Research+Plan+Draft

Overview I have always been interested, as a senior English teacher, in improving student writing and introducing my students to the expectations of any college professor they may encounter – yes, I know this is impossible. During my Masters program I focused on Peer Editing and its influence and effect on student writing. Now – with all this technology jumping into and out of our pockets – I have begun to look more closely at writing and the integration of technology. More specifically: How can I use Blogs to enhance student writing? (OK, got me interested.)

Keeping advanced students (gifted, Advance Placement, Honors, et cetera) and college bound students in mind: How can I prepare these students to be successful in his or her college composition class (writing analytical, explication, persuasive, et cetera) utilizing technology and web 2.0 applications (wikis, blogger, VoiceThread, Comic Life, Google Applications, et cetera); How can I prepare advanced and college bound students for the technological tidal wave colleges are now surfing? On one end of the spectrum I must look at collaboration and if collaboration will increase writing scores. (Are there related citations to support this?) On the other end I must look to students and their comfort level with the use of technology in writing (does it help, can you connect with a computer screen or do you need pen and paper, is using Web 2.0 applications actual collaboration, et cetera).  (Are there related citations to support this?)

With that said, where should I begin? In researching – collecting articles and such – I have discovered that my real interest is in the effect Web 2.0 applications – more specifically blogging and the blogsphere – would have on High School student’s writing and how the use of these new virtual applications could or would prepare such students for their college English classrooms and thus approach the issue from a quantitative prospective. (Are there related citations to support this?) So far, in the articles I have reviewed to this date – most of the problem statements deal with the incorporation of Web 2.0 applications into the classroom and their effect on learning, collaboration, and such but do not focus on the negatives that might occur. (Are there related citations to support this?) I want to go beyond how the students feel about their writing and more so in the “has it improved” scope of research even more so – do students put more thought into other’s writing when using blogs. (Good that you are identifying a gap)

Literature Review (I suggest you group your literature reviews by topics instead of doing what looks like annotations? Literature review is more of a synthesis of what has been written in the past to support the direction that you pursuing for the future)

In the article “A wiki for classroom writing” Morgan and Smith (2008) explained the purpose and workings of the wiki. The researchers reiterated the fact that with a wiki “Students work together to compose a single, collaboratively authored document, or they help each other with their own individual documents” (Morgan & Smith, 2008, p. 80). This does not limit the participation of the instructor but more or less allows the instructor choice in how one would participate. Morgan and Smith (2008) explained the instructor could easy choose between participating as “collaborator, guide, editor, or site administrator “ (p. 80). Morgan and Smith also listed several guides or hints to help future instructors set up a classroom wiki of his or her own. These included: “Teachers should remember that wikis are nearly bulletproof; wikis are structured as a group of linked pages, so create a playground page where you and your students can experiment with the wiki; explore other wikis; plan the structure of your wiki; remember that the core principle of wikis is collaboration” (Morgan & Smith, 2008, p. 82). (I believe you don't have to keep citing the same author in the same paragraph, just the pages)

In the article “Technology review: Teaching writing for the workplace? Try a Wiki.” Harris (2009) reminded educators of the importance of collaborative writing. The author stated, “The exercises and assignments in many college writing classes, however, give students very little practice in collaboration, a very important activity” (Harris, 2009, p. 111). Why is this? Harris (2009) continued by explaining that group dynamics often divides students’ time into “figuring out how to work together” or “actually [working] to complete the task” (p. 111). It is here that wikis come into play. Harris (2009) explained that wikis are key fostering “rapid collaboration with a minimum learning curve” (p. 111). What better way to enhance student learning and effectively teaching collaboration. The Harris (2009) explained that using a wiki allows the instructor to create templates, sort students, et cetera. Harris (2009) concluded, “Having students write in teams is excellent preparation for the writing they will do in the workplace” (p. 112). And so it goes. (Not sure this last sentence is relevant and aligned with academic writing style)

I n the article “Gaga for Google in the twenty-first century Advanced Placement Language classroom” Adams (2008) stated the problem as a “struggle to discover ways to adapt and develop curriculum to meet the needs of my twenty-first-century N-Gen students” (p. 96). Many educators have turned to Web 2.0 applications without a true understanding of what Web 2.0 embodies. Adams (2008) described Web 2.0 as a “paradigm shift” form unidirectional model to that of a bidirectional model “that promotes and encourages communication and interaction through user-generated content (p.96). The researcher then established the multitude of tools that Google – as many universities, high schools, et cetera are moving to Google to meet their integrated technological needs – has to offer. These include: Gmail, Google Groups, Gtalk, Google Calendar, Google Docs, and iGoogle. Adams (2008) also pointed out that in order for such applications to work “educators need to incorporate tech literacy not only I vertical learning scenarios but also through interdisciplinary and district-wide workshops” (p. 99). Though such measures one can easily close the technological divided oftentimes found between Baby-Boomer and Gen-X teachers and their N-Gen students.

In the article “Achieving teaching and learning excellence with technology” Marcoux and Loertscher (2009) stated the problem as “Does technology make a difference” (p. 14)? The researchers explained that since the introduction of technology in relation to learning “billons of dollars have been spent chasing a dream about the effect of technology on teaching learning” and yet no clear results have been discovered (Marcoux & Loertscher, 2009, p. 14). Even more elusive is the fact that many applications made to enhance learning often have the opposite affect – as Marcoux and Loertscher (2009) explained, “we are entertained and dazzled by endless gizmos, a new tool or toy, and neat new discoveries” but often left “with an overwhelming feeling of confusion and inadequacy” (p. 14). From here the researchers reiterated that the educator must “become the doctor, not the pharmacist” by utilizing best practices to achieve one’s goals listing several “professional learning community” categories (p.15). Marcoux and Loertscher (2009) believed that in doing so educators have the ability to move teacher-librarian and teacher technologies “into the center of teaching and learning” (p. 20). (Maybe this needs to come first in your literature review?)

In the article “’That’s online writing, not boring school writing’: Writing with blogs and the Talkback Project” Witte (2007) argued that “By combining writing with online technology, teachers can provide opportunities for students and future educators to develop their digital fluency while also strengthening their traditional literacy skills” (p. 92). Although the concept worked in other educational environments, Witte (2007) wondered “How [he along with his collogues] could build upon the success of [Indiana University’s two-way journal collaboration with a local middle school] and integrate the technology that was available to us through our work with our local writing project site…” (p. 93).With the problem defined, the researcher moved forward to integrate the process. Witte (2007) explained, “To begin the project, I signed students up as users on the blog, using my school e-mail to avoid forgotten usernames or passwords, and assigned each student a pseudonym to use while signing their blog entries. My students posted their journal entries on the Talkback Project blog during class time on one of the 25 computers I had available for student use. The preservice teachers read the novels along with the students and also responded on the blog weekly” (p. 93). In closing, the researcher reiterated the fact that schools must continue to use technology to exchange information while continuing to adhere to safety and legal issues. (This looks like your 3rd tool?)

In the article “Effects of technology on critical thinking and essay writing among gifted adolescents” Dixon, Cassady, Crossm, and Williams (2005) pointed out that many “technology-fluent students carry their laptops to class to facilitate note taking and to add reflections during class in the most efficient manner they can manage” (p. 180). With this in mind, the researchers pondered the true “critical thinking” value of technology. More specifically Dixon, Cassady, Crossm, and Williams (2005) “consider[ed] whether ready access to computers actually enhances critical thinking or whether it merely provides students with a tool that helps them finish tasks in a more acceptable, finished form without additional editing and revision” (p. 180). To answer the question – or fix the problem – the researchers went through the following process dividing the method into participants, measures, and raters. Dixon, Cassady, Crossm , and Williams (2005) explained, “participants included 99 students (39 males and 60 females) who attend a legislative-supported residential academy for science, mathematics, and humanities”; that creativity was measured through “the Watson-Glaser Critical Thinking Appraisal” and “in essays gathered from the participants at two different administrations” which would be assessed on a multitude of characteristics and the overall “Quality in writing”; and rated by two raters “trained to score both administrations of the essays” with a reliability between the two raters of .70 (p. 183-185). (Suggest that this needs to be integrated at your beginning paragraph for this section?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Technologies for transcending a focus on error: Blogs and democratic aspirations in first-year composition” Smith (2008) argued that Web 2.0 applications – especially Blogs – can be used to increase “opportunities for student-driven expression, facilitate and energize the processes of collective brainstorming and peer review, stimulate creativity and class community, and supplement more traditional platforms for writ­ing without supplanting or detracting from them” thus allowing students to take risks (p. 37). Unfortunately, as Smith (2008) explained, “Before [students] even think about striking out for new ideas, taking risks, and producing less-than-perfect first drafts in order to find unexpected, richer arguments, they tend to revert to what they know: that overly simple summary, for example” (p.39). This makes it difficult for teachers of writing to facilitate a class that uses “error as a tool for helping students come to terms with its role in writing and learning” (Smith, 2008, p. 37). In order to prove that Blogs are essential to this process, Smith (2008) used examples of student writing and student personal reflections to correlate the effective aspects of Blogging on risk taking. (Needs to be grouped in your blog section?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Emerging technologies in higher education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on student’s learning styles and technology preferences” Saeed, Yang, and Sinnappan (2009) argue, “students’ learning styles influence their preferences for using technology and that the use of appropriate technology positively influence their academic performance” (p. 100). With this said, Saeed, Yang, and Sinnappan (2009) explained that many educators do not have a clear understanding of student learning styles and that the success of the Web 2.0 applications in use correlates with “students’ acceptance and use of these technologies” (p. 98).The researchers primarily used student surveys “to collect students’ learning styles and technology preferences for emerging web technologies; to experiment a combination of emerging web technologies based on students’ learning styles and technology preferences; [to] analyze the impact of above experiments on students’ academic performances; to identify key achievements and shortcomings of the study and redefine our research objectives” (Saeed, Yang, & Sinnappan, 2009, p. 100-101). Utilizing the data collected, Saeed, Yang, and Sinnappan (2009) concluded “that today’s learners are flexible in stretching their learning styles and are able to accommodate varying instructional strategies including the use of emerging web technologies. They further suggest that learning styles of today’s learners are flexible enough to experience varying technologies and their technology preferences are not limited to a particular tool” (P. 106). (Needs to be part of your opening paragraph?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Young people’s writing: Attitudes, behaviour and the role of technology” Clark and Dugdale (2009) argued that because of the “Lack of research looking at how much young people write, the different forms of writing that they engage in and their confidence in using these different forms of writing… little is known about young people’s views about writing in the UK” (p. 4). The researchers - in order to come to an understanding of the decline and/or stalling of writing scores since 2006 – created a survey looking at the cultural change of writing and students’ attitude towards such writing. Clark and Dugdale (2009) used a survey specifically “to explore how much young people enjoy writing, what type of writing they engage in, how good at writing they think they are and what they think about writing” (p. 4). In doing this the researchers used an online survey with “3001 pupils aged 8-16 from England and Scotland” (Clark & Dugdale, 2009, p. 4). Clark and Dugdale (2009) compiled the surveys and came to the following conclusions: that young folk do not think about writing in terms of enjoyment; that most were engaged in technology based writing; that non-technological writing dealt with homework, notes for class, et cetera; and that most saw the writing profession “in a favorable light” (p. 33). (Needs to be part of your opening paragraph?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Digital storytelling in teacher education: Creating transformations through narrative” Skouge and Rao (2009) explained how they “used digital storytelling to teach the core values in [their] field of special education – an approach that honors cultural diversity and empowers students to reflect on and share their experiences” (p. 54).The researchers saw digital storytelling as a way to document ones life, community, and the many issues that arise due to diversification. Skouge and Rao (2009) collected data based upon observations using “a service learning project” for an assistive learning class as well as an inquiry-based project in an interdisciplinary graduate certificate program (p. 56). Based upon the success of digital storytelling projects, Skouge and Rao (2009) hoped and envisioned their digital storytelling classroom “as a space in which a ‘community of learners’ engages in creative activity – celebrating the beauty of the Pacific while constructing sustainable, inclusive visions island life” (p. 59). (Another tool?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Summer program helps adolescents merge technology, popular culture, reading, and writing for academic purposes” Lawrence, McNeal, and Yildiz, (2009) “sought to build upon students’ interest in popular culture with traditional academic tasks such as reading, writing, and conducting research to bridge the gap between adolescents’’ in-school and out-of-school practices” (p. 484). The researchers argued students could them make “connections between reading, writing, and technology” (Lawrence, McNeal, & Yildiz, 2009, p. 484). The researchers hoped that such a connection could be used and profited by – for lack of a better word – by educators in the classroom. Lawrence, McNeal, and Yildiz, (2009) further believed that “teachers can tap into [technologically literate students] as a resource in the classroom” (p. 492). For their study, Lawrence, McNeal, and Yildiz, (2009) used “Various artifacts, namely the students’ work, their comments, our lesson plans, reflective motes, and the rubric we created to evaluate the students’ culminating project, were obtained from the summer project” and proceeded with “document and content analysis to review the artifacts collected ‘as objective indicators’” (p. 485). The researchers concluded that “Teachers should use students’ prior knowledge and familiarity with popular culture to teach reading and writing” (Lawrence, McNeal, & Yildiz, 2009, p. 492). (Needs to be grouped with your opening paragraph?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Podcasting's possibilities” Leonard (2008) explained how his “teaching priorities [were] focused on instilling good print-literacy habits during a semester” but “that there is a place for developing oral competencies in [his] classroom” (p. 20). More of an informational piece, the researcher wrote more of his discoveries and thought process of integrating podcasting into his current curriculum. Leonard (2008) “Learned that through podcasting students could make and post a spoken assignment using the microphones and personal computers that are readily available on campus. A learner could likewise listen to content that the instructor uploaded” (p. 21). The researched looked closely at both the pros and cons involved and the process required initiating the process of integration. Of the con’s Leonard (2008) argued, “The most obvious in my instructional situation is that the activities I have proposed do not require direct interaction with others. While it might be a good way to build speaking and listening skills, podcasting cannot substitute for face-to-face interactions if we are to meet our QEP objectives” (p. 23). Indeed podcasts would alleviate the face-to-face meetings required by some for that “I get it” factor in education. Although hopeful in his discoveries, Leonard (2008) decided a more gradual approach “beginning with a pronunciation unit. I think podcasting may be a wonderful homework supplement and believe that using this technology will help my students communicate across the curriculum (p. 24). (Another tool?)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Summer program helps adolescents merge technology, popular culture, reading, and writing for academic purposes” Lawrence, McNeal, and Yildiz, (2009) “sought to build upon students’ interest in popular culture with traditional academic tasks such as reading, writing, and conducting research to bridge the gap between adolescents’’ in-school and out-of-school practices” (p. 484). The researchers argued students could them make “connections between reading, writing, and technology” (Lawrence, McNeal, & Yildiz, 2009, p. 484). The researchers hoped that such a connection could be used and profited by – for lack of a better word – by educators in the classroom. Lawrence, McNeal, and Yildiz, (2009) further believed that “teachers can tap into [technologically literate students] as a resource in the classroom” (p. 492). For their study, Lawrence, McNeal, and Yildiz, (2009) used “Various artifacts, namely the students’ work, their comments, our lesson plans, reflective motes, and the rubric we created to evaluate the students’ culminating project, were obtained from the summer project” and proceeded with “document and content analysis to review the artifacts collected ‘as objective indicators’” (p. 485). The researchers concluded that “Teachers should use students’ prior knowledge and familiarity with popular culture to teach reading and writing” (Lawrence, McNeal, & Yildiz, 2009, p. 492). <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(This was mentioned a couple of paragraphs ago <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In the article “Podcasting's possibilities” Leonard (2008) explained how his “teaching priorities [were] focused on instilling good print-literacy habits during a semester” but “that there is a place for developing oral competencies in [his] classroom” (p. 20). More of an informational piece, the researcher wrote more of his discoveries and thought process of integrating podcasting into his current curriculum. Leonard (2008) “Learned that through podcasting students could make and post a spoken assignment using the microphones and personal computers that are readily available on campus. A learner could likewise listen to content that the instructor uploaded” (p. 21). The researched looked closely at both the pros and cons involved and the process required initiating the process of integration. Of the con’s Leonard (2008) argued, “The most obvious in my instructional situation is that the activities I have proposed do not require direct interaction with others. While it might be a good way to build speaking and listening skills, podcasting cannot substitute for face-to-face interactions if we are to meet our QEP objectives” (p. 23). Indeed podcasts would alleviate the face-to-face meetings required by some for that “I get it” factor in education. Although hopeful in his discoveries, Leonard (2008) decided a more gradual approach “beginning with a pronunciation unit. I think podcasting may be a wonderful homework supplement and believe that using this technology will help my students communicate across the curriculum (p. 24). <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(This was mentioned a couple of paragraphs ago <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">In summary, the most obvious similarity between the articles reviewed – of course – is technology more specifically Web 2.0 technologies. One surprising similarity is that several of the articles, research, et cetera occurred outside the United States. I was intrigued that I had difficultly finding hard research and data within these fine states of ours. I also noticed that the majority of the articles relied on student observations and student surveys as data looking more at student reactions and “feelings” than objective data. Also – of course to reinforce my own problem statement – all of the articles looked at technology and writing in the classroom. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(How are these past researches support your own pursuits? <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">The strongest of all differences was in the multiple age groups the researchers used throughout their studies. Another difference – more obvious – was the multitude of Web 2.0 technologies the researchers looked to for improving writing. Although the majority of the articles used qualitative data and methods there were a few reached for objectivity and used a mixed method of research. (This sounds more of a lift from your article critique than a literature review for your research plan draft.)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">The greatest strengths of all the articles is the informative value, the clarity of knowledge, and the self evaluation qualities. Many read as guide books for teaching in the twenty-first century and cleared the air and misconceptions of many of the Web 2.0 applications in use. I especially found the articles on Wikis and Google Applications enlightening and easy to read without all the educational “bureaucratic” language that often blurs the meaning and causes more confusion.

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Subjectivity – the weak area of all the articles. The researchers – of course – were looking to the positive aspects that Web 2.0 applications could have in the world of education. Unfortunately, the researchers spent little to no time looking at the downside of such technologies. Most of the data was based on student feelings, student surveys, observations of students, with little to no objective data. Did Web 2.0 applications increase test or writing scores: I do not know, but such applications did make the students feel better about the writing process.

<span style="font-family: 'Arial','sans-serif';">As far as my research is concerned I will also look to //<span style="font-family: 'Arial','sans-serif';">You Are Not a Gadget: A Manifesto //<span style="font-family: 'Arial','sans-serif';"> by Jaron Lanier. In his poignant dismissal yet often metaphysically enlightening book //You Are Not a Gadget: A Manifesto//, Lanier admonishes the Web 2.0 culture directing most of his criticism towards social networking – Facebook in particular – lack of innovation, and a social collective quietly but quickly losing any form of individuality, creativity, and the greater parts that make us human. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">From the start Lanier quickly turns his attention the world of social networks, blogs, wikis, YouTube, and the anonymous state users and programmers of Web 2.0 applications have transformed the web into. Beyond the social ramifications, the new mashups, fandom responses, and the ability to react faceless without conscience or accountability have lead to a social and spiritual form of defecation. He reinforces the values often lost in the mob mentality anonymity and the power – often misused – this anonymity creates. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Shouldn't this be included in the one of your tools sections? How relevant is this to your research question? <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">This mob mentality Lanier speaks of is often seen in the world of education. As the rise of Web 2.0 technologies enter the education lexicon and become talking points, hip words of educational youth, the beginning – and according to Lanier – and ultimately the end of innovation in our youth will the cosmic educational machine revamp itself from one evil – the present institutional structure of education – to that of an “open Culture”? Lanier explains that when one gives technological “bits” life – when one willing hands over the reins of the human condition allowing technology to make human decisions – whether it be friend suggestions, dating choices, et cetera – based upon data that boxes in humanity, flattens humanity, and categorizes humanity into a “cloud” or “noosphere” or “bits”.

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Lanier’s manifesto lashes at technology – if used in this flat, uncreative, rehashing of the old sort of way – that removes the science of discovery and the innovation to make creative choices. Ultimately, one loses the individuality, imperfections, and creativity that remove the user from the “bits” – numbers, on and off switches – of the emerging technology.

<span style="font-family: 'Arial','sans-serif';">Unfortunately what Lanier forgets is that human nature strives for the collective. Through out history whether through religious “clouds”, political “clouds”, and/or social “clouds” the human need or want to belong supersedes the individual. The great essayists of the American Transcendentalist movement – Thoreau, Emerson, and the like – touched upon the same strive for nonconformity and individualism during the <span style="font-family: 'Arial','sans-serif'; line-height: 200%;">early to middle years of the nineteenth century. Loss of creativity, individuality, and innovation is nothing new – there was only one Einstein, Shakespeare, Jobs, Lanier. If this were not the case would they not themselves form a “cloud” or collective watering down their accomplishments? So one must question ones self: Can there be such a thing as a collective “cloud” of individuality?

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Where his predecessors failed, Lanier at least attempts to go beyond stating the problem and seek an answer. Will his suggestions for a brighter future where the Internet becomes the great equalizer of economic, social, and creative status? Will his insight dig this extension of the flat, lossless generation x and create a vibrant innovative youth that stands apart from those a decade before them? Enlightening as it may seem – only the future can tell.

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;"><span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Need to shorten Lanier to its essence <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">For the most part I learned the ins and outs of many of the Web 2.0 applications educators most widely use in their classrooms. Many of the articles were very informative in how Web 2.0 applications promote collaboration skills that are often overlooked in schools but required in the corporate world. I do feel that some objective research looking at the cons of the Web 2.0 environment is in dire need. I also feel that one should begin to look beyond how Web 2.0 applications improve students’ confidence in writing and if such applications truly improve writing. For this objective data is in need. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(OK I can see some light in where you are going with this <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Problem Statement <span style="font-family: 'Arial','sans-serif';">The majority of students in 12th grade Honors and Advanced Placement English Literature and Composition classrooms are struggling with collaboration in the twenty-first century. With this in mind, <span style="font-family: 'Arial','sans-serif'; line-height: 200%;">what affect would Web 2.0 applications (in particular Blogging) have on High School student’s writing (peer editing, collaboration, et cetera) and how the use of these new virtual applications (be specific) <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">could or would prepare such students for their college English classrooms (collaboration)?

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Methodology <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">In the process of research Johnson and Christensen (2008) explained that when collecting data researchers must “decide how they are going to collect there empirical research data. That is, they decide what methods of data collection (tests, questionnaires, interviews, focus groups, observations, secondary existing data) they are going to use to physically obtain research data from their research participants” (p. 201). And even more importantly, researchers “should mix methods in a way that provides complementary strengths and nonoverlapping weaknesses” A safety net of sorts covering all aspects and providing “multiple sources of evidence” (Johnson & Christensen, 2008, p. 201). (Check APA format for repeat author citation in the same paragraph) This, of course, makes me wonder why the majority of articles I have read and the subsequent research of such articles depend upon one form of data (questionnaires, surveys, or observations). Why is this? (Good question) Looking at my research problem the mix of questionnaires, surveys, and/or observations for one aspect (how Web 2.0 applications would affect student learning) and pre/post tests to measure – using a standard rubric for evaluation – actual increase or decrease of student writing. My concern of course deals with variables and subjectivity – I am hoping that methods used how control these variables will materialize in another discussion.

Before I can look at the type of data I need to collect I must first return to my problem. What affect would Web 2.0 applications have on High School student’s writing and how the use of these new virtual applications could or would prepare such students for their college English classrooms? Unfortunately, the more I look at data collection and the subjectivity of such data the more I want to turn to a more “touchy feely” approach on the subject. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Being systematic with your data gathering will be helpful <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">) More so – student reflections on their own learning and how Web 2.0 applications would affect such learning and of course teacher input on the quality of student work based upon the use of Web 2.0 applications. For this approach – and what I gather from my subsequent readings – I would have to turn to the questionnaire or survey. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(If you do, you need to identify your collection points -- to allow you to see the changes in your students and their work <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">) Johnson and Christensen (2008) explained, “Researchers use questionnaires so that they can obtain information about the thoughts, feelings, attitudes, beliefs, values, perceptions, personality, and behavioral intentions of research participants” (p. 170). So – right now I think the questionnaire or survey is the way to go.

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Figuring out an approach is not exactly an easy question to answer. From my reading and glancing and skimming and moving from article to article and such the question: “How do I approach the problem?” could require weeks, years, days, et cetera. From what I gather so far I must come up with a “method” to do such – this first step I can do. Dr. Baylen explained that “’What’ questions tend to look at impact or cause & effect -- so you end up with more quantitative data” where as “‘How’ questions tend to look at the process or possibilities -- so you end up with more qualitative data. Allows you to speculate and do some theory building.” Seeing how my research problem looks at both the what and the how –What affect would Web 2.0 applications have on High School student’s writing and how the use of these new virtual applications could or would prepare such students for their college English classrooms – I figure I must turn to a mixed method approach. Johnson and Christensen (2008) defined mixed research as “the class of research studies in which a researcher mixes or combines quantitative [the what factor] and qualitative [the how factor] research approaches and techniques into a single research study” (p. 441). Now I just have to figure out what type of mixed research design to follow – this requires more reading, studying, and reflection. <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Interesting -- but reflective. Looking forward to what you will come up <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(So what types of data will you collect and how will they answer your questions. Attach your data collection tool in the appendix. Then provide a discussion on how you plan to analyze them. <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">Timeline <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;"><span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Suggest an introductory paragraph and a table for clearer presentation <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)

<span style="font-family: 'Arial','sans-serif';">To collect data <span style="font-family: 'Arial','sans-serif'; line-height: 200%;">I plan to use three Honors/AP English Literature and Composition Classes following the below timeline: <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">September 2010 · <span style="font-family: 'Arial','sans-serif';">Establish Problem Statement · <span style="font-family: 'Arial','sans-serif';">Establish Research Questions · <span style="font-family: 'Arial','sans-serif';">Collect background information · <span style="font-family: 'Arial','sans-serif';">Reviewing Professional Literature · <span style="font-family: 'Arial','sans-serif';">Create methodology · <span style="font-family: 'Arial','sans-serif';">Begin self reflections <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">October 2010 · <span style="font-family: 'Arial','sans-serif';">Select test group · <span style="font-family: 'Arial','sans-serif';">Create research plan draft · <span style="font-family: 'Arial','sans-serif';">Develop a rubric for use · <span style="font-family: 'Arial','sans-serif';">Create student survey (complications and benefits of peer collaboration) · <span style="font-family: 'Arial','sans-serif';">Assess and evaluate plan of action prior to implementation (based on teacher and student feedback) · <span style="font-family: 'Arial','sans-serif';">Construction of collaborative and peer editing technique lessons · <span style="font-family: 'Arial','sans-serif';">Continue self reflections <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">November 2010 · <span style="font-family: 'Arial','sans-serif';">Model necessary collaborative and peer editing techniques to select classes/students (senior AP, and 12h honors) · <span style="font-family: 'Arial','sans-serif';">Select a group of “peer tutors” from model classrooms to implement collaborative and peer editing techniques for students of test group · <span style="font-family: 'Arial','sans-serif';">Assess and evaluate plan of action prior to implementation (based on teacher observations of collaborative and peer editing techniques) · <span style="font-family: 'Arial','sans-serif';">Continue self reflections <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">January 2011 – March 2011 · <span style="font-family: 'Arial','sans-serif';">Give student survey (complications and benefits of peer collaboration) · <span style="font-family: 'Arial','sans-serif';">Give Writing Assessment Pre Test · <span style="font-family: 'Arial','sans-serif';">Implementation of collaborative and peer editing techniques to test group by model classes/students with teacher facilitation · <span style="font-family: 'Arial','sans-serif';">Continual assessment and evaluation of plan of action (based on teacher observations of collaborative and peer editing techniques) · <span style="font-family: 'Arial','sans-serif';">Continue self reflections <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">April 2009 · <span style="font-family: 'Arial','sans-serif';">Give Writing Assessment Post Test · <span style="font-family: 'Arial','sans-serif';">Give student survey (complications and benefits of peer collaboration) · <span style="font-family: 'Arial','sans-serif';">Assess and evaluate plan of action prior to implementation (based on teacher and student feedback and School Benchmark Writing Assessment Pre/Post Tests) · <span style="font-family: 'Arial','sans-serif';">Compile data, results, references, appendices, and self reflections

<span style="display: block; font-family: 'Arial','sans-serif'; line-height: 200%; text-align: center;">References <span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Use italics instead of underline <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">) <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Adams, D. (2008). Gaga for Google in the twenty-first century Advanced Placement <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">Language classroom. __Clearing House__, 82(2), 96-100. Retrieved August 21, 2010, from Academic Search Complete database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Dixon, F., Cassady, J., Cross, T., & Williams, D. (2005). Effects of technology on critical <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">thinking and essay writing among gifted adolescents. __Journal of Secondary__ __<span style="font-family: 'Arial','sans-serif';">Gifted Education, __<span style="font-family: 'Arial','sans-serif';">16(4), 180-189. Retrieved August 21, 2010, from Academic Search Complete database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Harris, M.. (2009). Technology review: Teaching writing for the workplace? Try a wiki. __<span style="font-family: 'Arial','sans-serif';">The Community College Enterprise __<span style="font-family: 'Arial','sans-serif';">, 15(2), 111-113. Retrieved August 21, 2010, from ProQuest Education Journals. (Document ID: 1921039251). <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Inman, J.(2006) Technologies and the Secondary School Writing Center. __Clearing__ __<span style="font-family: 'Arial','sans-serif';">House: A Journal of Educational Strategies, Issues and Ideas __<span style="font-family: 'Arial','sans-serif';">. 80(2-),74-76. Retrieved August 21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Johnson, B. & Christensen, L. (2008). __Educational research__. Thousand Oaks: Sage <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">Publications, Inc. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Lanier, J. (2010). __You are not a gadget: A manifesto__. New York: Knopf. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Lawrence, S., McNeal, K., & Yildiz, M. (2009). Summer program helps adolescents <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">merge technology, popular culture, reading, and writing for academic purposes. __<span style="font-family: 'Arial','sans-serif';">Journal of Adolescent & Adult Literacy __<span style="font-family: 'Arial','sans-serif';">, 52(6), 483-494. Retrieved August 21, 2010, from Advanced Placement Source database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Leonard, M. (2008). Podcasting's possibilities. __Inquiry__, 13(1), 20-25. Retrieved August <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Luce-Kapler, R. (2007). Radical Change and Wikis: Teaching New Literacies. __<span style="font-family: 'Arial','sans-serif';">International Reading Association __<span style="font-family: 'Arial','sans-serif';">.10 (214-223). Retrieved August 21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Marcoux, E., & Loertscher, D.. (2009). Achieving teaching and learning excellence with <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">technology. __Teacher Librarian__, 37(2), 14-22,88. Retrieved August 21, 2010, from Research Library. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Morgan, B., & Smith, R. (2008). A wiki for classroom writing. __Reading Teacher__, 62(1), <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">80-82. Retrieved August 21, 2010, from Academic Search Complete database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">National Literacy Trust. (2009). Young People’s Writing: Attitudes, Behaviour and the <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">Role of Technology. London: Clark, C., & Dugdale, G.. Retrieved August 21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Rowley, K., & Meyer, N. (2003). The Effect of a Computer Tutor for Writers on Student <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">Writing Achievement. __Journal of Educational Computing Research__, 29(2), 169-187. Retrieved from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Saeed, N., Yang, Y., & Sinnappan, S. (2009). Emerging web technologies in higher <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">education: a case of incorporating blogs, podcasts and social bookmarks in a <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">web programming course based on students' learning styles and technology preferences. __Journal of Educational Technology & Society__, 12(4), 98-109. Retrieved August 21, 2010, from Academic Search Complete database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Skouge, J., & Rao, K. (2009). Digital storytelling in teacher education: Creating <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">transformations through narrative. __Educational Perspectives__, 42(1-2), 54-60. Retrieved August 21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Smith, C. (2008). Technologies for transcending a focus on error: Blogs and democratic <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">aspirations in first-year composition. __Journal of Basic Writing (CUNY)__, 27(1), 35-60. Retrieved August 21, 2010, from ERIC database. <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt;">Witte, S. (2007). "That's online writing, not boring school writing": Writing with blogs and <span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;">the Talkback Project. __Journal of Adolescent & Adult Literacy__, 51(2), 92-96. Retrieved August 21, 2010, from Literary Reference Center database.

<span style="font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt 0.5in;"><span style="background-color: #ffffff; color: #008000; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">(Need to shorten a bit your literature review by synthesizing the articles' content -- make sure they create a path to where you want to go with this research project. <span style="color: #008000; font-family: 'Arial','sans-serif'; line-height: 200%; margin: 0in 0in 0pt; text-indent: 0.5in;">)