Steve Cannici introduces himself:
“Originally from northern New Jersey, I earned my undergraduate degree from the University of Rhode Island as a double major in secondary education/chemistry. From there, I was offered a position at Middlebridge School in RI. Middlebridge has been built from the ground up to work with students diagnosed with learning disabilities. It was their first year in existence and they needed a science teacher. I was the first and only science teacher there for the first four years. Over the past eight years, in my role as a science teacher, I’ve helped build the school from 21 students to 75. In the summer of 2016 I completed my Master’s degree through Montana State University, a Master of Science in Science Education (MSSE).”
For readers who wish to contact Steve to ask questions, his email is: email@example.com
I teach at the Middlebridge School in Rhode Island and work with a unique population. All are high school students diagnosed with some type of learning difference. Their areas of challenge are numerous and include time management skills, organization, cause and effect relationships, and almost anything you can imagine related to executive function skills.
So I decided we should run a science fair with them every year.
The same problems showed up year-after-year as I ran the project with them. Students frequently lost notes, could not keep track of all the moving parts associated with designing a science experiment, procedure were very general if they got completed. So, I designed a series of worksheets for them to work through one-at-a-time to help step them through the planning process, essentially following a version of the scientific method.
That worked pretty well for a while! Students still lost stuff and had trouble organizing, but they got the projects done and were often pretty proud of their work and themselves. But, on my side, I was collecting these mounds of paper, giving feedback, organizing them, carrying them back-and-forth between school and home, it was messy. I thought there had to be a better way, which is when I started trying to work out a solution using technology with the hopes of reducing all the paper. This is where my master’s degree project came in. I attempted to break the process down and design a system that would work for both the student and the teacher using existing technology solutions.
First, I attempted to define what the action steps were that students and myself needed to go through before an assignment was deemed “completed”. I was able to describe these steps for short-term (classwork or homework, essentially) and long-term assignments (like a science fair). I called it the “workflow” and it consisted of seven steps (steps contained within parentheses are action steps that students are responsible for).
distribute -> (store -> retrieve -> produce output -> submit) -> generate feedback -> return feedback
Here, the workflow is presented linearly. However, it does not need to be executed linearly, which is what allows the process to be applicable to long term assignments as well. The long-term assignments are what I am more interested in, since my students really tend to have challenges there.
I took a longitudinal approach, so there were four phases that stretched across several months. These phases alternated between students using the technology solutions I mentioned (Google classroom to manage distribution and submitting of assignments, Google Docs to produce output, and Google Drive to store and retrieve assignments) and just using worksheets, binders, pencil, lined paper, etc. to work through assignments. The treatment was applied during phases one and three.
I created my own instruments. So, similar to Larry’s, mine have not been tested for validity or reliability. I created a survey to gather information on student attitudes towards the use of a computer for work completion in class. It also assessed student attitudes towards use of a pencil and paper. In addition, I created a form to track the methods that students were using to organize artifacts within Google Drive and within their binders during the separate phases. This form also helped me time how long it took students to retrieve their work from the storage location the artifact happened to be in.
RESULTS AND CONCLUSIONS
I’ll spare people the numbers, but can provide the actual paper if any one is really interested. It turned out that students were able to retrieve artifacts more frequently and more quickly compared to when they had to use a computer, accessing Google Drive for instance. It wasn’t even close either. Artifacts from a binder were retrieved in seconds compared to minutes with Google Drive (if they were retrieved at all). Here’s the kicker, the survey results showed that most students preferred using the computer and felt they worked more efficiently with it. Go figure…
A few things to consider for sure…I, in no way, consider this a perfect study. There are some interesting tidbits that emerged if anybody wants to read the full paper.
For the start of this year, I’ve been using paper handouts. Students are working really well with them. But, I still have that dream of a system that just replaces all the paper and works really well. Mostly, it should make LESS work for the teacher and students as opposed to MORE, which is what most technology seems to be doing these days.