Action Research Outline Assignment
ADL Focus: Empowering Teachers through Video Production Skills
I. What is the topic of your action research?
The topic of my action research is the development of video production skills and enhanced collaboration among teachers and how it impacts integrating these skills into classroom practices and empowering students as communicators and digital creators. To prepare students for the demands of the 21st-century workplace, educators must be proficient in video production skills and be able to integrate them into their classroom practices (Teo & Tan, 2012)
II. What is the purpose of your study?
This research study aims to establish a significant learning environment in which teachers acquire video production skills, enhance their collaboration and leadership abilities, and empower their students to become effective communicators and digital creators. This study is crucial because it will equip teachers with essential skills and enable them to foster a learning environment that encourages creativity, communication, and digital literacy among students.
III. What is your research question?
How does developing video production skills and enhanced collaboration among teachers impact integrating these skills into classroom practices and the empowerment of students as communicators and digital creators?
IV. What is your research design? (Qualitative, Quantitative, or Mixed Methods)
This study will employ a mixed-methods approach, combining both qualitative and quantitative data. This design will allow for the analysis of numerical results while also capturing the nuances of teacher collaboration, leadership development, and the integration of video production skills into classroom practices (Liu & Lin, 2018).
a. Why did you choose this design?
I chose this design because it provides a comprehensive understanding of the impact of video production skills and teacher collaboration on classroom practices and student empowerment. In addition, this approach will enable me to analyze quantitative data and qualitative insights, offering a more in-depth understanding of the research question.
V. What data will you collect?
The data I need to collect includes the following:
Pre- and post-assessment surveys measuring teachers' video production skills, collaboration, and leadership abilities.
Observations of teacher collaboration during professional development workshops and planning sessions.
Student work samples showcasing their video production and digital creative projects.
VI. What types of measurement will you use?
For quantitative data, I will use pre- and post-assessment surveys to measure the improvement in teachers' video production skills, collaboration, and leadership abilities. For qualitative data, I will use observation notes to record instances of teacher collaboration and analyze student work samples to assess the quality of their video production and digital creative projects.
VII. What is the focus of your lit review?
Video production skills not only enhance teachers' abilities to create engaging content but also empower students as they become creators and communicators in the digital age (Teo & Tan, 2012). In the literature review section,
I will focus on the following constructs that are relevant to this research study:
The importance of integrating technology and multimedia tools into education.
The role of video production skills in enhancing teachers' abilities to create engaging content and empower students.
The impact of collaboration and leadership among teachers in promoting digital literacy and fostering a significant learning environment.
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools, 44(4), 663-689. https://journals.sagepub.com/doi/abs/10.1177/016146810710900401?journalCode=tcza
Liu, S. H., & Lin, C. H. (2018). Preparing pre-service teachers for the digital age: A qualitative study of integration of digital tools into teacher education programs. Journal of Educational Computing Research, 56(6), 893-918. https://pubmed.ncbi.nlm.nih.gov/33487731/
Teo, T. & Tan, L. (2012). The theory of planned behavior (TPB) and pre-service teachers’ technology acceptance: A validation study using structural equation modeling. Journal of Technology and Teacher Education, 20(1), 89-104. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 2, 2023 from https://www.learntechlib.org/primary/p/36090/.
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. Pergamon. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=dGbnrioAAAAJ&citation_for_view=dGbnrioAAAAJ:ufrVoPGSRksC