Tugasan 2

TUGASAN 2: ULASAN JOURNAL Journal 1: Action research approach on mobile learning design for the underserved Paul H.Kim Stanford University, 520 Galvez Mall #3084, Stanford, CA 94305,USA Association for Educational Communication and Technology 2008

Abstract: This paper talk about an action research study focused on developing a mobile learning model of literacy development for underserved migrant indigenous children in Latin America. This research study incorporated a cyclical action model with four distinctive stages ( Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies

involved in the study to design, test, and enhance mobile

learning model.

Sample: 250 migrant indigenous children in Latin America from five different villages in rural region Setting:

The region where the five villages were located was at least 30 miles

away from the major cities. In fact, 3 of villages were at least 15 miles from the center of provincial towns where an intercity bus was available. One of the villages was only a mile away from a small town where interaction between the migrant people and the local town people were possible and frequent. The migrant people could make trip to the town only by foot, and they had no stable access to a formal education. In one of the villages the researcher visited, there was a one- room school –like facility, and class meeting were sporadically held.

Procedure:

The action research model present four distinct action stages

( Strategize, Apply, Evaluate, and Reflect) to investigate various aspects based on

six core investigative criteria ( Situation Specificity, Cultural Sensitivity, Practical Usability,Theoritical Applicability, Economic Scalability, Viable Sustainability) Between December 2006 and March 2008, all of the five villages were repeatedly visited five times at an approximately a 4 month interval.

Repeat

Stages

Strategize

Apply

Evaluate

Reflect

Activities

Generate

Apply (new)

Gather and

Compare with

(new) question

system

analyze (new)

early

changes or (re)

Qualitative and

assumption,

implement

Quantitative

hypothesis, or

data

finding

Involve (new)

(re) provide

Interview,

Identify (new)

constituencies

system tutorial

observation,

problems and

and supporting

diaries, or

opportunities

resources

video recordings

Strategize

Add/remove

Document and

(new)actions

peripheral

record (new)

and enhance

stimuli

phenomena,

system design

Share findings

patters, or differences

Underlying

Situation

specificity,

consideration

theoretical

criteria

sustainability

culture

applicability,

sensitivity

economic

Table 1: Action Model Research

,

practical

scalability

,

usability,

and

viable

Collection of data: At each visit, a series of formal and informal meetings, conference, direct and direct observation, interviews took place, interaction included the introduction of the mobile learning model, teaching training, and on-site training (direct and shadow).

Research outcomes: The simple mobile learning devices minimize the initial learning curve for immediate adoption. Regarding readability, children with some literacy were able to read these stories presented on the mobile device display at the same speed as they would with papers, although the display size was probably not the most ideal. Thus, a mobile device loaded with easy short stories is shown to be a viable jump- starter for children who are at the early the stage of reading proficiency.

Journal 2: Streamlined reflective action research for creative instructional improvement Don Ambrose, Kathy Lang, Marta Grothman Rider University USA Educational Action Research Vol.15, No.1, March 2007,pp.61-74

Abstract: Kathy and Marta , two veteran elementary school educators, a generalist and music specialist, used highly condensed overview of creativity in a streamlined action research initiative. From the process, they gained a broad grasp of creativity concepts, discovered some personal creativity strength and weaknesses, and made some targeted improvements I their classrooms. Sample: Improving creativity in Kathy’s elementary generalist classroom -24 students of varying abilities and interest, New Jersey public school (single group of students) Setting: Improving creativity in Kathy’s elementary generalist classroom -Third-grade classroom in a suburban New Jersey public school: the newest and largest of four elementary school in the district with a k-5 students. Procedure: Kathy used the strategy below to improve the creativity in her teaching:

-research multiply intelligence more thoroughly to better understand how student learn. Use the information to generate ideas for assessment. Why Kathy chose this strategy? -Working with computers in school motivates her students - the project should improve student’s computer skill, thereby meeting another curriculum goal while addressing student’s creativity - the multi-media project should allow the student to use a variety of resources and creative processes while demonstrating their knowledge about the particular subject area. She conducted the action plan in conjunction with a unit about the solar system. Before began the unit, she explained this new version assessment to the students. Step 1: introduce phase: overview exploration of the solar system, and examined possible learning objectives. Step 2: explained the scope and purpose of the project and briefly discussed the parameter of the computer experience. Step 3: explores the solar system through various source such as videotapes, the science textbooks, CD-ROMS and variety of reading materials Step 4: modeled note-taking strategies so students could effectively organize both the content they would acquire and the research ideas they would generate along the way. Together, generate ideas for assessment and brainstormed many interesting subtopic that the project could include. Collection of Data: -checklist, audiotape, videotape or peer observation Research outcomes: The students were highly motivated by their active and creative roles in project planning. The opportunity to create a multimedia project motivated them to learn

more about the solar system so they would have adequate material for project completion and this project improve student’s computer skill.

Journal 3: Exclusion in an inclusive action research project: drawing on student perspective of school science to identify discourse of exclusion. Eva Nystrom , Umea University, Sweden. Educational Action Research Vol. 15,No. 3, September 2007,pp. 417-440

Abstract: This article reports on the outcomes of an action research project on gender and science education carried out in two upper secondary school in Sweden. This paper focused on how students voices draw on wider societal discourse when they talk about what is mean the natural to be natural science students at the beginning of the twenty- first century. Overall the article draws attention to the importance of student ‘voices’ and of the student perspective in discourses of science, gender and education. The project’s aim was to make science teaching more inclusive and attractive to all students.

Sample: Two upper in secondary school level (tertiary level) Setting: Situated in North and South of Sweden, involved seven science and mathematics teachers from two schools, and was carried out over one school year. Procedure: By using focus group, during the project combine the role of the lead researcher was a group leader, critical friends, and classroom observer and assistance teacher. The teacher projects and the ‘problem’ they set out to solve the presented in Table 1 below.

School subject

Teacher identified problems

Action/method

Physics (North school)

Students’ in action and

Small group during the

failure in the classroom

laboratory work/vedio-

Aggressive atmosphere

taping,log books. Working in the ‘safe’

amongst boys in the

group/log books

Mathematics ( North

teaching group Criticism of text books,

Analysing the text books,

school) Chemistry (North school)

unfair assessment) Gender differences in

questionnaires Analysing the text books,

approaches to chemistry

questionnaires

Physics (North school)

problems, criticism of text Chemistry ( South school)

books Gender differences in

Trying out different sets of

approaches to laboratory

written instruction on

work. Cultural diversity

same laboratory

and language issues.

activities/questionnaire,

Impact of different

observation, focus group

(written) instructions on

interview.

inclusiveness. Table 1 STEPS: More focus on ‘Aggressive atmosphere amongst boys in the teaching group’-Physics 1. Six focus group took place with three to six-students in each, both mixed and single sex, ethnically diverse, and ‘Swedish’ making 23 students in all 2. Each focus group met once in a group room, either in scheduled or free time: the discussions were tape recorded, and lasted between 60-90 minutes. 3. The different focus group discussion had a similar structure with six themes chosen

to

guide

the

discussion

‘the

natural

science

student’,

‘status’,’power’,’language’,’equality’ and ‘laboratory work’, ‘critical incident’, each theme containing a set of sub-questions. 4. To those themes were added several ‘critical incidents’ used as ‘starters’ for the discussion. However, in practice, sub-questions were only introduced where relevant.

5. Name

of

participating

students

were

important

significance

bearing

information, true or false, about whether the students had a Swedish background, whether their girls or boys. Typically ‘Swedish’ boys names are: Anders, Peter, Mats,Olle,Hans, Per and Bo. Typically ‘Swedish’ girls’ names are: Elin, Emma, Karin, and Eva.

Collecting data: Observation laboratory work, distributing attitude questionnaires, and interviewing, records the discussions in 60-90 minutes students in focus groups.

Research outcomes: What we has discovered from the focus group and by listening closely to the voices of the student was that ‘being’ a student of natural science does not guarantee he creation of a natural scientist, since the natural science discourses prevent ( some) students from entering into the discursive arena of natural science. Natural science discourse creates power relationships which also are supported by other more general discourses such as sex differences, and immigrant discourse. The outcomes of this analysis point to the importance of listening to students’ voices and drawing on them when addressing issues of inquiry, equity and reform. The focus group discussions specifically revealed the extent to which some discourses, although contested, remain vigorous and continue to impact on students’ lives. In terms of the aims of the action research, the issues raised in the discussions and subsequent analysis are in the process of being fed back to and discussed with the teachers, so that the teachers can continue their work of exploring natural science discourses and changing their practices.

THE DIFFERENCES AND SIMILARITIES

ITEM

JOURN

DIFFERENCES

SIMILARITIES

AL

SAMPLE

1

250 migrant indigenous children

2

24 students of varying abilities and interest

3

-for journal 2 and 3 used

students

in

Two upper in secondary school level secondary school (tertiary level)

1

in Latin America from five different villages in rural region

SETTING

-five villages -period four month 2

Third-grade classroom in a suburban New Jersey public school:

3

Situated in North and South school of Sweden -involved two school -period one school year

-journal

2 and

occurs

in

3

school

while for journal 1 in villages in Latin America

1

distinct action stages ( Strategize, Apply, Evaluate, and Reflect)

PROCEDURE

-Three cycle -

Five

villages

were

five

times

visited

repeatedly at

an

approximately a 4 month interval. 2

Only using 1 cycle

-journal

2 and

3

only used 1 cycle while

journal

1

used 3 cycle

Using four steps -step 1: introduce phase -step 2: explained the scope and purpose -step 3: explores the videotape, CDROM -step

4:

note-taking

strategies-

organize the contents 3

Only using 1 cycle -form focus group

1

formal and informal meetings, conference, direct and direct

COLLECTION

observation, interviews took place

DATA 2

Checklist, audiotape, videotape and peer observation

3

Observation laboratory work, distributing attitude questionnaires, and interviewing , records the discussions in 60-90 minutes students in focus groups.

All journal used observation and interview to collect the data