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Action Research:
21st Century Learning: Are math iPad apps as effective as traditional
hands-on learning with math manipulatives?
My formal action research project looked at 21st Century learning from the lens of the math class, and particularly, integrating iPad math apps into the kindergarten classroom. Having been a huge proponent of hands-on learning in math with math manipulatives and lessons designed by
Marilyn Burns, I needed to know that the time I was allocating to this new technology tool would be time well spent. (Click on the button at the top of this page to see my Action Research paper.)
Marilyn Burns, I needed to know that the time I was allocating to this new technology tool would be time well spent. (Click on the button at the top of this page to see my Action Research paper.)
Background and Need and Rationale for 21st Century Learning
The Common Core State Standards (CCSS) look to promote greater depth of knowledge rather than breadth. The goal of the new Smarter Balanced Assessments (SBA) is to measure students’ abilities to think critically, problem solve and communicate their thinking and ideas. Teachers will no longer be engaged in a foot race that begins from day one of school and lasts until testing starts in May in an attempt to fill the “empty vessels” with as much content knowledge as is humanly possible. You would think teachers would be thrilled, but many are scared. This is a new game and the road ahead is not clear. They have many questions and some even feel that it is better to stick with the “devil you know”.
Project-Based-Learning (PBL) is a method of teaching that proceeds from the fundamental belief that children learn best by following their interests and curiosities. As Plutarch said, “The mind is not a vessel to be filled but a fire to be kindled.” In PBL, teachers still create a structure to the learning environment by creating a driving question and backward planning to meet the CCSS that all children need to know. The difference is that both content and process learning are given at least equal weight under PBL. Core content areas are identified and students are brought to proficiency in those skills as well as being given a time and a space to develop 21st Century skills of critical thinking, problem solving, creativity, communication and collaboration. These are exactly the types of skills that will be necessary for our students to perform well on the Smarter Balanced Assessments, as well as in their future lives. (Tony Wagner, Creating Innovators)
Project-Based-Learning is not a new idea. Learning by doing was promoted by John Dewey in My Pedagogical Creed in 1897, but it is experiencing a resurgence of interest with the rapid growth of the technological age and the fundamental understanding that the “facts” children learn today may be obsolete at faster and faster rates. In the information age, knowing “how to be a critical navigators and consumers of information” is more important than simply memorizing information.
Although it is not a new idea, the past 50 years in education have been devoted to a very different paradigm about teaching and learning, (Tony Wagner, The Global Achievement Gap). Teachers who are just beginning their journey in PBL may benefit from this project and from watching the methods of a teacher who has been implementing PBL in the kindergarten classroom and is eager to share her continuing discoveries. It is also extremely important to the health of our country that we recognize that fostering a love for creativity and innovation is not just good for our souls, it is tied to our survival in a new global economy.
The Common Core State Standards (CCSS) look to promote greater depth of knowledge rather than breadth. The goal of the new Smarter Balanced Assessments (SBA) is to measure students’ abilities to think critically, problem solve and communicate their thinking and ideas. Teachers will no longer be engaged in a foot race that begins from day one of school and lasts until testing starts in May in an attempt to fill the “empty vessels” with as much content knowledge as is humanly possible. You would think teachers would be thrilled, but many are scared. This is a new game and the road ahead is not clear. They have many questions and some even feel that it is better to stick with the “devil you know”.
Project-Based-Learning (PBL) is a method of teaching that proceeds from the fundamental belief that children learn best by following their interests and curiosities. As Plutarch said, “The mind is not a vessel to be filled but a fire to be kindled.” In PBL, teachers still create a structure to the learning environment by creating a driving question and backward planning to meet the CCSS that all children need to know. The difference is that both content and process learning are given at least equal weight under PBL. Core content areas are identified and students are brought to proficiency in those skills as well as being given a time and a space to develop 21st Century skills of critical thinking, problem solving, creativity, communication and collaboration. These are exactly the types of skills that will be necessary for our students to perform well on the Smarter Balanced Assessments, as well as in their future lives. (Tony Wagner, Creating Innovators)
Project-Based-Learning is not a new idea. Learning by doing was promoted by John Dewey in My Pedagogical Creed in 1897, but it is experiencing a resurgence of interest with the rapid growth of the technological age and the fundamental understanding that the “facts” children learn today may be obsolete at faster and faster rates. In the information age, knowing “how to be a critical navigators and consumers of information” is more important than simply memorizing information.
Although it is not a new idea, the past 50 years in education have been devoted to a very different paradigm about teaching and learning, (Tony Wagner, The Global Achievement Gap). Teachers who are just beginning their journey in PBL may benefit from this project and from watching the methods of a teacher who has been implementing PBL in the kindergarten classroom and is eager to share her continuing discoveries. It is also extremely important to the health of our country that we recognize that fostering a love for creativity and innovation is not just good for our souls, it is tied to our survival in a new global economy.
Literature Review
The implementation of project based learning and technology integration at the kindergarten level is a relatively new field in terms of data driven research. No recent long term studies are yet available. This makes it a good candidate for action research for a classroom teacher. In looking closely at one feature of 21st Century learning, the implementation of iPad apps in the math hour, I was able to answer some of my own questions about classroom instructional choices by reviewing recent literature surrounding the topic, and then comparing my own data driven results.
Click on the button below to see my research into the implementation of iPad apps in the classroom.
The implementation of project based learning and technology integration at the kindergarten level is a relatively new field in terms of data driven research. No recent long term studies are yet available. This makes it a good candidate for action research for a classroom teacher. In looking closely at one feature of 21st Century learning, the implementation of iPad apps in the math hour, I was able to answer some of my own questions about classroom instructional choices by reviewing recent literature surrounding the topic, and then comparing my own data driven results.
Click on the button below to see my research into the implementation of iPad apps in the classroom.