Running Head: ACTION RESEARCH REFLECTION

Action Research Reflection

University of St. Mary
Jason Carter

ACTION RESEARCH REFLECTION

My Topic
My area of focus statement involved the use of technology in the classroom. I am
already differentiating my assignments and grouping them into three categories;
accelerated, on-level, and lower level. Now, I am giving those different assignments
using all of the technology available to me in my classroom (my smart board and the
kids laptops). Lessons are given on the smart board, the document is saved and loaded to
the students Edmodo walls. The assignments are also given electronically on Edmodo
and turned in the same way. My question was: will upping my use of technology with my
differentiated assignments raise student scores and increase homework turn-in?
I chose to focus on technology in my classroom because I felt that the students
were bored. My homework scores were sub-par (in the 70th percentages) and I knew that
there was a need to help the students achieve. My school has a one-on-one laptop
initiative. The kids enjoy using their laptops and are constantly using some kind of
technological device. I knew that increasing technology use could be a beneficial way to
reach more students and increase achievement.
What Next?
I plan to continue my research after this class has finished by testing out an idea
called a flipped classroom. The idea of a flipped classroom is that the students learn the
lesson at night and do their homework in class. This seems to be more effective as I will
be available to help them with their assignments. This strategy lends itself to one-on-one
laptop initiatives because the videos the kids watch at night are usually accessed through
the Internet.

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Meeting Student Needs

My research is meeting the needs of my students by finding a way to reach as
many of them as possible. In order to teach to these kids, we need to get on their level.
They enjoy being on their computers, so I felt it was important to explore the option of
going as paperless as I could to give them some more keyboard time. Not only did
homework scores increase, but I found a way to get more of them to turn in their
assignments.
Standards and Framework
My research supports the USM conceptual framework because it Promote(s)
student learning utilizing assessments, technologies, and best instructional practices. I
believe that differentiating homework assignments in my classroom was best practice
because there was an obvious need for change. I utilize technology by administering my
assignments on Edmodo. Using the laptops helps some of the lower level students
complete their assignments.
The teaching standard that my research lends itself to is standard 1.c, using
student performance data as a guide for decision making. I decided to start my research
project because my homework scores were low. After my research, I collected data to
decide whether I would continue differentiating my assignments.
My project directly correlates with the University of St. Mary Graduate Program
Outcome number two; Candidates demonstrate knowledge of diverse learners, including
all forms of exceptionality, and create instructional opportunities that meet the needs of
all learners. Differentiating homework assignments was my way of trying to teach to all

ACTION RESEARCH REFLECTION

of my learners and meet their needs. While each assignment met the same objective, the
process was fashioned in a way to help my students be successful.