Outen 1

Kristen Outen
Dr. Honeycutt
Research Plan 1
10/3/14
Research Plan 1
After further reflection
and discussions with your
research group, what
aspect of your teaching
are you interested in
studying?

I am interested in learning more about Learning by Experience
students use of digital tools on mobile devices for educational
purposes outside of school. I would like to see if a consistent
modeling and teaching of the use of mobile devices for educational
purposes would lead to student initiated exploration of resources
beyond what is suggested or required. I would also like to try to
understand the reason(s) for the current disconnect.


Why are you interested in
studying this part of your
practice?

The New Literacies and Global Learning curriculum has shifted the
importance of digital literacy to the forefront of my concerns
about education. Through Learning by Experience, I provide some
students with study and organizational support. Some students
receive instruction in a specific subject area. Some students attend
museums, theatre, or festivals for mentoring events. A common
thread for all, however, is our use of mobile devices and digital
learning tools. When I am working with students, I recommend
and use a variety of digital learning tools through my iPad.
Regardless of the context, it is rare that they access digital tools on
their own accord, even though I promote and encourage it.
Though each of the students I work with have mobile devices, it is
also rare that they initiate use of their mobile device for
educational purposes. As I have moved from the classroom into
student homes, I am sometimes shocked by the disconnect
between the environments, especially because none of the
families I work with are of low socio-economic status. The
availability of PowerSchool and teacher websites (such as
Blackboard) provides families with the opportunity to remain
connected. However, the families with which I work largely
overlook PowerSchool, classroom websites, and student emails. If
students and parents are not taking full advantage of these basic
tools, it seems unlikely that resources such as dictionary.com,
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Khan Academy, Crash Course, Duolingo, Quizlet, Edmodo, or any of
the innumerable available digital tools, are being used.
At this point, how do you
thinking you might gather
information to help you
better understand your
teaching? Why use this
method(s) of data
collection? How might
you analyze your data?



Questionnaires

Mobile Device Survey - Parents
Mobile Device Survey- Student
Technology Use Survey
Technology Device Survey

I will use questionnaires to gather base data regarding device
access, mobile device use and perception of parents and
students toward using mobile devices for educational
purposes. Questionnaires enable researchers to collect
background and baseline data. For my project, I will need to
collect data regarding current and past mobile device access
and use in order to understand how my actions might change
or impact future use. Additionally, the questionnaire may
provide insight on the disconnect between school and home
use by disclosing information about parent and student
perceptions. I will compare parent and student responses as I
analyze this data.

Interviews
I will prepare semi-structured interview questions to be asked
of students. I will likely conduct the interview one question per
session with students, so recording my interviews will be
especially beneficial. This qualitative data will give further
insight on student perceptions and may be more authentic
than questionnaire responses. I will analyze student responses
as they compare to questionnaire responses and to
observations.

Observations
With student permission, I will review apps on students
mobile devices and, following a checklist, will document
evidence regarding digital tools downloaded to devices. This
will allow me to compare student claims about use to
evidence. This observation will help guide my action. It will
establish a baseline for which apps students have and do not
have for educational use. I will be able to compare this baseline
among participants. I will compare student and parent
perception to the available education apps on student devices.

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Research Journal
I will keep a research journal. I will create entries several times per
week after tutoring sessions. Entries will reflect on the process of
research as well as observations related to mobile learning during
sessions. Such observations will be another tool for comparing
what is claimed to what is actually taking place.

When can you collect and
analyze your data?

I plan to disseminate questionnaires next week, at which time my
data collection will begin.

I have already begun making observations. I have disseminated
one questionnaire and am working to finalize two additional. Once
students and parents complete the questionnaires, I will formulate
my interview questions and begin asking, recording, and
transcribing my interviews. I will review student devices for
existing apps as soon as I complete a checklist.
Who can help you with
your research project?
What relevant literature
or outside resources will
inform your project?

My group members, parents, and students will assist me with my
research project.
The following literature will also be useful:
Briggs, S. (2013, October). Mobile communication tools enhance
student motivation, says study. informED. Retrieved from
http://www.opencolleges.edu.au/informed/news/mobile-
communication-tools-enhance-student-motivation-says-study/
Briggs, S. (2014, July). How educators around the world are
implementing mobile learning (and what you can learn from
them). informED. Retrieved from
http://www.opencolleges.edu.au/informed/features/how-
educators-are-practicing-mobile-learning/
Engel, G. & Green, T. (2011). Cellphones in the classroom: are we
dialing up disaster. TechTrends. 55.2, 39- 45.
Jones, A. & Issroff, K. (2007). Motivation and mobile devices:
exploring the role of appropriation and coping strategies. Research
in Learning Technology. 15.3, 247-258.
Kolb. L, (2011). Cellphones in the classroom. International Society
for Technology in Education.
Lopez, A., Rodiruez-Fortiz, M., Rodriguez-Almendros, M., &
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Martinez-Segura, M. (2013). Mobile learning technology based on
iOS devices to support students with special education needs.
Computers and Educaiton. 61, 77-90.
Nagel, D. (2013, May). Report: students use smart phones and
tablets for school, want more. THE Journal. Retrieved from
http://thejournal.com/Articles/2013/05/08/Report-Students-Use-
Smart-Phones-and-Tablets-for-School-Want-More.aspx?Page=2
Neo, M. & Neo, T. K., (2009). Engaging students in multimedia-
mediated constructivist learning- students perceptions.
Educational Technology & Society. 12.2, 254-266.
Norris, Cathleen; Elliot Soloway,. "Getting Mobile: Handheld
Computers Bring K12 Classrooms into the 21st Century." District
Administration. Professional Media Group LLC. 2008. Retrieved
September 08, 2014 from HighBeam
Research:http://www.highbeam.com/doc/1G1-181752787.html
Project Tomorrow. (2013). Making learning mobile 1.0: leveraging
mobile devices to transform teaching and learning in 5
th
grade
classrooms at Falcnor elementary school. Project Tomorrow. 1-10.
Project Tomorrow. (2013). Making learning mobile 1.0: leveraging
mobile devices to transform teaching and learning in 8
th
grade
classrooms at Falcnor elementary school. Project Tomorrow. 1-11.
So, H., Seow, P. & Looi, C. (2009). Location matters: leveraging
knowledge building with mobile devices and Web 2.0 technology.
Interactive Learning Enviroments. 17.4, 367-382.
Wu, H., Yen-Chun, J., Chun-Yu, C., Hao-Yun, K, & Che-Hung, L.
(2012). Review of trends from mobile learning studies: a meta-
analysis. Computers and Education. 59, 817-827.

What is your next step in
planning and
implementing your
research project?
My next steps:

Finalize and send out questionnaires
Create digital tool checklist
Continue to journal observations and research progress