My Action Research Project began as a way for me to give my 5th grade students additional resources to use outside of the classroom, but it became so much more!
Using iPads and other screen casting apps and software, I created video lessons that students could access using QR codes or on Edmodo. Students were able to view the lessons any time and any where which created a 24 hour teacher! I created video lessons for my students to view on days that my district had non-traditional instruction days for snow days. I also created video lessons for my students to view on days that I had to be out of the classroom for trainings. Research shows that when a substitute is in the classroom, very little serious instruction and learning happens (Damle, 2009).
Data from this research project shows that the class with the virtual teacher lesson out performed the traditional/substitute class. Both classes completed a pre and a post-test and my results are as follows: the traditional class scored a 33% on the pre test and a 47% on the post test. Their growth percentage from the pre to the post test was +14%. BUT the virtual teacher class scored a 23% on the pre-test and a 79% on the post test. Their growth percentage from the pre to the post test was 56%. Not only that but the virtual teacher class scored a 42% higher growth on the post-test than the traditional class. The virtual teacher class also scored 32% higher on the post test than the traditional class AND each individual in the virtual teacher class had a growth of 26% points or higher from the pre test to the post test. Students also took a survey and a student from the traditional/substitute class said, “The work I did was unexplained and harder without her(my teacher)”. A student from the virtual teacher class said, “The work I did was helpful to me because it taught me a lot”.
The impact this research project had on my classroom was outstanding! I realized the power of technology and I didn’t just stop here. I completed a second research project involving Blended Learning and Project Based Learning. From the second research project I found out that students are more engaged and more interested in their work and learning when you use Blended Learning and Project Based Learning.
On average, the BL/PBL class scored more than 15% higher on each quiz I gave the students. With the BL/PBL scoring an average of 87%. The students felt more confident coming in to class having watched a video lesson before applying what they have learned in a real world activity in class.
The two action research projects I have completed this year through ARI has transformed my classroom into more than I could have ever imagined! Next year I plan to implement a full year of Blended Learning, Project Based Learning, and Personalized Learning in a one-to-one digital learning classroom. Thank you ARI for making all of this possible!!!