Week 30 Reflection
Step 1: Describe the data you have collected
For this inquiry I gathered qualitative data. This method was appropriate because of the time of the year meaning I did not have access to current quantitative data, nor did I want to put pressure on the children to get this at the start of the year. The data was collected during the taking action phase at the beginning of term 1. I have not collected all the data I planned to collect because I lacked the technology I needed at the start of the year to use class dojo to collect quantitative data on collaborative skills. I have typed up my observations and uploaded my photos into a folder so they are ready to be analysed.
Step 2: Explain how you are analysing your data
I have analysed my data by coding it. I looked through the data and chose the codes by looking at my question and thinking about what information I would need to answer it and then looking at the data and looking for common themes and patterns. I watched the video what is code to learn more about coding data.
Data and evidence
Step 3: Reflect on your evidence so far
After analysing my data I can see that my inquiry action has supported my children to develop collaborative skills predominantly and that the provocations I have used have been the main catalyst in getting the children engaged with both collaboration and computational thinking simultaneously. My data does not fully address the question because it shows one example of one provocation working, if I was to carry out the inquiry again I would have more provocations available to learn more about what was more effective. My facilitation as a teacher also did not support the children to use and develop computational thinking as often as I wanted it to. In terms of data collection I could have been better at collecting data more often and regularly. I often observed or took photos in bursts as I balanced the needs of taking the action for my inquiry and meeting my new classes needs. I could have done a better job of both my collection and analysis of my data if I had of allocated more time and been able to allocate more time to the inquiry and researching and understanding how I could best carry it out.
References
References
Babione, C. (2015). Practitioner Teacher Inquiry and Research. USA: John Wiley & Sons. (e-copy available in Unitec library).
This sounds like a very intersting inquiry Georgia, well done! I know what you mean about balancing the need to gather data with your duties as a classroom teacher. If you are interested in how to better use a camera in your data recording, this is a good website.
ReplyDeletehttps://bingschool.stanford.edu/news/cameras-early-childhood-classroom-powerful-tool-documentation-and-reflection
The site states that their aim is "documenting children’s authentic interactions with one another and deep engagement with open-ended materials and the natural world." It also tells you how to incorperate cameras into play based learning. Perhaps you could train up student camera operators who could do some of the recording for you?