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Using Technology/WEB 2.0 Tools to Improve Writing

Using Technology/WEB 2.0 Tools to Improve Writing. Yves Antenor CBSE 7202T.NET Seminar in Applied Theory and Research II Prof. O'Connor- Petruso. TABLE OF CONTENTS. Research Design……………………………………………………3 Threats to Internal Validity ……………………………………….4

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Using Technology/WEB 2.0 Tools to Improve Writing

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  1. Using Technology/WEB 2.0 Tools to Improve Writing Yves Antenor CBSE 7202T.NET Seminar in Applied Theory and Research II Prof. O'Connor-Petruso

  2. TABLE OF CONTENTS • Research Design……………………………………………………3 • Threats to Internal Validity……………………………………….4 • Threats to External Validity………………………………………5 • Bivariate Data #1…………………………………………………..6 • Bivariate Data # 2…………………………………………………..7 • Bivariate Data #3…………………………………………………...8 • Reference……………………………………………………………9

  3. RESEARCH DESIGN: This action research project will be conducted on a group of six 1st Graders at P.S. 282 • Writing assignments by group, in a three-week period (Mondays & Wednesdays starting 11/4/13), will be examined as the class begins the new ELA (evidence-based) program called ReadyGen. • Written assignments will be done on wifi-enabled iPads. • On each iPad, students will be directed to a blank document page within the group’s Google Docs page: PS.282.db@gmail.com. Goal: To determine whether the quantity, quality, and enjoyment of writing improves with the inclusion of technology over time. A Pre-test (O) and post-test (O) will consist pre- and post- surveys. Treatment (X) will consist of ReadyGen writing assignments set by co-operating teacher.Design Representation: OXO

  4. THREATS TO INTERNAL VALIDITY Differential Selection of Subjects – A sampling of only high or low performing students can negatively impact the results. Statistical Regression – A small number of participants may yield results, which are statistically insignificant.

  5. THREATS TO EXTERNAL VALIDITY • Experimenter effect – Students may become too familiar with me and may try harder than usual because of their exposure to the experimenter. As a result, the effect of the inclusion of technologies may be trumpeted by familiarity between the subject and the experimenter. • Reactive arrangements – Some students may not be comfortable with typing on an iPad for an extended period. • Specificity of Variables – Because research collects subjective/opinion data, differences between pre and post surveys may be hard to distinguish.

  6. The finding from this data was most surprising from the pre-survey. I hypothesized that the more technology found in a household, the more usage students would get out of them. But based on the .298 rxy, there is no correlation between the two variables.

  7. Fortunately, the attitudes of students towards writing in school had a positive correlation with their enjoyment to writing at home. With and rxy of .45, this a proof that a correlation exists between the two variables.

  8. With a .44 rxy, there is a true correlation between student attitudes about writing at school and taking time at home to write.

  9. REFERENCE: O’Connor-Petruso, S. (2013). Descriptive Statistics Threats to Validity. PowerPoint slides. Retrieved from Blackboard Action Research site.

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