Skip to main content

Inquiry based Research Update: DATA DATA DATA

 It's been two weeks since I posted about learning about action research.  I have decided on a question based upon not being in a classroom currently and reflecting upon weaknesses of my teaching CS.  I felt I would love to learn more about teaching cybersecurity.  I don't have enough knowledge to do this well, and I always fumble.  I also think that students need to understand the fields that can be involved in cybersecurity and that it is not just about hacking.   When I have students complete GoCyberStart, I know I am no help.  I have even struggled to complete them.  I need to get better at this, now is the time.  
My research question is:

How do I design an inquiry-based unit on cybersecurity for students to understand the impacts on their lives?


This will provide me with a chance to determine what is essential for students to know about cybersecurity, learn more about cybersecurity, and an opportunity for action research as a teacher who is not in the classroom right now. 

I have begun to look at journals and determine what information is already there.  I have found some college courses created for general education, social media surveys of middle schoolers, and some summer camp curricula.  The information has been interesting to see how others have done action research since that is most of what I read.  Many utilized surveys pre and post to determine the effectiveness of the classes.  I have been struggling with collecting data when I am not with students.  ARGH.  Challenge. 

Chapter 5 of The Reflective Educator's Guide to Classroom Research by Dana and Yendol- Hoppey (2020), discusses data and developing a research plan.  They provide 10 different strategies for data collection, from field notes and journalling to surveys and student artifacts.  After reading this chapter, I designed the following table about data and items I need to answer my question.  (these are not in any particular order)

Table of questions

I would love more comments on anything else that might be beneficial to me during this action research.  Thanks!

Reference:
Dana, N. F., & Yendol-Hoppey, D. (2020). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Corwin.

Labels:

Comments

Post a Comment

Popular posts from this blog

Update on Inquiry Based learning

 For the past three weeks, I have emerged in STEM and inquiry-based thinking for both courses I am taking this half of the Spring semester.  This has been an intense three weeks of reading various discussions, articles, and videos on what is STEM and Inquiry Based Learning and how are these used in the classroom.  The material has been thought-provoking.  I have spent the last three weeks writing about the material to develop my own knowledge. I have been involved in inquiry-based learning myself as I develop my own knowledge of the topic. In an inquiry based classroom, the focus is on investigations and answering questions based upon evidence.  Students are learning by doing. STEM naturally leads educators to be inquiry-based. Although this can be done in all classes, the Learning Channel(n.d) has a great video from Urban Academy demonstrating an inquiry-based classroom in both English and History. (Note: Learning Channel is not free but you can watch one video...
Post a Comment
Read more

Problem Based Learning

When I first thought of problem-based learning(PrBL) students need to solve a real-world problem. I thought about the innovation challenges where students are designing items to solve a need for a community or person. I thought about design thinking workshops where students engineered a plan to fix the cafeteria seating. I think about the Anatomy and Physiology class where students are solving case studies (Punahou, 2011). I thought about my own class Design of Emerging Technology (DET) where some students design a project to solve an issue they see (mail sensor, sensors for low stock items, light that changes based on heart rate). These are all real-world problems and fall under the umbrella of Project-based learning in my mind. In fact, some of my students in DET would create art installations and be more project-based. Then I read Krall’s (2012b) statement “we need to define what is an “authentic mathematical experience”. A mathematical experience to me is something that promotes ma...
Post a Comment
Read more