1) Describe in detail the methods, quantitative, qualitative, or mixed approach, you used for Cycle 1 data collection.
I used a combination of both data collection methods during Cycle 1. I used qualitative data collection to record engagement, motivation, and attitude. I walked around the room on 5 different days making notes on body language, facial expressions, conversations, and tone of voice of the students. I also conducted interviews with several different students making sure I chose students from various reading levels. I used quantitative data collection to show whether or not the students had an increase in their non-fiction reading comprehension. I gave a pre and post test where I recorded students scores and compared how each student and groups of students did on their pre and post test. I also gave a survey over student internet usage and availability and calculated the responses.
2) Describe, synthesize, and compare the data found for Cycle 1 and Cycle 2.
Cycle 2 is not complete, mostly due to the interruption of our standardized state testing. However, I predict that Cycle 2 will be met with more enthusiasm than Cycle 1. I changed one of the Web 2.0 tools and I believe the students will really like it. Therefore, I anticipate the outcome for motivation, engagement and attitude to be similar in Cycle 2 as it was in Cycle 1. As far as seeing an increase in their non-fiction reading comprehension, I am really not sure if my change in Cycle 2 will make a difference. I am going to guess that I will continue to see an increase because I am continuing to make a consecrated effort and focus on their non-fiction reading skills.
3) Describe the ways GSM contributed to your AR and this class.
At first, I struggled with this connection, but I found a link that I am excited to dig into. After looking around Facebook at all the different styles of games and what was the most popular, I stumbled upon a game I had not played before, but was very popular. I was taken back to my childhood and Highlights magazine and the Hidden Picture page. Gardens of Time on Facebook is a hidden objects game and as I started to play I thought about all the skills I had to utilize – concentration, focus on detail, following direction, and so on. This is when it hit me. These are the areas that my students struggle with in reading – especially focus on detail. I thought this would be perfect. Would playing this type of game help them to focus in on the detail and would this translate into reading. I began look for research in this area. So far, I have found lots of website that state that playing hidden object games increases concentration and attention or focus to detail, but I haven’t found any peer-reviewed articles or professional journals. I am also going to have the students play a variety of hidden object games each day instead of creating a WikiSpace page for Cycle 2. The students are very excited and I am anxious to see what the results will be.
Stacey Kramer 