1.Reconnaissance
2.Hypothesis
3.Planning
4.Acting
5.Collecting Evidence
6.Reflection
7.Conclusion
Introduction
Under the auspices of the NSW History Project, I have undertaken an Action Research Assignment. This exercise seeks to evaluate the benefits of using a constructed web site as an educational tool in individualising the learning undertaken by students.
The activity in which the students will be involved will be an ongoing Research of the History of the school and the place it occupies in regard to the local community and its people.
This project serves a double purpose. Winmalee High is celebrating its 20th anniversary in two years and it is envisaged that the collaborative nature of this Research exercise by students, school historians and the wider community, will serve as a springboard for the presentation of such information gathered, into a published book relating to the school's twenty year history.
The theory, on which this research is based, has its origin in Action Research principles. It recognises the value of collaborative endeavors when applied to the educational context.
According to Shirley Grundy this Research aims to change the view of students as passive recipients of learning, to one in which they become active constructors of the learning environment and processes. This metamorphous can be referred to, Shirley states, in her paper, as students becoming 'Co- participants' in the Research program and not as was traditionally perceived as "subjects of research.'
Shirley speaks of the democratic system advocated in this Action Research practise, in which there is no status, but in which there may be an input of what is stated as "significant others" who serve to uphold the groups' aims by responding to their specific needs.
The principles of Action Research can find support in the theories put forward by Howard Gardner's Multiple Intelligences theory. Gardner (1993,p224 ) suggests that the most productive work in which humans can become engaged are 'meaningful and relatively complex projects, or processfolios which take place over time, are engaging and motivational and lead to the development of understanding and skill.'Gardner (1993,p224) calls projects an example of what he says is distributed intelligence. It is in the interactions of students with skilled specialist mentors/teachers, that Gardner's theories have relevance to Action Research theory. These " mentors," in much the same way as the"significant others" referred to by Shirley Grundy, help students conceptualise a project ,formulate a plan and act as guides along the way until presentation of the final product. There is an evaluative process included in the processfolio by which problems are identified and new innovations are suggested for future projects.
This ongoing research will follow the principles of Action Research as presented by Shirley Grundy.The variety of activities that the History of the school presents,lends itself to accommodating the different learning styles of the students to which Gardner's theories purport.
The site for this action research project is Winmalee High. Students are from the Year nine elective history class. This action research project will involve students, foundation teachers and historians. Relevant community members will also form part of the collaborative group in the planning, researching, drafting, design ,editing, publishing and presenting of the school's twenty year Anniversary book.
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1.Reconnaissance/Identifying the problem
The Stage 4-5 history (elective) syllabus covers Heritage and environmental issues and there is also provision for local area studies in stage 4 of the syllabus. It was envisaged that an ongoing study of twenty years of the school's history would encompass both these Stages, This action research project was to be a collaborative
effort by students, specialist teachers,historians and skilled community members (eg P&C) However access to some of these groups were delayed due to school constraints This problem is given credence by Cohen and Manion, who make the point that "loaded days and a crowded curriculum,…can lead to innovations being inhibited."
At times during the research it was discovered that archival material was not dated. This problem led to students using other resources to research specific dates.
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2. Hypothesis
The creation of a website would improve learning outcomes for students
The outcome of this action research was to enhance the learning experiences of students by creating a website for their use. The benefits of the website as an educational tool would be constantly assessed.
Teaching method would comply with the notion of the teacher being that of a facilitator.
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3. Planning
When I was asked by Carmel Young to consider a project that I would be able to implement using the principles of Action planned Research, I immediately thought of ways in which I could incorporate a proposed initiative of the school with the action research project.
Prior to my involvement with the NSW History project, I was asked by my Principal to plan the recording of 20 years of the History of Winmalee High School. The school would be celebrating its 20 Year Anniversary in 2005. I was also asked if I would train some students in the skills involved in the collection of historical material that would be included in a book about the school.
It seemed to me that the proposed school initiative could fit very comfortably into an action research project. I felt that students from the year nine Elective History class could be used in this project and instead of giving a series of traditional "chalk and talk" lessons to them concerning the research of twenty years of school history, I would plan a series of lessons that students could access using a website. The project would encompass the school locality and its place/impact on the local community. Students would also conduct research into the links traditional Aboriginal peoples had with the surrounding land within the community and whether these Aboriginal people still retained any interest in the local area. Students would investigate any Heritage issues that could occur as the school is in the Blue Mountain Area. Important local identities and events relating to the school and its surrounding areas could be traced.
I felt that this project had a number of features that could relate to Stage 4 and 5 (Elective) History- Areas of Study.
I informed the staff at a staff meeting about the Action Research project and what it entailed.
I enlisted the help of the Computer Department to design a website. The library was booked including its computers for the duration of the project. I have asked some Elective History students to be a part of this project. Archival information has been assembled and relevant school and interested community members have been contacted. I intend to attend a P&C meeting to gain their support in this collaborative exercise.
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4. Acting
As Grundy (1981) has indicated in her Action Research theory, student's role in this project is not one of "passive recipients of learning, but one in which they are active constructors of the learning environment." With these guidelines in mind, Year 9 Elective History students have been utilising the website facility that has been set up for their use to direct their research activities on school history.
The tasks, processes and ways in which students are assessed are recorded on the website. Students within their groups determine the areas they will research. They then communicate their decision to other groups to avoid any duplication of.activities.Students use the website facilities of the library, archival material, as well as specialist teachers/mentors, to help them in their research. The services of the facilitator is used frequently to refine ideas put forward by students and to suggest strategies to students experiencing set-backs to their proposed research.
The participatory nature of this action research produced some problems initially, as some groups were unused to the freedom of being responsible for their research and wanted a "quick -fix " to the problems they were experiencing. These particular students wanted the solution to their problem to be accessed via the computer, instead of conducting relevant research of archival material. The facilitator was able to guide students to employ different methods in addressing their research and by doing so alleviated much of their fears
Another glitch in the students conducting the Action component of their research was related to a data entry mistake in which Task 3 became Task 2. However as a result of students discussing this in a collaborative manner, a decision was made to vary the topics to be researched, to accommodate the obvious error discovered. Students exhibited a suprising resilience in conducting this phase of the action research, despite some "gliches"in operation of the website.
Return to the research menu.
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5. Collecting Evidence
Students are suprisingly self-sufficient in this research project. They seem to have developed a working partnership within their own groups and they appear to communicate their needs easily within the class context as well. All groups seem to have become familiar with researching archival material for specific information.
Students are utilising specific personnel within the school that can help them in their areas of interest. Students have designed a series of interview questions that are relevant to each group and have set-up interview dates and times with foundation teachers, community and historians. Students are recording each phase on their personal files on the schools computers. They have been happy to provide me with a print out of each phase of their tasks. Students at times deviate from their interest groups when either they have completed their tasks or in response to another group's request for help. Students also utilise Internet resources to gain a plethora of information on areas of research. The website has links with the library facilities in order to engage in comprehensive search for information.
Students are discovering that their areas of research encompass a few previously unknown issues. They are realising that researching 20 years of a school's history can uncover interesting problems. Students are enjoying the experience of re-visiting these
Problems by examining the evidence and trying to verify their conclusions.
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6. Reflection
This action research project produced some interesting outcomes.
Students became more enthused with completing their tasks
as the deadline for completion loomed near. As the school was winding
down for the year students sought permission from some of their subject teachers
to release them from their classes to finish their tasks.
The last task associated with the interviews of foundations teachers,
historians and community figures, required a greater proportion of
student time than did the other tasks.However it did enlighten the
students on the difficulties associated with conducting interviews.
Apart from working through the time constraints of matching student
timetables with Interviewees availability, the transcribing of the
taped interviews became a difficult procedure at times , as students
were required to relinquish their access to the computer facilities,
because of the unforeseen but important variations to the use of these
computers within the library.
On reflection I would like students to take a slower approach with the
completion of their tasks so that the notion of not completing a self-
imposed deadline, did not weigh so heavily on all participants.
I also found I had to allow for interruptions to the project, as
students had to attend excursions, tests and other curricular
activities.At the students request,a few meetings were arranged with
all the participants, so that we were all aware of what each group
was doing in order to avoid any overlap of activities undertaken in a
specific interest area. I found students used these times to discuss
any problems encountered and to gain help or advice on their topic
area.
On reflection of my role in this project, I found the notion of being
a facilitator quite liberating.I was able to take a 'step back" and to
observe the change in students from being passive learners to those
engineering their learning.At every step in the process, students
were being involved in the planning and execution of their tasks.The
frequent communication between each group about problems encountered,
formed the basis of an ongoing evaluation exercise,that promoted
problem-solving and group cohesiveness.
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7. Conclusion
This action research project relating to the recording of twenty
years of the school's history will be an ongoing activity of a year's
duration.The student's work will be incorporated in the Anniversary
Book which will be ready for publication in the year 2005.
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