ACTION RESEARCH

Action Research Link

For this study, I  conducted research on if the introduction of technology into a classroom setting can increase student participation. By technology, I am referring to the use of online discussion tools, such as Google Classroom. Participation will encompass not just raising one’s hand or being in attendance, but also active engagement, listening, and collaboration.

A major issue with group work and discussions is that many of the students who don’t participate, because of “face-threats.” These face-threats are the everyday reasons students are hindered from participating in the classroom. In many cases students don’t participate, Frisby, Berger, Burchett, Herovic, & Strawswer, (2014) found “…fear of judgment and evaluation from both peers and instructors (Howard & Baird, 2000; Weaver & Qi, 2005), and concerns about classmate acceptance (Neer & Kircher, 1989)” (pg. 110). A student should not be scared to participate in class, simply because of fear of judgement or ridicule. Google Apps is an easy and effective way for students to share and collaborate on work, which also leads to a more collaborative classroom environment (Shinsky & Stevens, 2011). Certain technology, such as clicker’s keep the anonymity of the answers students give and help them “save face” (Morse, Ruggieri, & Whelan-Berry, 2010). The idea of “saving face” or keeping one’s anonymity is a major aspect of technology that teachers can use to their benefit. Google Classroom can also give the non-vocal students an increased chance to participate with the class in the level playing field of an online discussion.

​It is the goal of the teacher to facilitate student learning in the classroom. Technology has now given teachers the same opportunity outside of the classroom.