Google Analytics and Research Partners

The old way, yikes!

The Google site Shared with parents of the Gifted Academic Program students now has Google Analytics enabled so data can be capture identifying how many visitors view the site, how many per page, how long they stay, and what percentage of new to return visitors. This will add another layer of data to what the surveys say and how many comments were left by the visitors.

Initially, getting this feature installed was a bit of a problem. Repeat visits to IT personnel kept everyone on alert as day after day codes were not 'sticking' to pages and tracking appeared uninstalled. However, after a couple weeks the glitches were identified (or actually, were overcome since some snags seemed to disappear after repeated attempts to install).

Another arm to a digital class...

This year we address another aspect of digital learning in this middle school research class -- connecting home experts to school research efforts. A website called Research Partners has been built with different pages for each research topic this semester. Parents and families of class members are encouraged to review the site, choose one or more topics that appeal to them and offer ideas for expert resources. The point is to use the digital arena to have these 7th and 8th grade researchers learn that local resources can be primary sources.

Connecting home experts to school research efforts. Libraries offer
workshops and tutorials for finding primary sources.

Get well wishes from the class...

singerofstrangesongs.blogspot .com

One of the students broke her hip in track yesterday and could not be in school today. The class started a get well document and lo and behold, she joined us. We enjoyed cheering her up and she wrote her appreciation of the effort. We sent YouTube links, Google Images (cited of course), and bad jokes we made up ourselves.

We cheered her up!

Reviewing the Paper has been a snap...

Reviewing the students research papers has been a snap with the Google Docs and Chromebooks. I can carry the equipment and check their paper where ever I happen to be: at home, in meetings, hotels, mother-in-law's hospital room. The fact that a spreadsheet or document shows up bold in my drive when someone has done something has been a quick way to know if a student is ready and wants me to see the corrections. In fact, in some instances it has been helpful for both the student and I to be on the same page at once so edits can be explained.

Today, I could not travel back to my home school in time for the 4th period class. I was able to be on the students papers while not there, so they knew I could see what they were doing. The librarian kept an eye on the class (my office is in the library) and they worked until I arrived.

C3B4Me Check-in

The research papers have always followed a C3B4Me protocol. The students have three other people read and edit their papers before giving it me. The readers have 3 criteria to follow: 1) does the paper answer the essential question?, 2) does it move logically from point to point?, and 3) is it grammatically correct, and in active voice. One person of the three can be the students' Critical Friend and two have to be adults.

To coordinate the time when I see the paper the classes and I have set up a community check-in spreadsheet. The students fill in their name, the three names of the people who read their paper. When they have made the corrections the 3 readers suggested, they type Ready into the next spreadsheet cell so I know it's my turn. When I'm done I type my initials to replace the word Ready and the students know it has been checked and can be reviewed for the next round. When the paper is completed, and has my final approval, a cell is blacked out with the word DONE reversed in white.

The beauty part is the students can see at a glance where they are in the process, and where others are as well. They have been more willing to collaborate with those needing assistance to get caught up. Since they can work from home, I see work being done from day to day without my prodding.

My only suggestion might be Google Hangouts.

New Insight Regarding the Study...

In a moment of quiet repose about what's happened with the study this semester, I believe I can see how two opposing views came together and clashed. Like two people acting on two versions of the same story, so has this research class and the technology department.

It comes down to the interpretation of the word research.

This course is doing advanced, college-level research. The students take existing knowledge about a topic, and pursue new information that adds to the existing information to move into new territory. It requires a broad sweep of investigative resources and generation of authentic data to prove or disprove theories. Many search engines, databases, and presentation resources are necessary to complete the complicated task of writing a research paper and presenting the findings to an audience.

The rub (as they say) is that the word research is used by teachers and is understood at the main offices to mean term paper project (a retrieval project). Information is gathered, and then reviewed in a paper to demonstrate a level of understanding.

For retrieval, using one search engine is fine. Using Google or even Google Scholar is fine. Writing a paper with the 'research' option open to the side where information can be 'Googled' as the paper is being written can work. The student is reviewing knowledge and presenting an understanding of existing knowledge.

For research, the skills are different. Many information sources are cross-referenced, then proved or disproved. The facts are located, checked for legitimacy, then put into notes to be sorted and organized later when the authentic data proves or disproves them. Researchers are reflective and make judgments based on considerations of many pieces of information and ghost nuances.

The Chrome Book is excellent for usual, run-of-the-mill term papers. The Chrome Book can be made excellent for research with the addition of apps. The IT department thinks we are doing term papers and that why we do not need any of the apps. They are thinking mainstream thinking, not gifted.

YouTube Tutorials..

...and what a shame the school technology department cannot figure a way to allow access to the YouTube tutorials that would make learning how to use the Chrome Books magic...or learning how to access databases, or make citations, or any number of drill-and-kill skills that all the students will use when they are ready. Taking the lesson once, to everyone at the same time, ensures I'll be reteaching it again and again as students need the information.

A self-pacing, independent study course allows students to move at their own pace with their personal abilities. Being able to access information when it is needed enhances and anchors the knowledge in the learning process. This is a best practice pedagogy, researched with empirical studies.

Online tutorials can unleash self-directed learning.