Action Research Plan
What is the topic of your action research?
The previous three years have been challenging for students and teachers. Teachers are emotionally exhausted and feel they have too much on their plate, leaving little time to focus on teaching with best practices. Over the years, my school has also become increasingly diverse, with new students coming to our campus from all over the world. Many of these students arrive with limited English and need digital tools for support as they expand their academic English.
My innovation plan is to institute a student technology team on a junior high campus. The team aims to improve campus culture and climate through technology support. As outlined in my first review of the literature, one of the possible benefits of instituting student technology teams is the opportunity for reverse mentoring.
​
According to Downes (2017), one of the benefits of reverse mentoring is that it will help teachers improve their digital skills, which will lead to them being more willing to experiment with technology and innovative teaching methods. Additionally, teachers who consulted with students about teaching and learning gained new perspectives on students, a plan for improving instruction, and renewed excitement in their teaching practice (Downes, 2017, p.28).
What is the purpose of your study?
While reviewing the literature for my first literature review, I came across another journal article discussing the benefits of reverse mentoring between students and teachers. Demski (2010) found that 95% of teachers said that working with a student was a good way for them to learn about technology. In fact, more than 95% of teachers preferred working with students rather than being trained by adults.
Through action research, I want to determine whether reverse mentoring will have an effect on the implementation of digital tools that support Emergent Bilingual (EB) and Dyslexic students in the classroom.
What is your fundamental research question?
What is the effect of junior high Emergent Bilingual (EB) and Dyslexic students participating in reverse mentoring on the implementation of digital tools for support in the classroom?
What is your research design? Qualitative, quantitative both (mixed-methods). Why?
To determine the impact of reverse mentoring on the use of digital tools to support EB and dyslexic students, I will collect qualitative data from teachers through surveys. I will conduct an initial survey to find out and then a follow-up survey four weeks later. This will allow me to compare the teachers' responses before and after the reverse mentoring program. I will ask about the teachers' questions, concerns, their use of digital tools for instruction, and their perceptions of the impact of digital tools on EB and dyslexic students. I will also include observation of interactions between mentors and mentees during our technology playground featuring digital specific to the needs of EB and dyslexic students.
What is the most appropriate type of data to collect?
I believe that qualitative data will provide me with the opportunity to collect a variety of information from teachers. Observations during the technology playground will allow me to see how teachers interact with students (mentors), their initial reactions to the technology, and possible pain points that may need to be addressed moving forward. Initial surveys will allow me to see teachers' preconceptions about their students and digital tools, while the follow-up survey will allow me to see if teachers feel more comfortable with the digital tools and are, therefore, using them in the classroom to support learning.
What types of measurement instruments will you use?
​
Since our teachers use Google Forms to collect data and information throughout the year, I will also use Google Forms to conduct the initial and follow-up surveys. Observational notes will be recorded in a Google Doc.
What is the focus of your literature review?
​
My literature review focuses on increasing my knowledge and understanding of reverse mentoring, as well as the effects on mentors and mentees in terms of increasing teacher competence and using digital tools to support learning in the classroom.
REFERENCES
Demski, J. (2010). They’re taking requests: Student techs command the help desk. T.H.E. Journal, 37(8),36–40. http://thejournal.com/articles/microsites/classroom-magic_10a/theyre-taking-requests-student-techs-command-the-help-desk.aspx
​
Downes, J. M., Bishop, P. A., & Nagle, J. F. (2017) Tapping the experts in effective practices: Students as educators in middle grades professional development, Middle School Journal, 48:4, 27-35, DOI: 10.1080/00940771.2017.1343057