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​Research on video and technology in the classroom 

FIRST ROUND OF RESEARCH 
​After the first round of research, having students create videos to show their learning showed significant advantages in the use of technology. Classroom data showed that the majority of students felt more engaged in lessons. Through formal self-evaluations and teacher observations, I found that the overall effect of incorporating video-making had a positive impact on engagement as well as student production. There were some areas of concern that were addressed on the second round of research. Factors such as distraction of noise level when recording, issues with platform used to record, and organization were addressed. ​

SECOND ROUND OF RESEARCH 
Taking into account student evaluations, the secon round of research included some modifications. To address the noise level and organization of how students recorded, the process now included work stations (rotations) where students would work on separate parts of the recording process. Starting with Research, then planning, and finally creating their video. In the second round of research students used Flipgrid instead of Seesaw to avoid any other distractions or unnecessary options and to give students easy access to view other videos created. Student engagement was notably higher according to students surveys, production, and classroom observations.

   

Abstract
Student engagement in the classroom is an important part of any educational setting, but in practice can be a struggle for many students.  The use of technology is a key factor in future access to education.  The study aimed to explore the effects of technology on engagement and language achievement by using student-created video lessons, and observe the impact on English only (EO) students and English Learners (EL).  Although observations suggested student engagement increased during the treatment, qualitative data collected showed that students’ perception of their engagement was mixed. Quantitative data revealed a slight increase in writing conventions. No significant difference between writing convention scores of EOs and ELs was found in this study.  Implications are not conclusive as to the benefits of technology in this study.

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Design Process

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