Introduction:
Welcome to our blog post on our action research study focused on improving student writing through a blended learning approach. We are excited to share our findings and recommendations to tackle the challenges of technology misuse in the writing process. Join us on this journey of discovery!
The Existing Need:
In today's digital age, the use of technology in education is both praised and debated. As educators, it is crucial to conduct research to make informed decisions on how to effectively implement technology in the classroom. Our study was prompted by the growing problem of iPads being misused for activities like plagiarism, excessive use of translation, and copy-pasting. We wanted to find a solution that would limit these issues while harnessing the benefits of the device for research, language checking, and collaboration.
Research Question/Hypothesis:
Our research question was: How can a modified or blended approach to writing instruction reduce cheating and improve writing skills? We hypothesized that by strategically integrating the iPad into the writing process, we could address these concerns and enhance student learning outcomes.
The Journey Begins:
Our year-long action research study took place from 2022 to 2023, where we delved into the complexities of technology use and its impact on student writing. As researchers, our team, consisting of David Crosbie, Zaineb Deen, and Sayera Begum, collaborated closely to design and implement a blended learning approach that would provide a balanced solution.
Understanding the Need:
The interruption caused by the COVID-19 pandemic further exacerbated the challenges associated with iPad usage in student writing. Teachers in our school's English department noticed a decline in the quality of written work, particularly in the submissions of ninth and tenth-grade students. It became evident that a shift in pedagogy was necessary to address these concerns while still leveraging the benefits of technology.
The Blended Learning Solution:
To combat the misuse of iPads in writing, we decided to implement a blended learning approach. This approach involved varying the when, how, and why the iPad was used throughout the writing process. Our intention was not to completely abandon the device but rather to create best practices that would limit the problems associated with its misuse.
Discoveries and Observations:
Throughout our intervention, we closely monitored and analyzed the impact of our blended learning approach. The results were promising. While the improvement in exam performance was modest, it was expected as writing skills take time to develop. However, a significant observation was the decrease in instances of plagiarism and the use of Google Translate. Students were actively working on expressing their ideas in their own language, demonstrating a genuine effort to improve their writing.
Furthermore, interviews conducted with students provided valuable insights into their experiences. Over 70% of the interviewees acknowledged the positive impact of the intervention on their writing process and overall learning experience. Students reported increased engagement and a sense of ownership in their work. It was interesting to note that while some students resisted the controlled use of iPads or writing by hand, further exploration revealed that their resistance stemmed from the additional effort required by these approaches. Stronger students tended to appreciate the blended learning model more, as they recognized its benefits.
Conclusions and Recommendations:
Based on our research findings, we can conclude that controlled environments regulating iPad usage during writing instruction are essential. It is crucial to establish clear rules for iPad usage at each stage of the writing process. For example, limiting the use of Google Translate to the later stages and completing first draft submissions in class. Additionally, providing targeted support to weaker students can help build their confidence in expressing their ideas without relying excessively on technological tools.
Moving Forward:
Our action research study has shed light on the challenges and potential solutions surrounding the use of iPads in the writing process. By implementing a blended learning approach and establishing clear guidelines, we were able to mitigate technology misuse and improve student writing outcomes. We hope our findings and recommendations inspire educators and policymakers to critically evaluate and refine their writing instruction practices, fostering a balanced and effective learning environment for students.
Thank you for joining us on this exciting journey towards realizing results in writing! Together, let's continue to explore innovative approaches that empower our students to become skilled and confident writers.
