Action Research Report 2: Introduction of web-page to Stage 4 History

by Jennifer Petschler

Introduction
1. Reconnaissance / Identifying the 'problem'
2. Hypothesis
3. Method
4. Data Collection
5. Data analysis and interpretation
6. Results
7. Reflection and on-going activity
8. Conclusion

Introduction
As part of the NSW History Project each participant has undertaken an action research assignment. This paper focuses on the results of action research carried out to create and include a webpage in the teaching of Stage 4 History.

According to Cohen and Manion, "…action research is a small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention" . These authors outline different purposes for action research, one of which is to create "a means of injecting additional or innovatory approaches to teaching and learning into an ongoing system which normally inhibits innovation and change" . Shirley Grundy specifies that in adopting action research the aims are improvement and involvement, where improvement includes improvement in practices, in the situation within which action is occurring and in understanding both the practice and the situation.

The site for this action research study is a secondary girl's college. While this school is not opposed to innovation or change, the nature of school teaching with loaded days and a crowded curriculum means that as in any number of schools, innovations can be inhibited as suggested by Cohen and Manion.

This paper outlines the action research as it was implemented, the structures which were aimed at allowing for data collection, evaluation of data and reflection. As Cohen and Manion point out, the "emphasis is not so much on obtaining generalisable scientific knowledge as on precise knowledge for a particular situation or purpose" .

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1.Reconnaissance / Identifying the 'problem'

The Stage 4 History Syllabus includes a focus on Contact History. Within the site for this research Jacaranda texts are used as teaching aids. Previously the methodology for teaching this area included use of the textbook and some additional written material on specific issues and personalities pertaining to contact between the original inhabitants of Australia and North America and Europeans. While the range of information was appropriate the limit to the variety of tasks undertaken was a concern. It was felt that an assignment towards the end of the course which brought together a range of skills and was also engaging might produce greater balance in the course.

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2. Hypothesis

The aim of this action research was to create a website for use as part of teaching Stage 4 History and to undertake continuous analysis of the website as an educational tool. The hypothesis was that this would enable the effective use of technology in Stage 4 History beyond using word processor programs, as well as introducing more interactive and engaging teaching and learning strategies.

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3. Method

A website was developed with the assistance of Mike Horsley on a particular incident in North American history - the Battle of Little Bighorn. Students were able to work at their own pace and were expected to undertake a set of tasks. This included completing a workbook and submitting a written report. It was envisaged that this would require three weeks of class time (seven 45minute lessons).

The aim was to not simply replace the textbook with the website. Rather, the students had to navigate the site, identify and analyse information and compare and collate information in order to complete the required tasks. It was thought that the range of tasks would cater for the needs of various students.

The website is made up of two parts. In Part 1 the students had to access information to understand the significance for four images presented to them. In gathering the information they were required to identify the image and discuss what it told us about the history area being studied. In Part 2 the students had to use the information gathered to name the Battle of Little Bighorn as the event that united each image, and write two historical recounts - one from the point of view of a contemporary newspaper, and one as a recollection of a Native American who witnessed/survived the battle.

Beyond preparing students for the content area, a lesson was given to introduce the students to the site to explain the process and expectations.

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4. Data Collection

As the action research progressed I maintained notes recording difficulties and experiences. Through this method the effectiveness of the website as a teaching instrument was considered.

The students were very much 'co-participants' as they provided insight and informed opinions about the usefulness of the website. They were given time and space to provide feedback which was done through class discussion after group analysis, and some written responses.

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5. Data analysis and interpretation

The nature of my own data was subjective. However, action research is dependent on the experience of the researcher, and the lack of objectivity is not as problematic as in more quantitative research methodologies, so long as it is an acknowledged factor.

The feedback from the students was more problematic. As their class teacher and the Year Coordinator students were initially careful in their comments regarding their experience. Through small group analysis and the class discussion, however, a more honest account of their experience became apparent.

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6. Results

In undertaking this project there were a number of positive experiences. The design of the website was initially difficult, but the task was made easier by the range of online guides and the assistance of Mike Horsley. Having no training in FrontPage meant that the time taken in design was beyond initial expectations, however, the result was a working website. The HSIE department was supportive of this project as were staff involved in providing computer assistance within the school. The students were particularly enthusiastic about undertaking this assignment as it was "different" and they had a role to play in providing feedback. Finally, the support from the school library was significant as it was possible to book the computer area for the duration of the assignment.

Logistical difficulties

There were, however, a number of difficulties. The timetabling of junior History means that each class has two 45 minute lessons one week and three the next. If a student missed a class it was difficult for them to access the computers due to demand outside of class to catch up on lost time. Into this precarious situation came an unplanned factor. A serious bout of influenza swept through Year 8, leaving many if not most students absent for a week or more, all at different times. More computer time was booked and the due date for the assignment was extended by two weeks. One problem with this was that the reports for the class were due prior to the assignment being completed, and as such only the workbook was used for this purpose, with the written report being submitted later. A second issue arose, which was that while computer time was made available for these classes, limits to resources meant that other subject areas missed out on equal access.

Structural concerns- Part 1

In terms of the task itself, the original design of Part 1gave students four areas of information and for each area they had the same broad question to answer. Only the most advanced students were able to complete this part of the task with confidence. At first the students reacted by wanting to know where the answer was, and they were dismayed to find they had to work it out. The class was used to highly structured activities in the textbook where questions are phrased to allow easy answers.

While this was initially rewarding, to see the students exploring the information provided to try to understand it in order to find a suitable response, it became increasingly clear that this system was not really working. Instead of selecting pieces of information, many in the class were getting lost in details and disheartened by the process. The task had required analytical skill not yet developed by many students, and the online information was challenging. With the disjointed lessons and long absences the time taken by this first part of the task was taking from the momentum of the project.

Structural concerns - Part 2

The second part of the assignment was supported by online examples of each of the required recounts. While the students were more confident with this part of the task, they used little of their own information in preparing the recounts, as they were confused by their own responses to Part 1. Regardless, the final presentation of responses (most of the class only had time to complete drafts) was successful as the students were happy to present work and were glad to get back to the classroom to discuss the content as a class.

Students' response

Having completed the assignment, students were given the chance in small groups to discuss their experience and then share it with the class. The groups were asked to consider how this assignment compared with others they had done, whether they felt the questions and timing was appropriate, and what their view of using the website as opposed to textbooks and other texts was. Some students then wrote their responses out and submitted them.

The general mood was relief that the assignment was over, and that the end of term was near! In general most students liked using the computers, but there were particular issues raised which countered this. These included;

Frustration that the fourth image had little to do with the task "The bison page was crap"

The lack of set questions -

"It feels like there is no right or wrong answer but you either answer the question or you don't, so you can get it wrong. I guess you could consider this a good thing but it created stress for me"

"The bit I found hardest was getting all the information together from the bits you need and don't need because there was a lot of information"

"I couldn't get it"

Time - issues here ranged from not having enough time, to the assignment taking too long. One feature of this assignment was that the students had to access it from school, so could not complete it as homework. While many found this a relief, others were frustrated.

"If we didn't get it done in the class we could not do it at home"

The students did agree that the assignment would not have worked if they had simply been given the questions and had to search for their own site, because they find this takes too much time and they are aggravated by the time it takes to "find anything decent".

Modifications pursuant to concerns

In response to the problems with Part 1 of the task, the workbook and website have been modified. One of the four areas for the students to research has been removed as it has little relevance. Of greater significance, the one general question for each area has been replaced by specific questions for each image. While some of these questions are in keeping with the "spot the answer" approach, others do require analysis. This more structured approach will hopefully signpost the more important areas of information to the students while still challenging them to make connections for themselves.

These modifications will, it is hoped, also reduce the time required to work through the assignment, thus maintaining momentum and taking some pressure off the computer area in the library. The decision to structure this task so that it is completed in class time will not be changed in consideration of equity for the many students who do not have computers at home.

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7. Reflection and on-going activity

The website with modifications will now be used by another teacher and class in the second half of the year. This will allow for further analysis of the effectiveness of the website and its place in the Stage 4 History program. This is particularly important given the problems encountered and changes implemented after the initial test.

In terms of the use of technology, this has provided both myself and the site school with the opportunity to practice new skills, and has contributed to discussion within the HSIE department about incorporating different technology in a variety of year groups and subject areas.

A significant concern at the beginning of this action research was the nature of using school computers for extended periods of time. This concern focused on access to computers, the stability of the school system, and the different levels of computer skills within the class. While access was not a problem with the initial trial, pressure on school resources was clear as other subject teachers were 'locked out' of their access. With the revised assignment it is hoped that this situation will be partly resolved with less time being required. The school system was stable throughout this assignment period, but may pose difficulties at any stage.

In terms of students' skill in using the computers, the majority were comfortable with this task and required little instruction on navigating the site and moving between links. Those who did require some assistance quickly learnt and were able to work independently.

The task of modifying the site was less difficult than expected, and the set up on the school server, while cumbersome, does allow for future modifications without outside assistance.

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8. Conclusion

In reflecting on this action research, I am acutely aware of the difficulties in creating such a project in isolation. Without support from both the University and site school, my personal lack of technological skills would have prohibited the creation of the webpage.

However, the act of undertaking research while continuing as practitioner was both rewarding and enlightening. I was able to reflect on my own practice as a necessity rather than a luxury, and the connection with the students involved was a wonderful experience, with shared responsibility motivating them much more than a threatening deadline could.

In practical terms the website has been provisionally adopted as part of the Stage 4 History program and I believe it met the aims of drawing together many elements of the course in an engaging manner - difficulties not withstanding.

As with many experiences in teaching, time proved an enemy. However, in understanding the need to fit teaching and learning strategies into timetables, and to fit additional projects into the working day I was pleased with the work produced by the students and with the modified webpage and work book as they currently stand. I look forward to reviewing them at the end of the year with the assistance of a colleague and a new class of students.