2.+Developing+a+Research+Plan

= ** Data Presentation: **=


 * Field notes** should include scripting dialog and conversations, and noting students' actions.

= Data Collection: =

I might take field notes during workshop engagement or after class. My assistant teachers or colleagues may also assist me in note-taking. From previous experience, I have found that listening to audio recordings of sessions proves to be too time-consuming afterward. I will have time available after my workshop sessions to write up daily narrations of workshop session occurrences and my reflections.

Written lesson plans...
 * Documents:**

--productivity - students' daily work --final projects - digital or hand-bound student books
 * Student work:**

--Asociacion Crear Program Coordinators --student interview: Focus Groups: --Small-group and large-group discussions may enable the teacher to collect talk and thoughts of the children.
 * Interviews:**

I may capture moments of student productivity as well as progress of the projects. I plan to videotape discussions/interactions between students collaborating. I may even involve the students in this video production. Further insight on part of the students may come about due to their part in data collection. As mentioned by Dana & Yendol-Hoppey in the textbook, these videos actually may serve a double purpose as they can be used to reconstruct events or to stir thoughts for student reflection writing.
 * Digital Pictures and Video:**

Teacher reflects by writing in blog-journal. Daily happenings and small details are described as the workshop evolves.
 * Reflective Journal/Weblog:**

Formal mechanisms such as student-surveys would allow students to express their thoughts at the beginning of the workshop, and then again as a post-activity about their experience. This would allow the "teacher-inquirer ...to capture growth or change over time ((Dana & Yendol-Hoppey 2009.)" The instructor hopes to gain insight in the form of suggestions for workshop improvement. Using a written survey, rather than a group discussion, ensures that each individual student will present his/her opinion.
 * Surveys:**

--STUDENT SURVEY 1 – Pre-Activity: --STUDENT SURVEY 2 – Post-Activity:

Peer-reviewed journals, articles, books = Inquiry Brief: = By Fran Siracusa
 * Literature as Data:**

As a volunteer teacher in a foreign elementary school classroom, I will interact with young students from rural Costa Rica who currently have few resources. Sponsored by the CREAR program, I will conduct a two-week digital storytelling workshop called the ** //LIBRITO PENSEMOS VERDE// PROJECT. **I will be teaching both English and Technology under an environmental awareness theme to the native Costa Rican students. A school computer lab will be made available, as well as a public "Internet Center" for student use. Students will learn various skills and will utilize Web 2.0 tools to accomplish their goals. I am interested in seeing how these new learning opportunities will enhance student education and personal growth.
 * Purpose**

How does digital storytelling facilitate a student's expression both in their native language as well as their second language, and what are the impacts of that teaching on the different learners in the Costa Rican classroom?
 * Question**

With which/what type of writing activities should the educator initiate the workshop? How many Web 2.0 tools should be introduced over the course of the workshop? How much repetition is necessary for a student to demonstrate competency in using a particular Web 2.0 tool? How much freedom should the educator give the students in selecting their final project Web 2.0 tool mechanism? How will the educator view and measure student growth over such a short period as this workshop?
 * Subquestions**

I will be joined by the two CREAR coordinators to run the workshop. Depending on the space and time available, students will receive group and individual attention with writing activities on both paper and computer. During these sessions, data will be collected through surveys, note taking and teacher observations. Student artifacts will also constitute data.
 * Method**

Literature from peer-reviewed journals, articles and books Observation/field notes Surveys completed by CREAR coordinators and by students Videos and still-pictures of students working Student artifacts Oral discussion between teacher and coordinators Teacher reflection blog
 * Data Collection**

//May 17 - June 10//** Define teacher inquiry Collaborate with colleagues Develop research plan Design workshop
 * Calendar

Complete workshop design by June 22 Pre-assessment of student abilities and opinions Begin data collection Look for patterns in data Begin data analysis (Actual Workshop: June 28 - July 9)
 * //June 11 - July 15//**

//**July 16 - July 28**// Complete Data Analysis Provide concluding thoughts on teacher reflection blog