Section 1
A note on format.
This report is an on-line patchwork text. Hyper-links, underlined, lead to external sites unless the word Appendix appears.)
Introduction
For a brief description of my job role see footnote (a)
This action research project sits within the tradition of qualitative research and has borrowed from the techniques of other methodologies, particularly that of grounded theory. I experimented with the use of categorising data to extract themes as in grounded theory. I chose an action research methodology primarily to bring about improvement in a problematic situation.
Model
My approach was based on that of Kemmis and McTaggart (cited Dick, B 2002)(2) I had identified a problem situation and then followed their suggested model:
"plan --> act and observe --> reflect"
I used a first person approach with an emphasis on change and improvements in my practice. This was partly because my role in school is one of support and I have little control on a day to day basis. I collected mostly qualitative data some of which I analysed using an emergent coding technique based on a simplified version of a technique used in grounded theory.(Dick 2005)(4)
Situation
I used my own practice as a small scale provider of an educational resource to explore the improvements I might make by introducing aspects of the 'read-write web' (1) to my practice.In a previous action research I had already created an archive of classroom displays on Flickr (photo sharing site) where I and 40 other people from all over the world post images of classroom displays. My findings from my pilot research suggested
• an advert-free site,
• more information about individual displays
• comments on images without having to join or log in.
This was my 'problematic situation'(2).
Research Questions
I identified two initial research questions:
“How can I as a resource provider use the 'read-write' web to improve communication between users?”
How can my use of these tools encourage users to form collaborative relationships around specific resources?" (from my Research Proposal)
I sought to answer these questions by setting up The Classroom Displays Blog (3) and using an action research approach to improving my authorship of it.
Time line of research
Cycles
The research was underpinned by the process of 'plan-do-review' with multiple simultaneous cycles based firmly on my own practice. Each cycle was clearly drawn. There were cycles running simultaneously covering different aspects of the research with differing time scales. The emphasis was on positive actions and tried to involve participants in the research. I used an emergent approach and first person action research which incorporated some aspects of grounded theory. There were two clear main cycles with planning for a third. There were also two side spirals (b) one based on my on-going facilitation of the Flickr group and the other emergent based on my membership of a teaching assistants forum. There was an emergent cycle ( Appendix 1 P1 The Postcards Cycle) which focussed on feeding my learning from the TA Forum cycles into my classroom practice and the learning from which will inform the planning of the third cycle. (See also Appendix 1 D1 -Overview of the research diagram: a more detailed view)
Note: Cycle 3 is still in the planning phase
Actions
Data collection
To ensure triangulation a variety of data collection methods were used:
On-line
• many to many on-line group discussion
• private e-mail
• blog comments
• blog stats software
• observations (e.g. of new links to the blog and blog posts about it)
• critical incidents noted in learning journal
Off-line
• observations
• interviews (semi-structured)
• examination of children's work
• critical incidents noted in the learning journal
Data analysis
Flickr group and TA Forum
• emergent coding
Critical incidents noted in Learning Journal
• reflection (using Gibbs Reflective Cycle 1988(5))
Findings and Conclusions
My findings fell into two main areas.
1. Positive answers to initial research question.
• I can use the 'read-write web' to enhance and improve my practice as a resource provider
• Changing the resource may promote discussion between resource users.(6)
.
2. Emergent themes.
• The importance of the learning journal in enhancing my practice,
• the significance of professional relationships and networks
• the potential of the web to save, or waste, time. (7)
I concluded that the blog I created is a useful resource. The 'Postcards Cycle' indicated the potential of my on-line practice for enhancing my classroom practice.
Forward to Section2 - Impact
Back to Index
(a)I work full time as a TA in year 3 a Primary School. My duties include being a research assitant to our Local Network Learning Community working on action enquiry projects. My main areas of interest are classroom displays, practical literacy and the use of blogs, wikis and social software.(from my FirstClass resume)
(b) Action research spiral : numerous small scale plan> act & observe>reflect cycles noted in my learning journal.
(c) Blogs are rather like diaries. Entries appear in date order and are easy to add to. Usually they are hosted on another web site so you don't need to be very technical to use one. Other people can leave you messages on your entries. This means that instead of just being able to look at a web page, people can tell you what they think about what you've written. (from my Exhibition)
(1) "The shift in the way the web is used towards conversation and 'user-created content'. Partly due to changes in software and the introduction of easy user editing of web sites to add either content, comment or meta-data (tags etc.)" Hartley, LM, 2006, Glossary, Exhibition, unpublished, no longer available.
(2) Kemmis and McTaggart cited in Dick, B. (2002) Rigour in action research. Session 6 of Areol - action research and evaluation on line. Available, last accessed 2/4/06
URL http://www.scu.edu.au/schools/gcm/ar/areol/areol-session06.html
(4) Dick, Bob (2005) Grounded theory: a thumbnail sketch.
http://www.scu.edu.au/schools/gcm/ar/arp/grounded.html
Available. Last accessed 26/11/05
(5) Gibbs (1988) quoted in Waters,M (2003), Reflection, Modular Trainers Course, General Practice Training, Available, last accessed 2/04/06
http://www.trainer.org.uk/members/theory/process/reflective_cycle.htm
(6)
Evidence for this from my Learning Journal - entries re: Flickr and Edublogs, supported by cycles 1 & 2 data
(7) Evidence - the postcard cycle, the TA Forum spiral, interview with teacher A, supported by my learning journal notes from cycles 1& 2
