After reviewing the IRB I have to admit I am pretty overwhelmed. I understand the importance of protecting "human subjects" but there is a lot to remember. I am still trying to figure out my driving question. I go back and forth about either "technology improving student achievement in reading" OR "does building growth mind set in students improve student achievement?" I have a passion in technology and that's why I'm leaning towards that BUT I'm having trouble figuring out how to measure that. So to the question "How would you measure them?".... I don't know. As of right now I am looking at using their current comprehension scores vs. teaching them how to use digital story telling websites/apps and seeing if there is a growth in their scores. I found this website to help me with different websites (https://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-and-students ) to try out with my students. I am excited to introduce my students to digital storytelling and I am lucky enough to have 2 classes to do this with. My partner teaches 2nd grade also and her and I do a lot of switching. I will be using her class as well as mine to do my research. Now, as I start my research, I just need to make sure I am following the IRB rules and regulations to help protect the subjects involved in my research.
Diana L Moore
9/10/2017 07:05:53 pm
I agree. As I went through the IRB certification I began feeling a bit overwhelmed by all that needs to be remembered when we begin our research. I knew that there were rules and regulations in place to protect the "test subjects", but I think what is still confusing me is how it relates to our inquiry process. My thought is that because we are changing an action that WE are performing for the entire group without a "control" group to compare it to means that many of the regulations may look a little different. I could completely be off base though.
9/10/2017 08:55:05 pm
The reading in "The Power Of Questions" in chapter 2 and 3 helped me a lot to be able to read other teacher's driving questions and how they collected their data. It also helped to read about the different types of data that can be collected for research. I agree, the IRB training was very informative but the application is overwhelming to me at this point and I feel pressured to narrow down my question very soon to be able to complete the application.
9/10/2017 11:22:30 pm
Alicia, I also felt overwhelmed by the flood of information. For a second, I felt a subtle panic because I felt like I didn't have all my ducks in a row; I was also struggling with clarifying my driving question. I feel like after reviewing a few articles on action research within the realm of my driving question, I feel a bit more comfortable. Yet, like Christina, I also feel like I must choose my question soon in order to have all of the information I need and avoid that feeling of being behind.
Mayra Cindy De la Torre
9/10/2017 11:34:19 pm
I completely agree with you. We have to be careful to follow the regulations and there are so many to remember. It sounds like you will have a lot of data to your driving question since you will be using both classrooms. Good luck in your research it sounds interesting.
9/12/2017 06:03:47 pm
I am so glad to see that I am not the only one struggling with how to measure their data. I would like to do something with growth mindset and I am unsure of how to measure that. As I was doing the training for the IRB I started to get even more worried about my DQ. It was an additional level of stress for me because I felt lost. I know what I want to make sure I am following all of the regulations and laws. Your DQ sound great I can't wait to see what you chose.
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I am a second grade teacher at Sierra Vista K-8