Chapter 1 – Capstone Paper 1 – EDL 7108
*Introduces the PoP, frames the PoP in the context of the setting of the study, and provides a
theoretical base with relevant literature and previous studies.
Introduction
Problem of Practice (POP SMART (Specific, Measurable, Attainable, Relevant, Timely)
• Its importance
• Those affected by it and who will benefit from its resolution
• Is the POP’s source inside or outside the school?
• What is the current practice that relates to the problem
Framing the PoP
Context of Pop
• Describe the organizational context of the POP, whether the organization is a classroom,
a school, district, or other educational agency
• Identify the context as one in which you have influence
• What are the values influencing the problem?
• How did it become a problem?
Theoretical Base
• What does the literature say about the problem?
• Does the literature suggest practices that will help?
Conclusion
• Indicate your willingness to share the findings beyond the POP’s context
• Show your willingness to be a participant observer
• Agreement on the part of the leadership and WU faculty that this is a POP worthy of
study and resolution
• A list of the questions, information, activities, and analyses that will guide the DIP
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Action Research II: Structured External Assignment
Leah Banks
Wilmington University
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Action Research II: Structured External Assignment
Problem of Practice
Children today have been born into the computer era, and this has earned the name
‘digital natives’ which fits well to refer the savviness of children with technology today (Silva,
2016). According to Silva (2016), up to seventy percent of children today have access to the
internet through personal devices such as tablets. Technology is an integral part of life today,
even for children as young as those enrolled in kindergarten. Technology has continued to be
integrated into the classroom today in order to promote learning for children. Technological
items such as cameras for documents, printers and e-learning components have been made a
common facet in the education system. Papadakis, Kalogiannakis & Zaranis (2016) define the
use of technology as the most critical way of enhancing student engagement for children in
learning, as it is capable of including fun ideas and captivating images that make learning
memorable for children that young. Engagement provides a better chance for a teacher to excite
their students and drive their creativity. Through technology that allows a student to follow-up
on a project, the academic process has more meaning to both the teacher and a student
(Papadakis, Kalogiannakis & Zaranis (2016; Silva, 2016).
iReady is one technological advancement tool that has made learning reasonable. It
allows for teachers to make individualized instruction for their students, hence allowing the
kindergarteners to each have targeted instruction (Silva, 2016; Blackwell, Lauricella & Wartella,
2016). However, despite the robust academic outcomes associated with iReady, there is a need to
align the teaching with the ability of the learners to access and understand the instruction given.
The iReady system provides teaching and mathematic instruction and guidance for the learners,
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which makes it critical that both the teacher and the student know how to decode the information
and use it.
According to Pila et al. (2019), educating children about the use of computers will be the
most plausible solution for the current practice problem; teaching kindergarteners on the use of
computers. Teaching the children the use of computers not only helps them understand the
functioning of iReady, but it enables them to maximize on the importance of computers in their
learning. The initial step will be to provide the kindergarteners with the basics of computer
knowledge. Computer etiquette is another approach to teaching kindergarteners about computers,
and thus, they will need to be beyond three years for them to start learning. It is easier for the
children that will be over three years to grasp better the concepts of iReady, as they are ready to
learn and are at a stage of experimentation that allows them to retain more content that they are
exposed to.
The learning environment is critical in the success of children using the targeted learning
systems through computers. According to Cristia et al., (2017), every child in kindergarten has a
different ability of learning, and they tend to respond to teaching material differently. Since
instruction in the iReady system is targeted, it is easier for the teacher to help a learner
understand what the role of the computer is in their learning process.
The method of teaching the learners of computers will be done individually, so that the
capabilities of each child are independently identified and catered for. Blackwell, Lauricella &
Wartella (2016) argue that the position of the computers in a room, how a child positions
themselves on the computer and the child’s methods of computer use are critical indicators for
successful computer training of the kindergarteners. These indicators will be applied in the
process of improving the students’ mastery of iReady, to motivate their successful completion of
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assignments through the system. The primary aim of this project is to ensure that the
kindergarten students at Seaford Elementary School are able to favorably complete the
assessments given to them through iReady. The primary problem associated with gaps in their
current preparation is their knowledge of the use of computers, which is the primary practice
problem we intend to solve in the initial step of the project.
The Theory of Improvement
A theory of improvement is crucial in the development of a project for better services or
positions (Dixon-Woods & Martin, 2016). The initial step in the improvement process is to
determine what the final goal is. The ultimate goal is to ensure that all children are conversant
with computers and iReady assessments by March, 2021. The ultimate goal provides the
improvement theory with the backbone, since it informs the drivers that will mark steps in the
improvement process. The development of the ultimate long-term goal is the measurable target.
Aspects of the school and the students’ learning process have to be improved for us to attain the
ultimate goal.
Teaching the kindergarteners is the initial improvement strategy. The researcher theorizes
that this is the baseline of the improvement, since it has to happen before the students can
successfully complete the iReady assessments. Pila et al. (2019) present that when theorizing an
improvement process, the most likely outcome is that one thing has to happen before the
subsequent strategy in the process can take place. The strategy to improve their knowledge of
computers as the primary solution to the practice problem is because once the children
understand the computers, their navigation skills are improved. Children with improved
navigation skills are definitely better placed for the use of computer technologies.
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To determine whether the strategies for improvement are working, the specific indicators
(drivers) will be measured occasionally. It will be imperative to continuously check the
kindergarteners’ mastery of the computer applications they are exposed to one at a time. The
reason for this is to monitor whether or not there is progression towards the ultimate goal through
the gradual improvement of the drivers.
The classes being improved include sets of ten kindergarteners at a time. Currently, the
attendance into the iReady system by the children is compromised, since there is a percentage of
the students who believe that they are not cared for by the school. Students have also been failing
tests administered by the teacher in the system, hence indicating a gap in the student’s mastery of
the iReady assessment program, or their knowledge of computer use. These are the secondary
drivers. The behavior of the students, among other primary drivers, is affected by these
secondary drivers. Monthly, changes in these drivers, through the behavior, grade levels,
attendance and the efficacy of the program will be monitored to determine the process of
improvement.
The ideas for change are informed by the ultimate goal, which is to change how the
students relate to the iReady assessments given to them by the teachers. The behavior of the
students when exposed to teacher-made tests will be monitored from time to time, as they
continue to be taught how to use different computer applications. Some of the change ideas,
which will be applied as the strategies will include home visits into the children’s home. The
students will be exposed to peer mediation sessions, in order to determine the progressive
changes of each student in comparison to those of their peers. The primary objective of the peer
mediation strategy will be to improve confidence in the kindergarteners through interacting with
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one another and determining the changes in their progressive towards the mystery of the iReady
mastery assessment.
Through peer mediation, the use of peers to tutor their classmates allows for the children
to further learn from one another. Peer tutoring allows for not only the building of confidence,
but also increases the chances of engagement and creativity among the children. Children with
similar leaning capability can be placed in the same peer learning group, where they interact with
one another and exchange knowledge (Sikandar, 2015). According to the theoretical
presentations of John Dewey, the process of educating children should be active. The argument
of the philosopher is that attending school causes unnecessary pressure to young children. Based
on the presentations of John Dewey the aim of the peer tutoring and mediating is to ensure that
the students learn from one another. Not only will this promote teamwork, but it will also inspire
creativity and the ability to do things (Sikandar, 2015). Through peer tutoring the teacher will be
able to identify the mastery abilities of each child, and how they are progressing towards the
overall improvement of their EWI.
Theory of Action- The Driver Diagram
In the diagram below, the step by step process towards attaining the aim is presented. The
summary of the theory of improvement is objectively detailed in this program.
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Improvement Implementation Plan
Assessment and Outcomes
The investigation of the students’ response to the education on the computers will be the
most critical assessment approach. These assessments are critical to the determination of what
the most plausible approach is to educating the children about computer use for iReady
preparedness.
The kindergarteners is at every stage of the improvement process. Over the next seven
months, seven different monthly assessment of each of the primary drivers will be done. The
initial test at the beginning of the project will be the baseline data. In the end, the outcome of the
attendance, performance, behavior, agency and efficacy will be measured, and the levels will be
compared with the baseline results. The anticipated outcome is that the combined improvement
of the children will yield a 30% decrease in the total number of students with EWI.
Activities and the Timeline
The project is expected to last seven months, starting September, 2020 and being
completed in March, 2021. Within each month, all the primary drivers will be measured, as they
are the measurable targets. However, all the change ideas will inform the activities, which will be
distributed through the seven months, so that each activity is allocated its time. The introduction
to computers and the education of the children on the use of computers will be conducted
throughout the seven months.
The first activity will be to conduct the evaluation of the children’s routines through the
phone. The noticing routine by phone will be placed within the first month, together with the
initial introduction to computer basics for the children. Overall, the first month will involve
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activities that create a base for the children to learn, through creation of a routine, which will be
monitored by the teachers through phone monitoring.
Within the second month, the home visits will be instigated. The primary goal is to
ensure that the children are keeping up with the routines set up in the first month. Peer tutoring
will start in the third month, and continue through into the fourth month, coupled with the peer
mediation approach. Within the fifth month, the teacher will attempt to retest, to assess the
progression of the students in their mastery of computer use and the iReady assessment. The
sixth month will include some home visits, and the students will be introduced to meditation.
The primary goal of meditation is to allow the student adjust to the needs of the iReady program,
which has been proven to be heavy and highly demanding for children such as kindergarteners.
References
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual
factors on early childhood educators’ tablet computer use. Computers & Education, 98,
57-69. https://doi.org/10.1016/j.compedu.2016.02.010
Brilz, S., Fridley, W., Just, K., & Stein, K. (2014). The effect of iReady Mathematics
intervention on student achievement for students in kindergarten & first Grade.
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1080&context=maed
Cristia, J., Ibarrarán, P., Cueto, S., Santiago, A., & Severín, E. (2017). Technology and child
development: Evidence from the one laptop per child program. American Economic
Journal: Applied Economics, 9(3), 295-320. https://doi.org/10.1257/app.20150385
Dixon-Woods, M., & Martin, G. P. (2016). Does quality improvement improve quality?. Future
Hospital Journal, 3(3), 191. https://doi.org/10.7861/futurehosp.3-3-191
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Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching
mathematics: An attempt to improve mathematics competence in early childhood
education. Preschool and Primary Education, 4(2), 241-253.
https://www.learntechlib.org/p/187376/.
Pila, S., Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2019). Technology in the lives of
educators and early childhood programs: 2018 survey. Human Development.
https://cmhd.northwestern.edu/wp-content/uploads/2019/08/NAEYC-Report-2019.pdf
Silva, T. B. (2016). The effects of the i-Ready computer assisted instruction program on the
reading and fluency achievement of first graders (Doctoral dissertation).
Sikandar, A. (2016). John Dewey and his philosophy of education. Journal of Education and
Educational Development, 2(2), 191-201. http://dx.doi.org/10.22555/joeed.v2i2.446
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