As I evaluate technology in the classroom, I will use action research through the process of including my students in the research process, because as an action researcher, the goal is to improve what is happening in my classroom (Moghaddam, A., 2007). In order to improve, collaborative reflection needs to be emphasized as we work through the process. Collaborative reflection includes “teachers’ sharing of their experience, listening to others’ remarks, making suggestions in response to others and trying to apply other teachers’ ideas to your own situation (van Oostveen, R. H., 2005, pg. 28). I don’t think this can be done without including my students in the reflection process through individual discussion, group talks, and various assignments. Without including my students in the process and getting their verbal thoughts and opinions, I will only be getting the surface of what is happening, because I can only tell a fraction of the involvement and abilities they have through the scores which they get on the assignments.
Sources:
Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (Fourth ed.). San Francisco, CA: John Wiley & Sons.
Moghaddam, A. (2007). Action research: A spiral inquiry for valid and useful knowledge. Alberta Journal of Educational Research, 53(2).
van Oostveen, R. H. (2005). Using action research for teacher professional development: Research in science and technology education. Retrieved September 13, 2015, from http://search.proquest.com/docview/276446746?accountid=44766