Design Your Methodology
Generate a model that can be applied in classrooms--the strategies by which technology will be applied (e.g., eMINTS operated from an inquiry-based model of learning). Decide which technology supports the model. Ask stakeholders, "If you could have the ideal set-up in terms of technology, what would be necessary to make that work?" You can select "structured" technologies such as vendor-based products or drill-and-practice software that may take over the "teaching," or as eMINTS decided, less structured technologies that keep the teacher teaching (MS Office, Inspiration, generic tools that are not subject-specific). Decide if you want students to learn "from" technology (e.g., drill and practice) or "with" technology. Plan for supporting details that will be needed to implement the chosen technology-enhanced model: technical support, professional development support, etc.
Once you have defined your program ("intervention" in research jargon), you need to design methods and measures for the research on that intervention. The What Works Clearinghouse recommends some specific designs, but states may need additional hired expertis. Set up appropriate designs to meet the What Works Clearinghouse's recommended criteria (e.g., construct validity). The selected design follows and is dependent on the intervention and the questions that have been asked. Based on the problem, decide on your unit of analysis (individual students, whole class, content area, grade level, school, and district). You may start by developing a comprehensive wish list of desired data and end up prioritizing the top or most important data to gather to answer your research questions. eMINTS program leaders had a list of ten or more kinds of data they thought were important to collect and investigate, but only selected a few to focus on in their first reports. As a rule of thumb, plan to collect more data than you think you can use and as much data as you can afford. This data includes demographic information about students who receive the intervention and any students in control groups (i.e., free and reduced lunch status, SES). You may want to use such data later even if not initially planned for (e.g., the state board asks a question that was outside of your selected set--"Did you also find out if...?").
As part of your design process, you need to carefully consider your major questions, the data you will collect, possible outcomes, and potential interpretations of the results. It is essential to consider what comparisons you will need to make, what types of differences you wish to investigate, and how to gather the data to do this. Do you need baseline data before the program begins, so you can say how much change has resulted? Do you need comparison ("control") groups who don't participate in the program, so you can compare the impact of the program to other approaches? If you do, how can you insure that the groups were comparable to begin?
Examine components for design to take place. Negotiate protocols that have to take place for analysis to happen (e.g., establish a scheme for numbering students, create unique or confidential identifiers,). You may need to plan for protection of human subjects and go through a human subjects review process.
RESOURCE: What Works Clearinghouse: http://www.w-w-c.org
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Chapter Summary Frequently Asked Questions Steps to Implementing SBR Recommendations |
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