Outline for action research prospectus

RESEARCH PROSPECTUS:PBL DANIEL DOWNS 1

OUTLINE FOR ACTION RESEARCH PROSPECTUS:PROJECT BASED LEARNING

IMPACT ON TECHNOLOGY SKILLS AND COLLABORATIVE LEARNING

ENVIRONMENTS

Daniel Downs

Argosy University-Sarasota

Dr. Peg Nugent

12/09/09


OUTLINE FOR ACTION RESEARCH PROSPECTUS:PROJECT BASED LEARNING

IMPACT ON TECHNOLOGY SKILLS AND COLLABORATIVE LEARNING

ENVIRONMENTS

Purpose or Focus of the Prospectus

Based on Constructivist theories and approaches (cooperative learning, authentic

experiences, dialogue) how does the implementation of Project Based Learning impact

the learning of technology skills of high school students?

I will be attempting to do an action research project in which I examine the

implementation of Project based learning outcomes on technology learning and skill

development. I will be utilizing the theoretical framework of the Constructivist learning

theory as a basis for my research. In this research I will be continually examining the

PBL construct for learning technology skills and project completion. I expect that

documentation will be mostly quantitative and be based in the interviewing and focus

group process.

Innovations or Actions Taken


I will conduct my research in a high school technology classroom for the period of 12

weeks. During this time I will be interviewing individual students, administration and

teachers. I will also be creating focus groups to discuss the collaborative learning process

and the implementation of project based learning. I will also be assessing the skills

gained while learning technology in a project based environment. Ultimately I think the

largest gains will be in the form of professional development for teachers using

technology in the classroom.

I hope that my research of the potential outcomes of Project Based Learning in

different scenarios will evolve continually in terms of outcomes and teaching practices. I

would use the action research process to create a continually evolving process of

curriculum and student technology learning. I hope that I will continually be able to

evaluate and research the process of student learning outcomes as they relate to learning

collaboratively and with multiple technologies.

I hope to improve instructional practices for teachers when implementing project based

learning. I hope that I will be able to improve student interaction and engagement with

the analysis of instructional techniques and determine the different effectiveness in

different environments.

Research Questions


Based on Constructivist theories and approaches (cooperative learning, authentic

experiences, dialogue) how does the implementation of Project Based Learning impact

the learning of technology skills of high school students?

To thoroughly answer my big question I will need to examine closely the dynamics

of the project based learning environment as well as different approaches to teaching

and learning collaboratively. I will also need to closely examine the implementation of

technology use in the classroom. This includes the use of technology tools and specifc

classroom implementation.

Specific Actions Research Questions

Question 1: Does project based learning environments increase technology skill

acquisition?

To adequately address this action I need to examine the meta-learning experiences

(Implementation and Process Evaluation, 2009) which are created during project based

learning. This action is aimed at evaluating the environment of learning from a project

based perspective. The resulting qualitative data will enable teachers to construct

environments and projects which more effectively enable group learning to address the

area of learning technology.

The method of which to gain data effectively from this environment is using focus

groups which are aimed at developing deep questions and conversation about the learning

of the students and teaching methods of the teachers. There can also be an exam which


evaluates the knowledge gained after specific project based environment learning

experiences. It will also be important to ask deep questions about the learning obtained

during the project making experience. (Implementation and Process Evaluation, 2009)

Question 2: Does working in groups improve recognition of technology vocabulary?

This qualitative data will be used by teachers to learn whether or not specific key

concepts of technology can be understood clearly and specifically after being learned in

groups. Teachers will also gain knowledge of how to implement technology vocabulary

into the context of the learning. This research will make strong connections to the

Constructivist theories of education and the action of learning through dialogue and

group learning.

To answer this question it will be important to directly observe the groups which are

working together. It will also be important to record conversations of teachers and

learners and define the context and dialogue of the learning. It will be necessary to use

audio recording and video cameras to collect data and dissect the data into proper

perspective. Deep analysis into group dynamics and collaborative learning will

potentially come into light.

Question 3: Do students working in groups learn technology skills they can use on their

own?


This action will require a way of assessing the individual use of technology of

students in their free time or while working independently. The result of assessing this

will help show the skills students use on their own and will show whether or not there is a

growth of skills over time. Teachers will benefit from seeing where the can emphasize

their teaching of technology skills and tools. The results of this are also important to

stakeholders such as school administrators who will want to validate the success of a

program through student learning outcomes.

Assessing this action will require qualitative questioning about the habits and

tendencies of students use of technology before and after the group program. It will be

important to directly observe the actions of the groups and notice the leadership of

specific students. Interviews of students of all skill levels will be necessary to have a

complete view of the experience of learning.

Question 4: Does the way instructors present project based learning material effect

outcomes?

This action is aimed at identifying the strengths and weaknesses of presenting project

based learning projects to students. It is anticipated that teachers will have different styles

of teaching even with a specific curriculum. The different outcomes which come from the

presentations of the basic outlines of project based learning will hopefully reveal how

different teaching styles affect the outcomes of specific projects. I hope that there will be


specific data linked to constructivist learning theories. I also hope the data reveals how

student-teacher, student-student interaction affect outcomes of projects and the skills

learned and experiences gained.

The method to gain the data from this process is to directly observe the learning

process of everyone involve and to make videos to analyze in the future. It will also be

important to interview everyone separately as well as have focus groups with everyone

involved. Specific learning materials such as lesson plans and guides (Implementation

and Process Evaluation,2009) will be necessary to guide instruction in certain instances.

These lessons should provide a guide for each teacher and create an element of validity

for the instruction.

Question 5:Are project outcomes representative of the skills students have applied in

learning with dialogue?

This action really tries to get to the heart of the project based learning outcome. It

seeks to look at the specific skills learned, expected outcomes of projects and the learning

experiences of students. Teachers will also benefit as they can look at projects from a top

down curriculum perspective. The final projects of the students involved will become a

presentation for this research. It will represent the learning styles and depth of instruction

throughout the research.


This research will be important to the validation of project based learning theory. It

will be important to justify the learning experience and exemplary projects which can

come from project based learning. To the stakeholders this will also justify the skills

which can be gained from project based outcomes. Strong research in this area will make

all other research be more valid.

To properly gain data from this action it will be necessary to evaluate final outcomes

of project based learning. It will also be important directly assess the skills gained in

terms of applied technology and technology vocabulary. This can be done through skill

assessment tests and rubrics for final projects. The collection of data in this stage of

research will reflect all the methods of instruction and many connections between

research methods should be able to be made at this point of collection. Triangulation of

the data should begin to take on a new level of importance as assessments of particular

technology skills in the forms of interviews and tests will begin to assimilate with the

final project results. (Stringer, 2007)

Literature Review

Article 1:The Effect Of Project Based Learning On the Learning Outcomes in the 5th

Grade Social Studies Course In Primary Education Gultekin, Mehmet (2005).

The first article chosen investigates the learning of 5th grade students in a project

based environment. The school in which this program is taking place is based on the


same constructivist theories I am using in my research question. This article outlines

students produce in group environments, quantitative and qualitative methods of research

and opinions of teachers and learners. The research is also focused on the meaningful

inquiry that project based learning is focused on.

Article 2:Panel Discussions and Simulations: Project Based Learning In A Web Based

Course Gazi, Yakut,Murphy,Karen, Role Plays,(2001)

This article has a similar theoretical framework as the research I would like to do. It is

based on the Constructivist theories. The necessary theoretical framework

(constructivism) will empower my research. This research also is focused on the use of

specific technology outcomes. There are also specific findings of Project Based learning

which includes the collaborative environment.

Article 3:The Contribution Of Project Based Learning to high achievers Acquisition of

technological knowledge and skills Betzer, Nadav,Mioduser,David(2007).

This research was chosen because of the specific population which is chosen for the

research. The population of students used in this project based learning study is over-

achieving high school aged students. This population closely resembles the groups which

I will be working with in my research. This research also is focused on specific

technology skill acquisition. This is an area in which I want to research the outcomes of


and possible utilize some of the same instruments for research. The specific area of

student performance will also be examined from this research.

Article 4: Implementing A Project Based Technology Program For High School Women.

Boudria, Theodore J,(2002).

The research in this article is important my research because it describes the process

of trying to implement a project based technology program with teenage girls. This

research describes the process and problems of this program and could give me a great

resource for understanding my research process. This research also connects to student

achievement outcomes and creating problem based learning environments.

Article 5: Implementation and Assessment of Project Based Learning in a Flexible

Environment. Doppelt, Yaron ,(2003).

The research in this article is deeply involved with trying to evaluate how different

project based environments can change the learning styles and levels of students of

different levels. This article also includes some theories of Piaget’s. I think it is important

to have some more theories than the Constructivist ones I have gained so far.

Expected Outcomes: Participatory Feedback

The coded area of Participatory Feedback will provide a large amount of data which

describes the process of the research from multiple perspectives. This data will be the

combination of data from interviews,focus groups and individual opinions and


expressions of opinions. I decided to code this area of data together because as

participants in the research they all have a common experience which defines the

research. I hope with the research in this area a collection of perspectives can reflect the

many diverse experiences and moments of the research.

Expected Outcomes: Observations Of Project Based Curriculum In Action

Observed data from this research will represent a very large portion of the research. This

group of data will present the observations of the interacting participants and

observations of specific learning and teaching experiences. I expect that the use of

videotaped lesson will provide an impetus for new research as well as a powerful tool

with focus groups and interviews. Observational data will provide new data for research

and provide data of student learning.

Expected Outcomes: Project Assessments

The area of Project Assessments will be a collection of data representing the written

assessments which will provide pre and post research data which will show the skills and

knowledge gained through the PBL curriculum. The written assessments will also

provide independent viewpoints of student experiences and learning.

The data connected to the final project outcomes will also be contained in this area of

data. The final project data will give a conclusive viewpoints to the collaborative project

and the technology skills learned during the research.


The technology assessment tests which will have some quantitative elements to their data

will also be contained in this area of research. The technology assessments will provide

pre and post project data which will define the learned technology skills.

Expected Outcomes: Relationships in Project based learning

Due to the collaborative nature of the learning experiences involved in my data I would

like to have an area of defined data which will make connections to the relationships and

learning experiences between specicif learners and collaborative environments. I expect

that there will be a whole new section of data which will evolve out of the research. The

research having connections to Constructivist learning theories will also enable some of

this research to come up.

Participants & Setting

The setting of my research will be in high school classrooms with students completing

project based curriculum with technology tools. The students will be working

collaboratively to research and completing projects. The data gained from the action

research will be used to assess the effectiveness of problem based learning using

technology tools such as video cameras, animation and graphic design software and the

internet. The stakeholders for this research are the teachers who are learning new

methods and approaches for teaching with problem based curriculum and technology.

The high school administration will benefit from the professional development of the

teachers as well as the improved technology curriculum. (Stringer,E.2007)


I need to be careful with my own inclusion as a practictioner with the research to stay

as fair and unbiased as possible in my reflection of the research and the process. There is

the possibility that being the researcher and being in the position to report the data there

can be some bias in what I report. I will use triangulation to ensure that my research can

provide multiple perspectives on the research. Some of these perspectives will be other

teachers,administrators,parents and students. (Stringer,E.2007)

One issue I may face in a secondary school setting is that some students may have

parents or their own issues with not participating. It will be important to address this issue

because I would not want students who may not want to participate involved. I need to

be careful to keep all of the findings and data confidential .The data and information from

children and minors will be particularly important to keep confidential. Making the

participants of the research aware of how the research will be used will be important to

the success of gaining insight into the research as well as help in developing focus groups

and further research topics. (Stringer,E.2007)

I anticipate that I will gain trustworthiness by involving other technology teachers,

stakeholders and other High School technology departments by including their

perspective into the study. Incorporating other technology classes and schools into my


process will further the questions I can develop about the research. I expect that by

involving different perspectives on teaching and learning will give my research a firm

foundation to evolve off of. This will make it relevant to more teachers and classrooms. It

will also add insight to the perspective of the teacher by providing multiple voices from

that role. (Stringer,E.2007)

Research Design

These categories are developed fron collected data from technology based skill

assessments and project based learning environments. The data groups will be primarily

qualitative. The only area of data which will have some quantitative elements is the area

of written questioning. The written question area will have some numerical data which

represents students understanding of technology skills and specific technology tasks. All

sources in this study will be new and the instruments are traditional for qualitative data

collection.

Qualitative Research Methods

Interviewing


Students will be questioned about their process with project based learning. The

interviewing will be based around the process of their experience and their tendencies

with learning. The interviewing will be one of the major sources of data for this research.

Interviews will also be part of the focus groups. The focus groups will open up a variety

of specific questioning. These focus groups will aim to get the personal perspectives of

the participants and also see what parts of the research are working successfully.

(Stringer, 2007)

Students will be interviewed to understand and assess their knowledge of technology.

Students will be asked to reflect on their learning and develop further questioning based

on their new skills. This process should empower research and develop new ground for

assessing technology learning.

Observing

Observations of student reactions and interaction will be important to the research of

the project based experiences. The observations will be conducted both during the

interview process as well as actual participation in the program. The observations of the

participants and the researchers will be acquired to get a full range of views of the

research. (Stringer,E.2007)

It will be necessary to observe students using and learning with technology. It will

also be important to analyze how teachers implement technology and relate to student

when they do show. In project based learning the analysis of the teacher to student


relationship will the key to the research. All observations will be made with an hourly log

to define the specific context and situation of the action research.

Records and reports

I expect that I will be able to introduce a report of my findings after each phase of

research. These reports will aim to describe the process and current aims of the research

as well as the overarching questions and goals. The reports will also keep stakeholders,

researchers, parents and interested practitioners connected to the research and interested

in the outcome. (Stringer,E.2007)

Focus groups

Focus groups based on specific sections of students and teachers involved in the

research process. Focus groups will be used to find opinions and perspectives from the

student learning groups about key issues encountered in the learning process. Focus

groups made up of teachers and also administrators will be used to define key issues for

teachers in terms of instruction,attitudes and experiences. These groups will meet before,

during and after the project based experience. Focus groups will be important to gain

feedback of overall experiences and to highlight specific highlights and moments which

can only come from group interaction of specific groups.

Written questioning


I plan on collecting a series of assessments on the students learning and experiences

while collaborating with technology and in specific learning groups. These questions will

assess participant knowledge in the areas of specific technology skills such as software

knowledge,hardware familiarity and the ability to synthesize the the use of technology

tools with a specific project. The written questions will also attept to gain individual

insights into learning processes and styles before and after their integration with the

project based learning curriculum.

Materials and equipment

Observations of how students and teachers implement materials and technology will

be important to the research. The use of technology will be an important part of the

research, observation and the reflections of the students and practitioners. Technology

use is a very important part of PBL. How the students and teachers use technology will

be analyzed and reflected upon. These reflections will be important parts of focus groups,

research and reports.

Data Analysis-Areas Of Coded Data

Participatory Feedback

The coded area of Participatory Feedback will provide a large amount of data which

describes the process of the research from multiple perspectives. This data will be the


combination of data from interviews,focus groups and individual opinions and

expressions of opinions. I decided to code this area of data together because as

participants in the research they all have a common experience which defines the

research. I hope with the research in this area a collection of perspectives can reflect the

many diverse experiences and moments of the research. (Gibbs,Graham R,2005)

Observations Of Project Based Curriculum In Action

Observed data from this research will represent a very large portion of the research.

This group of data will present the observations of the interacting participants and

observations of specific learning and teaching experiences. I expect that the use of

videotaped lesson will provide an impetus for new research as well as a powerful tool

with focus groups and interviews. Observational data will provide new data for research

and provide data of student learning. (Stringer,E2007)

Project Assessments

The area of Project Assessments will be a collection of data representing the written

assessments which will provide pre and post research data which will show the skills and

knowledge gained through the PBL curriculum. The written assessments will also

provide independent viewpoints of student experiences and learning.


The data connected to the final project outcomes will also be contained in this area of

data. The final project data will give a conclusive viewpoints to the collaborative project

and the technology skills learned during the research.

The technology assessment tests which will have some quantitative elements to their

data will also be contained in this area of research. The technology assessments will

provide pre and post project data which will define the learned technology skills.

(Stringer,E2007)

Relationships in Project based learning

Due to the collaborative nature of the learning experiences involved in my data I would

like to have an area of defined data which will make connections to the relationships and

learning experiences between specicif learners and collaborative environments. I expect

that there will be a whole new section of data which will evolve out of the research. The

research having connections to Constructivist learning theories will also enable some of

this research to come up.

Task and Time Management Plan

Previous To Research

Interviews with participating Teachers,Administrators,Students

Written Assessments of Technology Knowledge of teachers and students.


Weekly Schedule

Each week will have a specific project based lesson to complete an overall group

project over a 12 week period. Before each lesson there will be introductory interviews to

help define the context of the research phases. Each week there will also be focus groups

based on the specific topic of learning and collaboration and technology.

Observations will be conducted during three specific phases of instruction.

Introduction of project,collaboration of participants,technology integration and

presentation of skills.

Post Project Presentation Phase

Written evaluation of Group projects. Final Interviews with all participants. Focus

groups on completion of program. Final technology skills assessment.

Data Collection Schedule

Pre-

Research

Interviews Focus

Groups

Observations Technology

Assessment

Project Based

Topic

Week 1 Pre and post

Written

included

Pre and

post

Yes-focus

on

intoductions

Complete

Yes-prior to

program

Introductions

to projects


observation-

video

Week 2 Pre and post

Written

included

Pre and

post

Focus on

group work-

Complete

observation-

video

Introduction to

collaborative

process

Week 3 Pre and post

Written

included

Pre and

post

Yes-focus

on tech impl.

Introduction to

technology

implementation

Week 4 Pre and post Pre and

post

Yes-focus

on group

work

Begin

collaborative

work on given

project

Week 5 Pre and post

Written

included

Pre and

post

Yes-outside

community

interaction

Implement

community

element


post

Yes-focus

on

collaborative

process-

Complete

Structured

work week

with 3

elements


observation-

video


post

Yes-focus

on

collaborative

process

yes Structured

work week

with 3

elements

Week 8 Pre and post

Written

included

Pre and

post

Yes-tech

focus

Technology

skills

integration


post

Yes-tech

focus

Technology

skills

integration

Week 10 Pre and post

Written

included

Pre and

post

Yes-focus

on

collaborative

process

yes Expand

collaborative

review


Written

included

Pre and

post

Complete

observation-

video

Synthesizing

community

element


Written

included

Pre and

post

Complete

observation-

video

Finalizing of

Technology

integration


Presentation

Phase

Pre and post

Written

included

Pre and

post

Complete

observation-

video

yes Final Project

Presentations


References

Betzer,Nadav,Mioduser,David(2007). The Contribution Of Project Based Learning to

high achievers Acquisition of technological knowledge and skills. Springer Science &

Business Media

Boudria,Theodore J,(2002). Implementing A Project Based Technology Program For

High School Women. Taylor & Francis 2002

Doppelt,Yaron ,(2003).Implementation and Assessment Of Project Based Learning In a

Flexible Environment. International Journal Of Technology & Design Education

Kluwer. Academic Publishers 2003

Gazi,Yakut,Murphy,Karen, Role Plays,(2001).Panel Discussions and Simulations:

Project Based Learning In A Web Based Course. Online Course Design International

Council For Education Media

Gultekin,Mehmet (2005).The Effect Of Project Based Learning On the Learning

Outcomes in the 5th Grade Social Studies Course In Primary Education. Educational

Sciences:Theory & Practice 2005 Turkey


Gibbs,Graham R,(2005)How and What to Code.Online QDA Learning Qualitative Data

Analysis on the Web: Retrieved December 8, 2009 from http://onlineqda.hud.ac.uk

Stringer,E(2007). Action Research(3rd Edition). Thousand Oaks,CA:Sage

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