first things. I noticed Tynisa has put a couple of things down. I need to study the template further tomorrow to gain better understanding of all these things.
I was in a meeting the other week that was all about this issue. One of the teachers who is fully invested in technology in all aspects of his class was in an argument with a teacher that feels he only wants to do limited things with technology such as specific apps or programs during class time. I think that the one teacher is worried that the teacher that is doing everything with technology will make everyone else look bad. I was surprised how strongly they were both trying to defend their position when at this time, no one is forcing them to take one approach or the other. Part of the reason of the possible unease is that the Technology Coordinator has said that if we purchase iPads for all the students, that the teachers need to be invested to justify the use of that much money.
Schools are looking to invest resources into technology and administrators and teachers want direction. Just researching BYOD has helped me tremendously and further studies similar to what you are proposing is good.
I will start to be good and put things over in the Wiki tomorrow. Thanks,
Wes- Correct me if I am wrong- Isn't one to one just the student having to "borrow" a laptop from the school? Isn't it still a question of a digital device vs. ILT. I think we could maybe stay away from the distinction between where the device came from (1:1 or BYOD). I doubt there is a great deal of material on the difference between the two or is there.....?
One-to-one is very similar to BYOD in that almost all students have a device to use in school and out of school. In one-to-one, the student has a school owned device, but they usually keep that device all the time, except during the summer. They tend to customize and take ownership of that device. Next year, our school will be in the first year of one-to-one at the secondary level with every student having an iPad. The advantage is that the teacher does not have all the different device platforms that a BYOD program would have. The negative is that a class is sort of restricted to the capabilities of the chosen device of the school district. Another advantage to one-to-one is that the students in our program have to go through the schools network, which is able to monitor appropriate/inappropriate behavior, but a BYOD program has a more difficult time monitoring off network use of a device brought by a student. Another advantage is that all students get the same device and therefore, are on the same playing field. I am somewhere in between. I think that if a student has a good enough device and can manage their own device, it saves the district money and man power to maintain the device. Then everyone else can be provided a school owned device.
My school is implementing both BYOD and One-to-one starting this january. My highschool is the pilot school for the program in our district so this is a very very interesting topic to me. I don't think this can be viewed as an either or topic. Would a school implementing a one-to-one program prevent students from using their own device?
Guys- Here is what I came up with. I fully expect some contention and concerns. The hypoth statements are bare bones and will be embellished later. Let me know what you guys think. Problem Statement
Recently, educators, students and parents have become enthralled with the flexibility and convenience of the Bring Your Own Device (BYOD) concept. Administrators believe this is the best option for integrating technology into the classroom with minimal costs. However, there's a problem with this theory: Learning is not as effective as anticipated with BYOD. The learning effectiveness of BYOD is not always superior to teacher-led lessons. Certain types of curriculum lend themselves more to BYOD delivered material and some are better suited to traditional classroom settings. BYOD Limitations still exist with writing capability and presentation software. Additionally, schools will still need to improve networks to manage influx of devices and purchase or establish leasing programs for students who cannot afford devices. These limitations have prevented the widespread adaptation of BYOD delivered instruction.
Purpose Statement
The purpose of this research study is to examine the effectiveness of BYOD delivered instruction. BYOD effectiveness will be compared to Instructor led (IL) lessons based on non-biased test scores. In addition, a comparison will be made between the effectiveness of BYOD versus other digital delivery modalities such as one to one programs. Finally, this study will attempt to draw correlations of academic performance between the type of curriculum and the delivery method. The goals of BYOD are to facilitate a personalized learning experience through social exchange of ideas and information and to help teachers identify common areas of achievement as they work toward development of educational excellence through technology. This would tend to indicate that collaborative activities are better suited to BYOD devices. Research Questions: 1. Do students that learn solely through BYOD delivery have higher academic achievement than students that learn solely through IL lessons? 2. Is there a difference of BYOD learning effectiveness between curriculum types? (Math, Social Science, English, etc.) when compared to IL methods? 3. Is there a learning achievement disparity between personal devices (BYOD) and school supplied devices (IPads, Laptops, etc.)? 4. Is a blended approach between BYOD and IL methods the best learning solution?
Research Hypotheses: H1: Students that use BYOD devices predominantly in learning will not have a higher academic score than students that use traditional IL methods. H2: Certain types of curriculum lend themselves better to BYOD delivery than other types of curriculum. H3: There is only a slight difference in academic achievement between students who are allowed to supply their own digital devices and those who need school supplied 1:1 equipment. H4: A well thought out blended approach is the best learning solution for most applications.
Research Hypotheses in Null form: H1: Students that use BYOD devices predominantly in learning will have the same academic score than students that use traditional IL methods. H2: There is no difference between types of curriculum with respect to BYOD delivery. H3: There is no difference in academic achievement between students who are allowed to supply their own digital devices and those who need school supplied 1:1 equipment. H4: There is no advantage to blending curriculum delivery methods in classroom settings.
Actually, it looks very well written so far. The only thing that I see that could be a problem is the size and scope of the research. But putting a lot of ideas on the table is part of the brainstorming process. There are many good ideas here and Tynisa has many good ones below, but I think that it may be a little broad right now. Maybe, I am also wrong, but I am throwing this out for thought. There seems to be a lot of directions to this study, which could make it complex. I mentioned the one-to-one and that could be a part of this, but it doesn't have to be. The directions of the study include comparing BYOD to IL methods, BYOD by curriculum type and then BYOD to one-to-one school supplied. A study of that magnitude could be accomplished, but it would incorporate involving many classroom settings and researchers with all the methods such as IL, BYOD, one-to-one, and then with all the different subject areas. That is why I would think about cutting out the one-to-one that I mentioned. I like the comparison between IL and BYOD and also the subject area. I teach math and it is always interesting when I go to training and some new teaching method is presented and the instructors give many examples, but sometimes they don't give many examples involving math because sometimes it is hard to fit math with their teaching method, but they assume that the math teacher will buy into it. So think about it. Maybe it is good as you have written or maybe it is broad and needs to be narrowed down. Any thoughts?
Also, when I start to see what you wrote it gets my mind flowing. One of the studies that I have read will work great with this, so when I find it I will forward the link. I also started to think about instrumentation. I always like studies that involve both qualitative and quantitative instrumentation. The math teacher in me loves all the quantitative stuff with test instruments or observations that measure quantities such as on-task and off-task times by the students. At the same time, I like to know what people think. So I like qualitative things that include exit interviews of teachers and students. What did they like or not like? How did they feel about the process and the outcomes?
I also teach math and one of the things that really interested me with BYOD was how to design lessons that minimize cognitive overload. I don't think having a laptop or ipad in front of the student makes them learn any better if the material is not presented in a way that makes sense. I think part of the success or failure of byod is taking advantage of the students familiarity with the device and therefore reducing congnitive load. One of the areas of cognitive load that I think is crucial for byod is multimedia presentation. I'm not trying to add more to the mix. I agree with you that this is a broad topic that needs to be narrowed down. I just think that regarding your comments in the first paragraph, teachers need to be trained about how to design lessons that reduce extrinsic load and take advantage of the intrinsic motivation associated with using a personal mobile device.
Don't beat me up for appearing skiddish; just trying to dive into the prospectus and generate some ideas. Here are some ideas for some research questions as well:
1. Does an ILT learning environment facilitate the opportunity for a personalized learning experience?
2. Is BYOD the best practice for integrating new technologies into curriculum to improve and enhance student learning?
3. How does the sociocultural context of BYOD in schools affect the learning and practice of non-electronic literacies?
4. Are there demographic factors influence the universal nature of mobile technological access?
5. What is the future of mobile technology in education under the auspices of U-learning?
6. What are the implications for learners, teachers and curriculum developers over emphasizing BYOD?
7. How relevant is mobile technology and devices to learning?
8. What are students’ perceptions of personal mobile devices used for learning vice ILT?
9. How do students use mobile devices to connect, communicate, and collaborate with other students as they create personalized mobile learning experiences?
10. Are there BYOD limitations that will inhibit learning?
Lots of great questions here. Great work. Here are some of thoughts.
#3 and #4 are very good, but adding those ideas to the research add additional variables to the study, which could make things even more complex. #3 and #4 could be complete individual studies themselves. Hopefully, a study like this would provide answers to implications for all the people mentioned in #6. #7 would also be answered by the study, depending on the results and the interpretations. I like #8, because that is the qualitative data that I mentioned above. I would like to know what teacher and student perceptions are in this study. #10 could be answered by the responses of the individuals in #8. Students would let you know if there were any limitations.
Lots of good questions. It is just a matter of which ones to focus on with this study.
These are good questions but I think our objective is to ask questions that can be answered through some sort of research experiment that we can control. Questions like "what is the future of mobile technology" is not a question that can be answered through a research study. The purpose statement of the study should "clearly and succintly state the focus and intentions of the proposed research." I think we are supposed to make some sort of prediction (hypothesis) and prove it or disprove it. I don't know how we would prove or disprove some of the statements you have. Maybe I am off track here- what do you think?
Let's whittle this down then. We will need to end up with a hybrid of the 2. I just want to have research questions that we end up answering at the end of our study. That will bring closure to our work.
Okay- I'll reply to my own post. I like having a qualitative and quantitative aspect of the study. We can do some kind of ANOVA analysis on test scores or something as well as some surveys for the teachers and students.
I'm going with Tynisa # 4, 8 and Crawford # 1,2, & 4 would be the questions I think could be best answered through qualitative and quantitative research from my perspective as a teacher. For whatever it's worth...you guys keep me on my toes! I have had a really difficult week and checking the wiki and finding all this work done already is both encouraging and compelling.
I agree with Mark on Crawford #1,2, & 4. I like all three of those questions. Adding Crawford #3 One-to-One to the study brings another group(s) of subjects into the study. That would be possible if we are looking at a very large scale study. I also liked Tynisa #8 because I would like to know the perspective of the teachers and the students. Tynisa #7,9,10 are subtopics of Tynisa #8. They may not be one of the main questions of the study, but they are questions that could be put into a survey, interview, or other qualitative measurement to learn more about the perspective of students and teachers toward BYOD in the classroom. While I like Tynisa #4, my arguments against that would be very similar to arguments against Crawford #3. It would be great for a whole other study, but it would add more classrooms and more subjects to encompass the demographics factors. Tynisa #2 also broadens the study, because it is hard to determine if BYOD is the best way to integrate technology unless we also study the other methods of integrating technology.
Maybe, I am wrong with wanting to narrow the focus. I am the opposite of what I am writing here. I would always tend to get very broad in topics that I wrote about and the teachers were always telling me to narrow my topic. Maybe it is pounded into me so much that I am overdoing it here. So in other words, I am trying to focus the study, but I would also be fine if one-to-one or a demographic part would be added to the study.
I understand what you are saying about narrowing down the topic. I do not think you are off track with your desire to narrow it down. The broader the topic, the less thorough we can be on each individual theme that emerges. I, personally, would rather narrow it down and then expand it as we go if it is necessary. I doubt it would be though.
Regarding Tynisa # 4, I understand your concern. My thought is that in order to have a legitimate sample group it for any topic, it would need to have students from different demographic backgrounds. When I was in high school I attended a school with 314 students. 313 of them were white and probably close to 70% were middle class (including the one student who was not white). If the study was done in a school like that then the demographic question would be of major concern because it would require looking at another set of students.
But the school I work at now has every sub-population recognized by the federal government for accountability purposes. While 50% of my students are economically disadvantaged, the other 50% range from middle class to upper class. In a school like this one, any random sample taken would involve enough students to ask the demographic question without having to research another group of students.
You are correct. I was narrowly thinking about demographics from school to school instead of thinking inside the box at the demographics of a single classroom or school. It would be easy to find out the demographics of each student and then analyze the results based on those demographics.
I like Crawford's revised statements and proposed hypotheses; they contain more concrete focus. I agree with the need to narrow our scope of research. I like Wes' proposal to make the comparison between ILT and BYOD; it may be good to compare math and English within the comparison of the two delivery methods as well.
Okay guys- I like your selections. This will give us plenty of material to write to. So in summary, here is what we have for research questions: 1. Do students that learn solely through BYOD delivery have higher academic achievement than students that learn solely through IL lessons? 2. Is there a difference of BYOD learning effectiveness between curriculum types? (Math, Social Science, English, etc.) when compared to IL methods? 3. Is a blended approach between BYOD and IL methods the best learning solution? 4. Are there demographic factors influence the universal nature of mobile technological access? 5. What are students’ perceptions of personal mobile devices used for learning vice ILT?
Now we need to divide up the parts.Here are the parts according to our assignment instructions- 1. Title Page 2. Abstract 3. Background w/problem statement and purpose statement (sample paper has research questions and Research Hypotheses here) 4. Research hypothesis in null form 5. Identification of variables (sample paper does not have separate section for this) 6. Research Design 7. Participants and sampling 8. Setting 9. Methods of Data Collection/procedures ( the sample paper has instrumentation before this section) 10. Data Analysis 11. Limitations/ethical considerations and or assumptions 12. References
I know that it will be tough to construct the paper without knowing what the other people are doing with their sections but let's try to divide the paper up into 4 parts. Mark- can you take pieces 1-3? Wes-can you take pieces 4--6? Tynisha- can you take pieces 7-9? And I'll take pieces 10, 11, 12. I'm not sure how better to divide the project up. If anyone has a better idea-please speak up! Let's Shoot for Friday night for having our parts done. That gives us the weekend to make the pieces match up. Don't be shy about pulling out the references because we need to populate the references list. Keep track of whatever you use so you can pass it to me when you are done. How does everybody like the plan?
Also...we should probably reword # 4 to read something like "what are the demographic factors that influence the universal nature of mobile technology access?"
Crawford, you mentioned the difficulty of knowing what others are writing, since the parts do interrelate. May I suggest that we create the document with google docs. I am not an expert at google docs, but I know that it can be done. Everyone can edit at any time and it automatically saves as we edit. and it goes live instantly, so that others can see and edit it. When google docs is created, the link just needs to be sent to everyone. That way, we can each see what is being accomplished at any time and we can base our own writing off of each other. I think it will flow better and will look less disjointed. If we are more comfortable writing in word, then cut and paste into google docs as soon as a part is finished, so that everyone has quicker access to seeing the parts of the document. This is just a suggestion.
I sent an email about a google docs document that I created. I am open to suggestions or comments, because I am sort of new to google docs. Also, let me know if you would like other emails added or if things do not work for you. It is a blank document and waiting to be filled. Everyone should have privileges to edit the doc or make suggestions by clicking on the editing button in the upper right. It is supposed to be a live doc where changes are saved and visible to each other constantly. The only problem I saw is that I could not make a separate header for the first page. That appears to be a standard problem according to many people when I searched for a solution online. I figure that when the document is finished, it can be downloaded as a word doc and then the headers added. I plan to download the document frequently to make sure that we have a backup. You are welcome to do the same thing.
I suggest that you can create your parts in word and then copy and paste to the google docs as soon as possible, so that we can see what others are writing and have some uniformity. I think that we will be able to make some tweeks and suggestions as we go. Unfortunately, I will be only able to get in depth with this Saturday, since I go to a Casting Crowns concert tomorrow and I am helping my dad Sat. morning/afternoon.
I will try to fit things in here and there when I can before Sat. afternoon. I will need Mark's research hypothesis before I can write the null hypothesis, but I can start working on variables and design.
I have come to the conclusion that this is going to be a tough assignment. It requires a lot of coordination between the players. I can;t do much with my part unless I know what the Research design is. Wes- I think that is you. Can you tell me what you came up with? We need to start putting some stuff up on the googledoc so the rest if us can get our story straight.
Alright guys- I started us off. I put in the bits that we had come up with so far. They are probably going to change a lot before we are done. I just wanted to get something down. Let's put in our parts (or what we have so far) tonight so we can get off the blocks. This thing is going to be tough as it is, I don't want a Sunday night 11:00 panic on this one.
Hi guys I am waiting for some of the other parts to go up so i can do the abstract. Did someone already do # 3 or am I still doing that? Did someone help get me started already. i though I saw somethign in the doc already on that part?
Sorry, as I mentioned earlier, I was away last evening and was helping my dad today, so I knew that I was only going to get to writing this evening. I tried to write my part based on the information in the other parts, so I hope that it flows. I put up the research design and included the variables in that part. I am still waiting on the #3 research hypothesis from Mark to be able to write the hypothesis in null form. Let me know if you see anything that should be added. It looks like it will be a completed project soon.
Hey guys- Great progress tonight! Let's get this thing buttoned up tonight so we can do a good QA tomorrow. I need your references so just put them in at the end and I will format them. I used the hypotheses that we had in this blog before- it just needs to be prettied up! Mark can you take care of this so Wes can put them in Null form which is real easy?
They hypotheses are there. I changed a few words to make them a little more specific and added references. Please let me know if you want me to do anything else to pretty them up. Crawford, I have a word file with the title page including running head and header for the rest of the document I will send to you through the liberty email because I couldn't get it to work real well in the google doc.
Hey guys- I went through the paper and found a few things here and there. I made the changes and submitted the paper to each of you in the LU email. Take a look and let everyone know right away if there are any problems. This assignment gets turned in to Live text and don't forget to change the name on the assignment.
I just submitted my assignment in Live text. I noticed that "Abstract" was bolded. It should not be. I put in an assignment title line at the beginning before "Background" I also equalized the top and bottom spacing on the section headers. Minor tweeks.
Tyisha's Problem Statement
ReplyDeleteRecently, educators, students and parents have become enthralled with the flexibility and convenience of the Bring Your Own Device (BYOD) concept. Administrators believe this is the best option for integrating technology into the classroom with minimal costs. However, there's a problem with this theory: U-learning is not as universal as anticipated with BYOD. Limitation still exists with writing capability and presentation software. Additionally, schools will still need to improve networks to manage influx of devices and purchase or establish leasing programs for students who cannot afford devices.
Purpose Statement
The purpose of the BYOD concept is to build a universal learning environment through technology. The concept was designed to promote engaged learning through mobile access. The goals of BYOD are to facilitate a personalized learning experience through social exchange of ideas and information and to help teachers identify common areas of achievement as they work toward development of educational excellence through technology.
v/r Tynisa
I think what we are going to find out is that BYOD is not the end all beat all delivery method everyone thinks it is. There are some things you can't teach well from a computer screen. (Handwriting skills, basic math skills, etc.) Some of the old fashioned ways are still the best. I think we need to do some kind of comparison between ILT and BYOD. Some things are better taught ILT and some are better BYOD. Our problem statement should say something in that direction. The more broad we make our problem statement, the more ammo we have for our paper. Any thoughts?
DeleteI agree that some things do work better by one way than an other. I mentioned in the email about the two teachers that were arguing. I think that they were both on the extremes which is ok if that is where they want to be and it works for them. The one that use technology all the time is very successful. They are both biology teachers and that does lend itself better to the use of technology. I am a math teacher and I like a balance between some technology and some paper and pencil. I also find that sometimes, some students can get saturated with technology and teachers have to be aware of that.
Delete(Comment from Tynisa)
ReplyDeleteI agree, a comparison that shows the limitations of the praised universal capabilities and versatility of BYOD is a win for us. Highlighting the challenges with writing projects and learned mechanics of math concepts like long division, etc. will help us attack the research from different angles.
I say we tweek your statement to include the effectiveness of BYOD in certain areas of curriculum. Your problem statement says it is universal- we prove that it is not!
DeleteI agree. I like the curriculum area part.
DeleteCrawford,
ReplyDelete
I believe that your idea would work. Since my emphasis was on BYOD vs One-to-one, I thought something along that line would work. Your idea is very similar since it is a BYOD vs. traditional ILT and I am flexible to do either of these.
I also agree that the listed things are our first things. I noticed Tynisa has put a couple of things down. I need to study the template further tomorrow to gain better understanding of all these things.
I was in a meeting the other week that was all about this issue. One of the teachers who is fully invested in technology in all aspects of his class was in an argument with a teacher that feels he only wants to do limited things with technology such as specific apps or programs during class time. I think that the one teacher is worried that the teacher that is doing everything with technology will make everyone else look bad. I was surprised how strongly they were both trying to defend their position when at this time, no one is forcing them to take one approach or the other. Part of the reason of the possible unease is that the Technology Coordinator has said that if we purchase iPads for all the students, that the teachers need to be invested to justify the use of that much money.
Schools are looking to invest resources into technology and administrators and teachers want direction. Just researching BYOD has helped me tremendously and further studies similar to what you are proposing is good.
I will start to be good and put things over in the Wiki tomorrow.
Thanks,
Wes
Wes- Correct me if I am wrong- Isn't one to one just the student having to "borrow" a laptop from the school? Isn't it still a question of a digital device vs. ILT. I think we could maybe stay away from the distinction between where the device came from (1:1 or BYOD). I doubt there is a great deal of material on the difference between the two or is there.....?
DeleteOne-to-one is very similar to BYOD in that almost all students have a device to use in school and out of school. In one-to-one, the student has a school owned device, but they usually keep that device all the time, except during the summer. They tend to customize and take ownership of that device. Next year, our school will be in the first year of one-to-one at the secondary level with every student having an iPad. The advantage is that the teacher does not have all the different device platforms that a BYOD program would have. The negative is that a class is sort of restricted to the capabilities of the chosen device of the school district. Another advantage to one-to-one is that the students in our program have to go through the schools network, which is able to monitor appropriate/inappropriate behavior, but a BYOD program has a more difficult time monitoring off network use of a device brought by a student. Another advantage is that all students get the same device and therefore, are on the same playing field. I am somewhere in between. I think that if a student has a good enough device and can manage their own device, it saves the district money and man power to maintain the device. Then everyone else can be provided a school owned device.
DeleteMy school is implementing both BYOD and One-to-one starting this january. My highschool is the pilot school for the program in our district so this is a very very interesting topic to me. I don't think this can be viewed as an either or topic. Would a school implementing a one-to-one program prevent students from using their own device?
DeleteGuys- Here is what I came up with. I fully expect some contention and concerns. The hypoth statements are bare bones and will be embellished later. Let me know what you guys think.
ReplyDeleteProblem Statement
Recently, educators, students and parents have become enthralled with the flexibility and convenience of the Bring Your Own Device (BYOD) concept. Administrators believe this is the best option for integrating technology into the classroom with minimal costs. However, there's a problem with this theory: Learning is not as effective as anticipated with BYOD. The learning effectiveness of BYOD is not always superior to teacher-led lessons. Certain types of curriculum lend themselves more to BYOD delivered material and some are better suited to traditional classroom settings. BYOD Limitations still exist with writing capability and presentation software. Additionally, schools will still need to improve networks to manage influx of devices and purchase or establish leasing programs for students who cannot afford devices. These limitations have prevented the widespread adaptation of BYOD delivered instruction.
Purpose Statement
The purpose of this research study is to examine the effectiveness of BYOD delivered instruction. BYOD effectiveness will be compared to Instructor led (IL) lessons based on non-biased test scores. In addition, a comparison will be made between the effectiveness of BYOD versus other digital delivery modalities such as one to one programs. Finally, this study will attempt to draw correlations of academic performance between the type of curriculum and the delivery method. The goals of BYOD are to facilitate a personalized learning experience through social exchange of ideas and information and to help teachers identify common areas of achievement as they work toward development of educational excellence through technology. This would tend to indicate that collaborative activities are better suited to BYOD devices.
Research Questions:
1. Do students that learn solely through BYOD delivery have higher academic achievement than students that learn solely through IL lessons?
2. Is there a difference of BYOD learning effectiveness between curriculum types? (Math, Social Science, English, etc.) when compared to IL methods?
3. Is there a learning achievement disparity between personal devices (BYOD) and school supplied devices (IPads, Laptops, etc.)?
4. Is a blended approach between BYOD and IL methods the best learning solution?
Research Hypotheses:
H1: Students that use BYOD devices predominantly in learning will not have a higher academic score than students that use traditional IL methods.
H2: Certain types of curriculum lend themselves better to BYOD delivery than other types of curriculum.
H3: There is only a slight difference in academic achievement between students who are allowed to supply their own digital devices and those who need school supplied 1:1 equipment.
H4: A well thought out blended approach is the best learning solution for most applications.
Research Hypotheses in Null form:
H1: Students that use BYOD devices predominantly in learning will have the same academic score than students that use traditional IL methods.
H2: There is no difference between types of curriculum with respect to BYOD delivery.
H3: There is no difference in academic achievement between students who are allowed to supply their own digital devices and those who need school supplied 1:1 equipment.
H4: There is no advantage to blending curriculum delivery methods in classroom settings.
Actually, it looks very well written so far. The only thing that I see that could be a problem is the size and scope of the research. But putting a lot of ideas on the table is part of the brainstorming process. There are many good ideas here and Tynisa has many good ones below, but I think that it may be a little broad right now. Maybe, I am also wrong, but I am throwing this out for thought. There seems to be a lot of directions to this study, which could make it complex. I mentioned the one-to-one and that could be a part of this, but it doesn't have to be. The directions of the study include comparing BYOD to IL methods, BYOD by curriculum type and then BYOD to one-to-one school supplied. A study of that magnitude could be accomplished, but it would incorporate involving many classroom settings and researchers with all the methods such as IL, BYOD, one-to-one, and then with all the different subject areas. That is why I would think about cutting out the one-to-one that I mentioned. I like the comparison between IL and BYOD and also the subject area. I teach math and it is always interesting when I go to training and some new teaching method is presented and the instructors give many examples, but sometimes they don't give many examples involving math because sometimes it is hard to fit math with their teaching method, but they assume that the math teacher will buy into it. So think about it. Maybe it is good as you have written or maybe it is broad and needs to be narrowed down. Any thoughts?
DeleteAlso, when I start to see what you wrote it gets my mind flowing. One of the studies that I have read will work great with this, so when I find it I will forward the link. I also started to think about instrumentation. I always like studies that involve both qualitative and quantitative instrumentation. The math teacher in me loves all the quantitative stuff with test instruments or observations that measure quantities such as on-task and off-task times by the students. At the same time, I like to know what people think. So I like qualitative things that include exit interviews of teachers and students. What did they like or not like? How did they feel about the process and the outcomes?
Hi Wes,
DeleteI also teach math and one of the things that really interested me with BYOD was how to design lessons that minimize cognitive overload. I don't think having a laptop or ipad in front of the student makes them learn any better if the material is not presented in a way that makes sense. I think part of the success or failure of byod is taking advantage of the students familiarity with the device and therefore reducing congnitive load. One of the areas of cognitive load that I think is crucial for byod is multimedia presentation. I'm not trying to add more to the mix. I agree with you that this is a broad topic that needs to be narrowed down. I just think that regarding your comments in the first paragraph, teachers need to be trained about how to design lessons that reduce extrinsic load and take advantage of the intrinsic motivation associated with using a personal mobile device.
Hey Guys (message from Tynisa),
ReplyDeleteDon't beat me up for appearing skiddish; just trying to dive into the prospectus and generate some ideas. Here are some ideas for some research questions as well:
1. Does an ILT learning environment facilitate the opportunity for a personalized learning experience?
2. Is BYOD the best practice for integrating new technologies into curriculum to improve and enhance student learning?
3. How does the sociocultural context of BYOD in schools affect the learning and practice of non-electronic literacies?
4. Are there demographic factors influence the universal nature of mobile technological access?
5. What is the future of mobile technology in education under the auspices of U-learning?
6. What are the implications for learners, teachers and curriculum developers over emphasizing BYOD?
7. How relevant is mobile technology and devices to learning?
8. What are students’ perceptions of personal mobile devices used for learning vice ILT?
9. How do students use mobile devices to connect, communicate, and collaborate with other students as they create personalized mobile learning experiences?
10. Are there BYOD limitations that will inhibit learning?
Lots of great questions here. Great work. Here are some of thoughts.
Delete#3 and #4 are very good, but adding those ideas to the research add additional variables to the study, which could make things even more complex. #3 and #4 could be complete individual studies themselves. Hopefully, a study like this would provide answers to implications for all the people mentioned in #6.
#7 would also be answered by the study, depending on the results and the interpretations.
I like #8, because that is the qualitative data that I mentioned above. I would like to know what teacher and student perceptions are in this study.
#10 could be answered by the responses of the individuals in #8. Students would let you know if there were any limitations.
Lots of good questions. It is just a matter of which ones to focus on with this study.
These are good questions but I think our objective is to ask questions that can be answered through some sort of research experiment that we can control. Questions like "what is the future of mobile technology" is not a question that can be answered through a research study. The purpose statement of the study should "clearly and succintly state the focus and intentions of the proposed research." I think we are supposed to make some sort of prediction (hypothesis) and prove it or disprove it. I don't know how we would prove or disprove some of the statements you have. Maybe I am off track here- what do you think?
ReplyDeleteI think you are correct. I did not make any comments on #5, because I wasn't sure where to go with it.
DeleteLet's whittle this down then. We will need to end up with a hybrid of the 2. I just want to have research questions that we end up answering at the end of our study. That will bring closure to our work.
ReplyDeleteOkay- I'll reply to my own post. I like having a qualitative and quantitative aspect of the study. We can do some kind of ANOVA analysis on test scores or something as well as some surveys for the teachers and students.
DeleteLet's come up with about 5 questions for our study- each of you pick out the ones you like and we will compare them.
DeleteI'm going with Tynisa # 4, 8 and Crawford # 1,2, & 4 would be the questions I think could be best answered through qualitative and quantitative research from my perspective as a teacher. For whatever it's worth...you guys keep me on my toes! I have had a really difficult week and checking the wiki and finding all this work done already is both encouraging and compelling.
ReplyDeleteI agree with Mark on Crawford #1,2, & 4. I like all three of those questions. Adding Crawford #3 One-to-One to the study brings another group(s) of subjects into the study. That would be possible if we are looking at a very large scale study. I also liked Tynisa #8 because I would like to know the perspective of the teachers and the students. Tynisa #7,9,10 are subtopics of Tynisa #8. They may not be one of the main questions of the study, but they are questions that could be put into a survey, interview, or other qualitative measurement to learn more about the perspective of students and teachers toward BYOD in the classroom. While I like Tynisa #4, my arguments against that would be very similar to arguments against Crawford #3. It would be great for a whole other study, but it would add more classrooms and more subjects to encompass the demographics factors. Tynisa #2 also broadens the study, because it is hard to determine if BYOD is the best way to integrate technology unless we also study the other methods of integrating technology.
DeleteMaybe, I am wrong with wanting to narrow the focus. I am the opposite of what I am writing here. I would always tend to get very broad in topics that I wrote about and the teachers were always telling me to narrow my topic. Maybe it is pounded into me so much that I am overdoing it here. So in other words, I am trying to focus the study, but I would also be fine if one-to-one or a demographic part would be added to the study.
Hi Wes,
DeleteI understand what you are saying about narrowing down the topic. I do not think you are off track with your desire to narrow it down. The broader the topic, the less thorough we can be on each individual theme that emerges. I, personally, would rather narrow it down and then expand it as we go if it is necessary. I doubt it would be though.
Regarding Tynisa # 4, I understand your concern. My thought is that in order to have a legitimate sample group it for any topic, it would need to have students from different demographic backgrounds. When I was in high school I attended a school with 314 students. 313 of them were white and probably close to 70% were middle class (including the one student who was not white). If the study was done in a school like that then the demographic question would be of major concern because it would require looking at another set of students.
But the school I work at now has every sub-population recognized by the federal government for accountability purposes. While 50% of my students are economically disadvantaged, the other 50% range from middle class to upper class. In a school like this one, any random sample taken would involve enough students to ask the demographic question without having to research another group of students.
Just food for thought.
Mark,
DeleteYou are correct. I was narrowly thinking about demographics from school to school instead of thinking inside the box at the demographics of a single classroom or school. It would be easy to find out the demographics of each student and then analyze the results based on those demographics.
Wes
Good Evening guys (comment from Tynisa),
DeleteI like Crawford's revised statements and proposed hypotheses; they contain more concrete focus. I agree with the need to narrow our scope of research. I like Wes' proposal to make the comparison between ILT and BYOD; it may be good to compare math and English within the comparison of the two delivery methods as well.
Okay guys- I like your selections. This will give us plenty of material to write to. So in summary, here is what we have for research questions:
ReplyDelete1. Do students that learn solely through BYOD delivery have higher academic achievement than students that learn solely through IL lessons?
2. Is there a difference of BYOD learning effectiveness between curriculum types? (Math, Social Science, English, etc.) when compared to IL methods?
3. Is a blended approach between BYOD and IL methods the best learning solution?
4. Are there demographic factors influence the universal nature of mobile technological access?
5. What are students’ perceptions of personal mobile devices used for learning vice ILT?
Now we need to divide up the parts.Here are the parts according to our assignment instructions-
1. Title Page
2. Abstract
3. Background w/problem statement and purpose statement (sample paper has research questions and Research Hypotheses here)
4. Research hypothesis in null form
5. Identification of variables (sample paper does not have separate section for this)
6. Research Design
7. Participants and sampling
8. Setting
9. Methods of Data Collection/procedures ( the sample paper has instrumentation before this section)
10. Data Analysis
11. Limitations/ethical considerations and or assumptions
12. References
I know that it will be tough to construct the paper without knowing what the other people are doing with their sections but let's try to divide the paper up into 4 parts. Mark- can you take pieces 1-3?
Wes-can you take pieces 4--6?
Tynisha- can you take pieces 7-9?
And I'll take pieces 10, 11, 12.
I'm not sure how better to divide the project up. If anyone has a better idea-please speak up! Let's Shoot for Friday night for having our parts done. That gives us the weekend to make the pieces match up. Don't be shy about pulling out the references because we need to populate the references list. Keep track of whatever you use so you can pass it to me when you are done. How does everybody like the plan?
I can do 1-3.
DeleteAlso...we should probably reword # 4 to read something like "what are the demographic factors that influence the universal nature of mobile technology access?"
DeleteThat sounds fine- Hopefully everybody is okay with the parts they have been given. If not- speak up!
Delete(Comment from Tynisa)
DeleteI'm good with my parts. Thanks.
I'm also good with my parts.
DeleteCrawford, you mentioned the difficulty of knowing what others are writing, since the parts do interrelate. May I suggest that we create the document with google docs. I am not an expert at google docs, but I know that it can be done. Everyone can edit at any time and it automatically saves as we edit. and it goes live instantly, so that others can see and edit it. When google docs is created, the link just needs to be sent to everyone. That way, we can each see what is being accomplished at any time and we can base our own writing off of each other. I think it will flow better and will look less disjointed. If we are more comfortable writing in word, then cut and paste into google docs as soon as a part is finished, so that everyone has quicker access to seeing the parts of the document. This is just a suggestion.
Wes
That sounds fine and makes sense. I have never used it. Do you know how to get it started?
DeleteI sent an email about a google docs document that I created. I am open to suggestions or comments, because I am sort of new to google docs. Also, let me know if you would like other emails added or if things do not work for you. It is a blank document and waiting to be filled. Everyone should have privileges to edit the doc or make suggestions by clicking on the editing button in the upper right. It is supposed to be a live doc where changes are saved and visible to each other constantly. The only problem I saw is that I could not make a separate header for the first page. That appears to be a standard problem according to many people when I searched for a solution online. I figure that when the document is finished, it can be downloaded as a word doc and then the headers added. I plan to download the document frequently to make sure that we have a backup. You are welcome to do the same thing.
ReplyDeleteI suggest that you can create your parts in word and then copy and paste to the google docs as soon as possible, so that we can see what others are writing and have some uniformity. I think that we will be able to make some tweeks and suggestions as we go. Unfortunately, I will be only able to get in depth with this Saturday, since I go to a Casting Crowns concert tomorrow and I am helping my dad Sat. morning/afternoon.
I will try to fit things in here and there when I can before Sat. afternoon. I will need Mark's research hypothesis before I can write the null hypothesis, but I can start working on variables and design.
Wes
I have come to the conclusion that this is going to be a tough assignment. It requires a lot of coordination between the players. I can;t do much with my part unless I know what the Research design is. Wes- I think that is you. Can you tell me what you came up with? We need to start putting some stuff up on the googledoc so the rest if us can get our story straight.
ReplyDeleteAlright guys- I started us off. I put in the bits that we had come up with so far. They are probably going to change a lot before we are done. I just wanted to get something down. Let's put in our parts (or what we have so far) tonight so we can get off the blocks. This thing is going to be tough as it is, I don't want a Sunday night 11:00 panic on this one.
ReplyDeleteHey guys,
ReplyDeleteI tried to upload my prospectus portions to the Google site but was unsuccessful. Therefore, I emailed it through Liberty Webmail.
I put it in for you- check it out.
DeleteWow- I'm going through what you did and I can tell you really put a lot of work into this!
DeleteHi guys
ReplyDeleteI am waiting for some of the other parts to go up so i can do the abstract. Did someone already do # 3 or am I still doing that? Did someone help get me started already. i though I saw somethign in the doc already on that part?
Sorry, as I mentioned earlier, I was away last evening and was helping my dad today, so I knew that I was only going to get to writing this evening. I tried to write my part based on the information in the other parts, so I hope that it flows.
ReplyDeleteI put up the research design and included the variables in that part. I am still waiting on the #3 research hypothesis from Mark to be able to write the hypothesis in null form. Let me know if you see anything that should be added. It looks like it will be a completed project soon.
Wes
Hey guys- Great progress tonight! Let's get this thing buttoned up tonight so we can do a good QA tomorrow. I need your references so just put them in at the end and I will format them. I used the hypotheses that we had in this blog before- it just needs to be prettied up! Mark can you take care of this so Wes can put them in Null form which is real easy?
ReplyDeleteI am working on it right now...
ReplyDeleteThey hypotheses are there. I changed a few words to make them a little more specific and added references. Please let me know if you want me to do anything else to pretty them up. Crawford, I have a word file with the title page including running head and header for the rest of the document I will send to you through the liberty email because I couldn't get it to work real well in the google doc.
ReplyDeleteHey guys- I went through the paper and found a few things here and there. I made the changes and submitted the paper to each of you in the LU email. Take a look and let everyone know right away if there are any problems. This assignment gets turned in to Live text and don't forget to change the name on the assignment.
ReplyDeleteI just submitted my assignment in Live text. I noticed that "Abstract" was bolded. It should not be. I put in an assignment title line at the beginning before "Background" I also equalized the top and bottom spacing on the section headers. Minor tweeks.
ReplyDelete