500: Research Methodology in education
Adding to the collage:
Research intends to present potential answers to thought provoking questions. Sometimes the answers surprise us. Sometimes the questions are more complicated than we anticipated. In any case, the questions and more so the answers, are pictures taken at a specific time and place, of a chosen subject(s) (sample/study group). The perspective of the photographer (researcher) influences the work and the end result is forever interpreted by future audiences. In this way, research methodologies are like the differing approaches one can use in composing a picture. Some are formal and structured while others are conversational and aim to produce more candid results. As evidenced by National Geographic's story of "The Afghan Girl", regardless of the methodology used, research findings offer a picture-like glance at a subject, at a moment in time from a given perspective. The applications and interpretations begin from there.
Research intends to present potential answers to thought provoking questions. Sometimes the answers surprise us. Sometimes the questions are more complicated than we anticipated. In any case, the questions and more so the answers, are pictures taken at a specific time and place, of a chosen subject(s) (sample/study group). The perspective of the photographer (researcher) influences the work and the end result is forever interpreted by future audiences. In this way, research methodologies are like the differing approaches one can use in composing a picture. Some are formal and structured while others are conversational and aim to produce more candid results. As evidenced by National Geographic's story of "The Afghan Girl", regardless of the methodology used, research findings offer a picture-like glance at a subject, at a moment in time from a given perspective. The applications and interpretations begin from there.
Figure 4. National Geographic. Sharbat Gula Found
A brief snapshot of 500:
ETEC 500 introduced the ideas and challenges associated with current educational research methodologies. We explored various research strategies to broaden our understanding of the impact and importance of research in how we design and deliver our curricula. Serious consideration was given to methodology, with careful attention to the pros and cons of each as it relates to the aims and intent of the research in question. Much like pictures, research can be formal, informal or somewhere in between. Similarly, research, regardless of the methodology chosen, gives us a glimpse in time of a particular subject, from a defined perspective.
ETEC 500 introduced the ideas and challenges associated with current educational research methodologies. We explored various research strategies to broaden our understanding of the impact and importance of research in how we design and deliver our curricula. Serious consideration was given to methodology, with careful attention to the pros and cons of each as it relates to the aims and intent of the research in question. Much like pictures, research can be formal, informal or somewhere in between. Similarly, research, regardless of the methodology chosen, gives us a glimpse in time of a particular subject, from a defined perspective.
Ethnographic research - become an observer
Introductory thoughts:
The first assignment in this course asked us to conduct research as observers. We were to observe an interaction of interest for at least 15 min and reflect on the experience.
Below you will find first my field notes and reviewed notes, on a staff meeting that took place at my school. Following those is a concept map which details the flow and outcome(s) of the meeting. This meeting was not a regular, school-wide, monthly meeting but rather one that was open to teachers interested in discussing the upcoming transitional plan as we moved from a Grade 10 - 12 to a Grade 9 - 12 school in the upcoming school year. This project was intended to place me in the role of observer so as to highlight one of the research methodologies introduced in this course.
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Field Notes
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Reviewed Notes (based on initial field notes)
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Closing reflections:
Research through observation can be powerful tool that allows the researcher to be a part of the action without drawing attention to the fact that one is taking note of the goings-on. As classroom teachers, we tend to use this observer role to informally assess learning, working relationships between peers, listen in on discussions and ideas being bantered etc. This activity solidified the importance that a focused, informal observation can have on gathering an authentic sense of the group being observed. While this type of research may not initially appear to garner much academic weight, it does lend itself well to working within communities such as classrooms or groups unified by some commonality. In fact, it is the lack of formality and unobtrusive nature of this type of research that makes it a useful methodology to consider when aiming to get a realistic sense of what/how a particular cohort feels and thinks about a matter in question.
Survey Research
Introductory thoughts:
The phone rings and a voice asks you to take a brief survey about your feelings toward the upcoming election/candidates/platforms. While checking your bank accounts online, a pop-up invites you to complete a survey about the bank's website. At the checkout of your favorite store, the customer service associate draws your attention to an online survey about your recent shopping experience while highlighting your chance at winning a car/trip/money. Clearly, surveys are an important research tool when gathering information about the preferences or opinions about the users/clientele. This assignment invited me to think about the specifics regarding my audience, intent and the next steps when using this type of research methodology. I chose to create an entrance survey for the Grade 10s to get a sense of their individual and collective feelings and attitudes towards opportunities for technology in the classroom.
Closing reflections:
Surveys pose a blip in the world of research. Interestingly, survey participants are encouraged to share their opinion(s) which invites a sense of ownership in the future direction of the company or organization conducting the research. On the other hand, participants are limited in the input they can offer by the types of questions being asked. As such, surveys can appear to ask for input but can be very restrictive at the same time. In my case, I limited the survey to 4 direct questions. Two were closed agree/disagree type questions with the final two being open-ended short answer. Even with the different types of questions available on surveys, it is evident that researchers using this approach can direct their participants' thinking to get the essential data needed in an efficient and timely fashion while allowing the survey takers to feel like a valued part of the process.
Literacy in the 21st century:
Part 1: Expansion of traditional approaches
Part 2: hypertexting - a Literacy skill for the 21st century
Introductory thoughts:
Having looked at a number of different research methodologies over the course, it was important to consider how current researchers were using these approaches to conduct the research that is/was being referenced by educational policy makers, governments and administrators etc. in their decisions moving forward. Often we hear the statement "research is showing" without any background into how the research was conducted, the groups studied or the limitations of the findings. The paper attached below explores the issue what 21st century literacy should include and explores one way in which surveys can be utilized to get a sense of what skills our students possess as we prepare them for the expectations of the world outside our educational institutions. All of the findings and suggestions submitted are cited from research spanning from 2000 to 2012.
Closing reflections:
As consumers of research, we must be critical of the intent of the project itself, the sample groups in question, the procedure used and the universality of the findings. Each of these factors impacts the others and therefore how we can/should apply the results to our own thinking. I question whether we can ever be fully unbiased in our presentation of research, as it only makes sense to offer findings that bolster your argument. Having said that then, it is fundamentally important not to simply accept ideas because someone else suggests that the "research is showing". ETEC 500 opened the discussion about the role and value we place on research. Like any responsible consumer of goods, products, services, media etc., users must be open, honest and critical of information presented as research knowing that there is value in findings, flaws and the implications of both.
Visual Credits:
National Geographic. (1984). The Afghan Girl. [Photograph]. Retreived from http://realorfakephotos.blogspot.ca/2012/09/photo-analysis-afghan-girl.html
National Geographic. (2002). [Sharbat Gula Found]. [Photograph]. Retreived from http://www.bdr.freeservers.com/custom3.html
National Geographic. (2002). The Afghan Girl Before and After. [Photograph]. Retreived from http://forum.thefreedictionary.com/postst27342p7_Pictures-Of-Old.aspx
National Geographic. (2002). The Afghan Girl Found. [Photograph]. Retreived from http://thepowerofthefrontcover.wordpress.com/1985/06/28/1985-the-afghan-girl-the- national-geographic-2/
National Geographic. (1984). The Afghan Girl. [Photograph]. Retreived from http://realorfakephotos.blogspot.ca/2012/09/photo-analysis-afghan-girl.html
National Geographic. (2002). [Sharbat Gula Found]. [Photograph]. Retreived from http://www.bdr.freeservers.com/custom3.html
National Geographic. (2002). The Afghan Girl Before and After. [Photograph]. Retreived from http://forum.thefreedictionary.com/postst27342p7_Pictures-Of-Old.aspx
National Geographic. (2002). The Afghan Girl Found. [Photograph]. Retreived from http://thepowerofthefrontcover.wordpress.com/1985/06/28/1985-the-afghan-girl-the- national-geographic-2/
