Met today with my group (James Leo & Ana Cuellar) to decide upon the technology setting we want to observe. Great conversation, easy going group, direct and efficient. We came up with the following for now…
How does the adoption of technology impact the learning experiences of students with disruptive tendencies and/or lower academic achievement?
To answer this question, we are interested either in A) observing the impact of a education technology specifically designed to improve student behavior or B) observing whether a learning technology changes student behavior despite not being created for that purpose.
We sent our Professor (Denise Clark Pope) and T.A. Petr Johanes an email with some questions and got responses from both in less than 3 hours! So good to work this way…
“We are hoping you can give us some feedback on this progress before we reach out to potential interviewees.
We are also curious about the order of the observation and interviews – can we interview a teacher pre-technology use, then observe the class upon tech adoption, then conduct the final interview after the observation? Or are we tied to the observation-interview-interview order?”
Their responses I will maintain to our group. The result of the feedback will come later 🙂 Can’t spill all the beans right?
After we met, we walked around the School of Engineering’s Future Day and ran into a company we were actually talking about during the meeting: Little Bits!! Talked to Joe, the local representative, teacher, enthusiast and parent about possibly taping into his school to observe the use of this technology in action! Awesome coincidence.
So after all the reading and note taking, I arrive at class and realize that one of the pieces I read was actually for next week!! And the two discussed in class I did not read!! So frustrating. Well – the discussion was broad enough and my group filled in the blanks for me : /
The project idea is coming into focus: James, Ana and I are thinking about doing:
So this was the reading for this week on the topic “The Nature of Qualitative Research”
Merriam, S. (2002). “Introduction to Qualitative Research”. In S. Merriam & Associates (Eds.) Qualitative Research in Practice. San Francisco: Jossey-Bass. pp. 3-17.
Miles, M.B., & Huberman, A.M. (1994). “Qualitative Data Analysis: An Expanded Sourcebook.” (Second Edition). Thousand Oaks, CA: Sage. pp. 1-12.
Spindler, G. & Spindler, L. (1987). Teaching and Learning How to Do the Ethnography of Education.” In G. Spindler & L. Spindler (Eds.) Interpretive Ethnography of Education at Home and Abroad. Hillsdale, NJ: Lawrence Erlbaum Associates. pp. 17-22.
Creswell, J. (2003). “A Framework for Design,” Research design: Qualitative, Quantitative and Mixed Methods Approaches” (2nd edition). Thousand Oaks, CA: Sage. pp. 3 -24.
Becker, H. (1996). “The Epistemology of Qualitative Research”. In R, Jessor, A.
Colby, & R. Shweder (Eds.) “Ethnography and Human Development.” Chicago: University of Chicago. pp. 53-71.
“This course introduces students to core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. Essential questions for the course include:What is the nature of qualitative research– and how can we, as consumers and “doers,” assess its value?”
Choose a partner, and first one draws the other without lifting the pen from the paper. Then switch, but now you cannot look at the paper! I was on the second round! NO PEEKING!