What's on my mind this week? Well, I am still overwhelmed by all the research, organization, literature review material and information, and creating surveys so I can complete my IRB. However, I feel a little better than the previous week. I was able to create my parent survey, my teacher survey, a student information questionnaire and my pre/post assessments. I have to say I felt a huge weight off my shoulders when I emailed them to Dr. Craig for suggestions. She has since returned them and now I need to do a few edits. It makes me feel like I am getting something done. However, that is the ironic part. Even though I feel accomplished with this task, it is only the beginning. Now I need to begin the actual work.
First, I plan to send out my parent permission slips this week. I have to wait to get the English version translated to Spanish. Dr. Redmond recommended a former Touro Alum to translate it. I have since emailed it to him and he is working on it. I hope to have it back this week so I can get them mailed. Second, I need to submit my completed IRB to Dr. Craig. Depending on how quickly I receive the translated consent form, I may need to adjust some dates on my IRB. I also have a couple "holes" that I need to fill in before submitting it to Dr. Craig. Next, I would like to give my students the information questionnaire so I can gather a little background information. Simultaneously to this, I would like to get my teacher survey and parent survey out. I am going to send the teacher survey through gmail using Google Forms, but I would like to try to do a Parent Square for the parent survey. Amy is sending her consent forms through Parent Square, and I thought that was a genius idea. Unfortunately, I already addressed all my addresses (times 2 because I am sending the parents a self-addressed and stamped envelope) so I think I will commit to snail mail. Once I have my consent forms returned, I would like to gather my first round of data which is in the form of a pre-assessment. I look forward to seeing how they answer these questions. I expect that they may not know too much of the information which is good because that validates my hypothesis that we need to "teach" digital citizenship and BEST lessons. Then, I will teach some digital citizenship lessons that have embedded SEL lessons through CommonSense.org. I figured why reinvent the wheel if CommonSense.org has already created great lessons. I may enhance them a bit with some additional SEL lessons. However, I have not made it that far yet. Finally, I will give my students the post-assessment and analyze the before and after results. I hope the results are what I expect. I think the students will really enjoy the lessons and the break from our regular "Math and Language Arts" lessons. I expect that we will have some fun and I am looking forward to it!
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This week we were tasked with exploring Touro University's library. I spent quite a bit of time researching keywords of my driving question. I found several articles relating to my topic of exploration. I printed off 5 different research articles but found three of them to be more relevant to my area of study. The image below, titled "Community of Inquiry" is a framework created by D.R. Garrison, T. Anderson, and W. Archer (The First Decade of the Community of Inquiry Framework: A Retrospective, 2009) establishes "three types of presence necessary for online students to have a positive educational experience: social presence, teaching presence and cognitive presence" (Garrison et al, 2000). The article titled, "Using VoiceThread to Create Community in Online Learning" is written by Peggy M. Delmas. This case study and its statistics was not relevant for my age group of study but the underlying foundation of "Community of Inquiry" is relevant for all students' distance learning experiences. She describes all three of these experiences into detail. Together, Social Presence, Cognitive Presence and Teaching Presence create a "sense of community". Research has established that a sense of community enhances student learning (Garrison et al. 2000; Palloff and Pratt 2007; Rovai 2002). Palloff and Pratt stated that community is "the essence of distance learning" (1999, p.163). Delmas states that "As early as 2002, Rovai wrote about the need for more attention to community building in distance education programs, emphasizing that learners were attracted to and retained through a sense of community". The second article I reviewed this week is titled, "Encouraging the positive use of technology through community engagement" by Leanne Lester, Donna Cross, Debbie Terrelinck, Sarah Falconer and Laura Thomas. It explores the transition of students from primary to secondary schools. They explain what it means to transition successfully versus an unsuccessful transition. An unsuccessful transition can have "long term, negative impacts on their future success and development" (Lester, Cross, Terrelinck, Falconer & Thomas, 2016). One of the greatest concerns among students, parents and professional staff is cyberbullying. Cyberbullying has broad social, emotional and mental health implications for your people (Campbell, 2005). In addition, cyberbully is a greater threat than bullying behavior because it has the "potential to reach a much wider audience than merely close friends within the school or neighbourhood, with one e-mail, text or social media message able to be sent to everyone in the school within a matter of seconds (Patchin and Hinduja, 2006).
Finally, the most useful article I read this week is titled, "Exploring Cyberbullying among Primary Children in Relation to Social Support, Loneliness, Self-Efficacy, and Well-Being" by Dorit Olenik-Shemesh and Tali Heiman. Their study included 398 Israeli students aged 10 - 12. 20.4% of primary school children indicated a significant prevalence of cyber-victimization. "Cyber-victimization was correlated with low social support, low self-efficacy, low subjective well-being, and high sense of loneliness" (Olenik-Shemesh & Heiman, vol. 3, No. 5). Cyberbullying (CB) shares some common traits with traditional bullying but it has unique traits, also. For example, the cyberbully can be anonymous, and the internet creates rapid communication to a wide range audience. The bulk of research of cyberbullying has been among adolescents. There is a need for research in the area of younger children. Monks, Robinson, & Worlidge state, "the rapid growth of internet use among younger children has created a need for research on cyberbullying among them as well" (2012). With that being said, there is a need to examine the social-psychological aspects that affect the younger population of cyberbullying. I believe the key for prevention is intervention. This leads me to my driving question. I am exploring the need for PBIS (Positive Behavioral Interventions and Supports) and Digital Citizenship for distant learning within students between the ages of 7 and 10. After reading the aforementioned articles, I believe I am on the right path to support students' social-emotional learning. |
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May 2021
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