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Reflection

The document is a reflection by Mike Winters on an action research project focusing on using the IXL-Math program at home to increase student math performance. The reflection discusses developing an area of focus statement, collecting baseline student and parent data, introducing IXL-Math to students and parents, and how the project aligns with the conceptual framework and standards of the University of Saint Mary graduate program. Implementing the action research project would help meet student needs by making them more comfortable with technology, take ownership of their education, and increase math assessment scores through additional practice.

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174 views

Reflection

The document is a reflection by Mike Winters on an action research project focusing on using the IXL-Math program at home to increase student math performance. The reflection discusses developing an area of focus statement, collecting baseline student and parent data, introducing IXL-Math to students and parents, and how the project aligns with the conceptual framework and standards of the University of Saint Mary graduate program. Implementing the action research project would help meet student needs by making them more comfortable with technology, take ownership of their education, and increase math assessment scores through additional practice.

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Running Head: REFLECTION

Reflection
Mike Winters
201320 W4A-MAT723
Action Research in Effective Classroom Environments
University of Saint Mary

Reflection

Utilizing technology outside the classroom to increase student performance has


become a relevant topic within educational and technological forums. My area of focus
statement was to use the IXL Math program at home for students to practice
computation skills in order to increase their performance on common, second grade
assessments (Mills, 2014). IXL is a program that many districts in northern New Jersey
are beginning to utilize to aid in student development in school and at home.
Since it is important for students to have a strong mathematical foundation to later
build upon, I selected this issue as my topic. Students who do not establish fluency will
have a difficult time moving onto advanced computation. By creating a stronger
foundation, students will show more accuracy and quickness in mathematics and be able
to move on to more challenging concepts. Developing mastery of a skill provides a base
for students to then learn more complex and advanced skills (Poncy, McCallum, &
Schmitt, 2010).
Moving forward with this area of focus statement, I would first ask my building
principal for his approval. Once I received his approval to begin, I would gather my data
from my students and parents. I would create questionnaires in either Survey Monkey or
Google Forms to give to my students and their parents. This would act as my baseline
data to measure current student comfort level and knowledge of technology, as well as
how often they practice math in general at home. The parents would have similar
questions asking about their comfort level, knowledge of technology, and how much time
they spend helping their child at home with math. I already have my students scores on
baseline and weekly assessments. Using all this baseline data will allow me to establish a
starting point to later gauge how much growth has occurred. Next, I would introduce the

Reflection

concept of utilizing IXL Math at home and explain the correlation between practice and
student success to my students and their parents. They need to know the more effort they
put in the more they will succeed.
Using this action research project will better meet the needs of my students in
several ways. First, students will become more comfortable with utilizing technology
outside of the classroom and will be more open to new technology as it is introduced in
the classroom and at home (Pasnik, 2007). Since students will be utilizing technology at
home, they will take ownership for their education outside of school in a fun and safe
way (Pasnik, 2012). Students will raise their performance levels on weekly math
computation assessments after utilizing IXL Math. This will allow students to
comprehend more advanced skills and concepts in the mathematics curriculum. This also
speaks to the science of differentiated instruction and, more specifically, to students who
learn best in a logical-mathematical intelligence (Lash, 2014).
In connection with the University of Saint Marys conceptual framework of
Knowledge in Action my area of focus statement closely followed the Defining ProblemBased Inquiry Conceptual Model. The area of focus statement identified the problem of
lower than average math computation scores as assessed on weekly grade level student
assessments and then described the setting and scenario in my school and classroom.
Next, I conducted research through the EBSCO Host and gathered information to solve
the problem, generated alternatives, and advocated solutions. Finally, the area of focus
statement established desired outcomes and developed a plan (Conceptual Framework
for Graduate Programs, 2011). Without actually implementing my action research
project I could not progress any further in the conceptual model, but the groundwork is

Reflection

complete and ready to be implemented.


Examining the action research process in correlation to the National Board for
Professional Teaching Standards, there is a clear connection between the two. The action
research process requires much time and effort, which shows teachers are committed to
their students and their learning. Action research studies a problem in the classroom and
finds methods of correcting the problem. Teachers must know the subject they teach and
how to effectively teach those subjects to students in order to identify a problem in the
classroom. The improvement of student learning is at the heart of action research and the
teachers are responsible for managing and monitoring the student learning. Advancing
through the action research process requires teachers to reflect systematically about their
practice and how to improve upon it from past experiences. Action research requires
examining academic journals, reports, articles, etc. These are all excellent examples of
learning communities that teachers utilize (National Board for Professional Teaching
Standards, 2014).
The action research process relates closely to the University of Saint Mary
Graduate Program Outcomes. Out of the eight GPOs, numbers three, five, six, and eight
really connect to action research. In my area of focus statement I examined ethical and
moral implications of actions in connection with all learners. Then, I ensured my course
of action to solve a problem in my classroom was proper and would not hurt any of my
students. Next, I deciphered which instructional models, strategies, and technologies
would best enhance the learning of all students. It is necessary as part of the research to
utilize measurements and evaluations accurately and systematically in order to monitor
and promote learning. Throughout my area of focus statement I demonstrated the ability

Reflection

to be a reflective practitioner by identifying a problem, examining research, advocating a


plan, and measuring and evaluate outcomes (Graduate Program Outcomes, 2014). The
other GPOs can also be connected to the area of focus statement in other ways, but the
above standards were very evident.

Reflection

6
References

Conceptual framework for graduate programs (2011). Retrieved from https://engage.


stmary.edu/learn/pluginfile.php/57618/mod_book/chapter/2137/Graduate
%20Conceptual%20Framework%202011.pdf
Furlong, J. & Davies, C. (2012). Young people, new technologies and learning at home:
Taking context seriously. Oxford Review of Education, 38, 45-62. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=aph&AN=71754667&site=ehost-live
Graduate program outcomes. (2013). Retrieved from https://engage.stmary.edu/learn
/pluginfile.php/57618/mod_book/chapter/2137/MAT%20GPO%20Chart.pdf
Lash, M.D. (2004). Multiple intelligences and the search for creative teaching. Paths of
Learning, 22. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/
pdfviewer?sid=c6505da7-3d46-4286-8f93-731de529e212%40sessionmgr4004
&vid=2&hid=4201
Mills, G.E. (2014). Action research A guide for the teacher researcher. Upper Saddle
River, NJ: Pearson.
National board for professional teaching standards. (2014). Retrieved from
http://www.nbpts.org/five-core-propositions
Pasnik, S. (2007). iPod in education: The potential for teaching and learning. Retrieved
from http://cct.edc.org/sites/cct.edc.org/files/publications/iPod_in_Education_
Whitepaper.pdf
Pasnik, S. (2012). Context study of the use of technology and pbs kids transmedia in the
home environment. Retrieved from http://cct.edc.org/publications/2012-contextstudy-use-technology-and-pbs-kids-transmedia-home-environment
Poncy, B., McCallum, E., & Schmitt, A. (2010). A comparison of behavioral and
constructivist interventions for increasing math fact fluency in second-grade
classroom. Psychology in the Schools, 47, 917-930. Retrieved from
http://search.ebscohost.com/login.aspx?
direct=true&db=aph&AN=57483354&site=ehost-live

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