Download - Restuccia & Kingery Action Research
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Restuccia and KingeryAction Research
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How does Google Docs affect students’ motivation and
engagement when editing and revising written work?
• Hypothesis: We believed that Google Docs would increase student motivation and engagement when editing and revising written work.
• Goals:
– See writing as a process
– Improve editing and revising skills
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Technology used:
• 30 MacBook Air laptops each in a 7th
and 8th language arts classroom• Google Docs
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Process leading to anticipated outcomes
• September: Collaboration and teaching basic functions
• October-November: Practicing functions and beginning to write and edit; 1st data collections
• December-January: Continuing to write and edit, introducing more advanced functions; 2nd data collections
• February-April: 3rd data collections
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Engagement research outcome
• Higher engagement when writing and editing on Google Docs (as opposed to paper/pencil):– Questionnaire: higher familiarity breeds
confidence, which leads to higher engagement– Editing/revising task: Number of redirections
needed (1st paper/pencil, then on Google Docs):• 8th: 9.6 4.6• 7th: 2.8 1.1
– Exit slip: getting past barriers– “…it is easy for me to type, and I enjoy not getting writer’s cramps.”
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Questionnaire data• Close-ended, megacognitive questions about
students’ feelings and behaviors in relation to the computer and Google Docs
7th Grade Data
September
April
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• 8th grade data
September
April
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Motivation research outcome• Students were more motivated to edit and
revise when using Google Docs– Questionnaire: “How helpful is Google Docs in
editing and revising your work?” – Editing/revising task: Thoughtfulness of feedbackaverages (1st paper/pencil, then on Google Docs• 8th: 3.6 3.9• 7th: 3.5 4.2
– Exit slip: Are you more motivated pencil/GD?“I am more motivated to write when using Google
Docs because I like the comment feature.”
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“How helpful is Google Docs when editing and revising your work?”
• 7th grade data
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“How helpful is Google Docs when editing and revising your work?”
• 8th grade data
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Surprising outcomes
• Higher homework completion and turn-in
• Easier to write– ideas “popping into their heads”
• Working better between girls and boys, peers who aren’t friends
• Reciprocal teaching, self-sufficiency
• Behavior management
• Ease of sharing assignments, powerpoints, class notes
• Expanding into WallWisher, blogs, Google Sites, taking laptops home
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Barriers and facilitating forces
BARRIERS
• Time!!!!!
• Technology malfunctions, learning curve, and support
• Excess of writing tasks– hard to fit everything in (data write-ups, etc)
FACILITATING
• Going paperless
• Having a team!
• Early proposal drafting and support
• Great technology
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Suggestions
• Have teams
• Breaking up writing assignments into smaller pieces
• In-building tech support: having Jen Scypinkskinearby was GREAT– but not everyone had that
• Periodic work days during the fall, especially: half or whole day subs
• Option to do this action research as a “no-credit” course– might inspire more teachers to get involved