Action Research for Educational Communications and Technology 教育通信与技术的行为研究 何文涛

outline Introduction and Overview Action Research Defined History of Action Research Theoretical Frameworks Action Research Methodology Educational Technology and Action Research Conclusion

Introduction and Overview Savenye and Robinson认为“假设、问题、方法和范式,这些以前教育 技术主要研究领域正在发展改变”。在教育通信领域的技术和相关研 究问题中一直存有技术集成范围和影响的担忧，这需要新的策略和方 法。行动研究是一个动态的方法,可以促使我们的领域去解决实践中的 持久存在的问题。 本章，我们主要基于三个不同环境来介绍行为研究及其历史—美国、 英国和澳大利亚. 我们也描述了区分行为研究的实用即重要的特征和 有利于行为研究的各种收集和分析数据的各种方式。更确切地说，我 们主要回顾了行为研究的技术整合方面。行为研究通过利益相关者的 参与有可能改变我们的视野，这意味着通过系统化的数据收集分析可 以提高实践的能力。 Elliot 写道, “行为研究的目的是在具体情境下为实践判断提供支持 ，理论或假设有效性的生成不是依赖于真理的科学验证，而是依赖于 帮助人们更加灵活明智行动的有用性。”

Action Research Defined 行动研究是一个通过反思和行动计划、理论与实际相结合的周期性或 螺旋式的过程 (Altrichter, Feldman, Posch, & Somekh, 2008 ,p. 9).。这一过程包括一系列的步骤包括构成问题,收集和分析数据和报 告结果。库尔特·列文是第一个把行动研究描述为“通过螺旋数据收 集的过程来确定目标,用行动来实现目标和评估结果干预” (Bargal, 2006 , p. 369).。螺旋作为行动研究过程反映了在先前的研究发现寄 出了决定了新的方向。Stringer (2007)描述了螺旋的常规重复 “看”,“想”和“行动”和Altrichter人(2008)指出,在一个项目几 个“迷你”行动研究周期(11页)。

Action Research Defined Cochran-Smith and Lytle ( 1993 )(p. 7)认为行为研究是系统有 意的调查. 它常让人联想到 Dewey’s关于反思型教师的概念, 但任何 人，不管他的职位和环境，只要想提高实践，都可以进行行为研究。 行动研究通常是在研究小组进行了协作来满足个人或通过通信技术来 满足远处的需求. 由于行动研究的亲密性质,这个发现可以揭示新的理解和知识，这对向 外部人员并不总是显而易见。因此,行动研究将转变从业者和教育研究 人员之间的传统的“由外向内”的关系. “行动研究”又可以称为 “老师研究”或“实践者的研究”。“Borko, Whitcomb, and Byrnes(2008)集团行动研究以“参与式研究”、“自学”,和“教师研 究”的形式作为一种独特从业者研究”(p . 1029)。“行动研究”指 从业者系统和有意的研究他们自己实践活动。

History of Action Research 行动研究具有各种各样的历史(e.g., Carr & Kemmis, 1986 ; McKernan, 1991 ; Noffke,1997 ) . 大多都赞同工业心理学家Kurt Lewin’s在20c40s年的做法，即大力鼓励行为研究的调查(see also Bargal, 2006 ). Lewin 的行动研究原始模式开发了群体力度的领域,包括关注系统的一 个循环过程研究来创建新的知识。Lewin 的努力找到了方法涉及社会 演员通过群体决策与研究和精心设计问题来解决程序”有助于定义行 为研究的流程。 行为研究从它的起源到开始关注教育问题，Stephen Corey在大学任教 师时第一次开始使用行为研究来研究教育环境。 到了1950s末期，行为研究开始在美国衰落。但是在1960s的英国和澳 大利亚教师们具有很强的行为研究传统，一直延续到至今(Lampert, 2000 , p. 65).

Theoretical Frameworks Practical Action Research According to Cochran-Smith & Lytle ( 1999 ) , “practical inquiry is more likely to respond to the immediacy of the knowledge needs teachers confront in everyday practice and to be foundational for formal research by providing new questions and concerns” Critical Action Research Critical action research aims to bring about social change and a more just and democratic society by influencing educational structures (e.g., Gitlin & Haddon 1997 ; Kemmis & Grundy, 1997 ; Kincheloe, 1991, 1995 ; Noffke, 1997 ) .

Theoretical Frameworks

Action Research Methodology Selecting a Focus According to McNiff and Whitehead ( 2010 ), action research involves “a commitment to educational improvement; a special kind of research question, asked with educational intent; putting the ‘I’ at the center of research; educational action that is informed, committed, and intentional” (p. 34). Ethical Considerations Given its democratic nature, issues of coercion, power, and risk must be addressed by action researchers (Judah & Richardson, 2006 ) and important ethical principles for researchers should include “negotiation,” “confidentiality,” and “participants’ control” (see Altrichter etal., 2008 ,pp. 154–155).

Action Research Methodology Data Collection According to Hendricks ( 2009 ) , the methods of data collection in action research fall into three overarching categories: “artifacts, observational data, and inquiry data” (p. 81). Artifacts are items created by participants and usually fall within one of three subcategories: “student-generated,” “teacher-generated,” and “archived” (see Hendricks, 2009 , p. 82). Observational data is generally collected in the form of field notes. Inquiry data is collected specifically to address the overarching research questions, often via interviews or questionnaires. Engaging students in action research Engaging students in data collection provides both rich sources of information and insights about student experiences.The opportunity to learn from students leads teachers to consider new approaches to teaching that often allow for greater student engagement

Action Research Methodology Keeping an action research journal The action researcher’s journal or log is often an important source of more nuanced data,.MacLean and Mohr ( 1999 ) advise teachers to keep a “research log”—a “systematic and organized” journal that “will include dates and times, careful quoting, observations and reflections” (p. 12) and “thinking writing” about data (p. 13). Triangulating data the form and scope of the data collection methods will relate to the aims of the researcher and the overarching research questions. Throughout the process, action researchers engage in data analysis.

Action Research Methodology Data Analysis Analytical strategies help the researcher make sense of the data and answer the overarching research questions. “Analyzing therefore involves looking at the data, taking account of your categories of analysis, and noting any emergent patterns within them” Analyzing quantitative data will often involve running statistical operations using software programs or creating charts or tables to illustrate data graphically . To manage the amount of data, field notes and audio or video recordings should be transcribed into a workable format for data analysis. Then qualitative coding schemes 、A “constant-comparative” method or other analytical methods may be used to refine the coding scheme and to make initial interpretations about the data. .

Action Research Methodology Implementation and Reflection After data collection and analysis the action research cycle continues as the researcher reflects on the implications of the research findings. During the reflection phase, the data are interpreted and the multiple viewpoints are communicated and discussed among those with a stake in the process. Throughout the process, the action researcher continuously reflects on and shares the findings . According to McNiff and Whiteheadaction researchers should communicate their findings both within and outside of the workplace via conferences and publications.

Action Research Methodology Action Research Groups Research groups help members refine research topics and data collection methods through meaningful conversations.The group challenges each other’s assumptions, proposes alternative interpretations, offers suggestions about research methodology, responds to drafts, and often lends personal as well as professional support” All teachers and support staff in the district are invited to join action research groups focused on social justice and equity. These collaborative groups support the collective professional development of member researchers and the development of professional learning communities. Action research collaboratives that include university researchers also often engage in participatory action research or community based research.

Action Research Methodology Participatory Action Research Participatory action research (PAR) differs from the previously described classroom-based action research because it is “a social, collaborative process” (Hendricks, 2009 ) that aims to “change practices, social structures, and social media which maintain irrationality, injustice and unsatisfying forms of existence” Results of Action The potential benefits cited by proponents of action research include: alleviating the gap between theory and practice ; enhancing teacher education ; improving teacher professional development ; improving student learning ; affirming and empowering teachers ; reforming education ; and changing society.

Educational Technology and Action Research Improving Technology Integration Action research has been used to study the integration of technology in classrooms and schools.A typical model involves university researchers engaging and supporting pre-service and in-service practitioners as they systematically study technology integration in Dawson and Cavanaugh ‘s findings reported on the value of the action research process for improving teacher understandings about technology and instruction. Action Research and TPACK Action research appears to be a particularly promising method for studying and improving technological pedagogical content knowledge(TPACK, Mishra & Koehler, 2006 ).

Educational Technology and Action Research Investigating Technology Education Courses University based researchers have also used action research to study the effectiveness of their own teaching about the use of digital technologies. Participatory Action Research and Technology Integration New computer-based technologies can facilitate participatory action research (PAR) and group action. According to Kindon et al. ( 2007 ) technology tools have been integrated into the PAR process as the focus of study as well as to help collect data and convey findings. Other PAR projects have investigated the integration of technology to bring about change in marginalized communities. the myriad ways technology has increasingly entered into PAR as an important tool for both facilitating the action research method and as the focus of the research.

Educational Technology and Action Research Technology-Rich Instruction About Action Research Emerging technologies and social media have also positively impacted the instruction of action research .Perhaps the usefulness of technology to facilitate action research is most obvious in online and hybrid action research courses Due in part to increasingly affordable access to technology and the individualized nature of action research projects, action research methods courses seem to be effectively taught and supported at a distance. Technology and Action Research Networks Computer based technology also facilitates the work of action research networks, including disseminating research results

Conclusion Action research is a complex, cyclical process that systematizes reflection in action. The history of action research and current variations of the methodology reflect divergent views about practical or critical action research. Hopefully proponents of both forms of action research will begin to look across their differences to recognize the suitability of action research to answer a variety of questions in educational research. The variability in method may actually better serve the field of educational communications and technology where paradigm debates continue to arise (Savenye & Robinson, 2004 ) .

Conclusion Action research can be used to answer myriad educational research questions. It can serve as the methodology of doctoral dissertations, guide the framework of professional development initiatives that focus on technology integration, and address larger social issues. Action research provides exciting opportunities to engage stakeholders in constructing new understandings about education and technology integration and to transform our field. Technology can both facilitate the action research process and serve as the subject of study.