In the middle of the year, I embarked on a (short) journey, with students, to determine what methods of learning vocabulary were most effective. I wanted to reinvigorate my understanding of tech as a tool for engagement and learning in the way that @edtechteacher21 and the T21 Program had talked about. (Tech as tool- Tool List – One of my favorite resources.) We started with all of the technology I could possibly integrate, and whittled our way down to old school flash cards, no iPads allowed. (Disclaimer: This is NOT some peer-reviewed longitudinal study, but I do think it’s interesting…and for a teacher as researcher study, I don’t think it’s half bad.)
Every week for three weeks, students learned five new words focused on their usage within the context of The Call of The Wild. I wanted to minimize the variables with the words, I figured limiting the number of words the students were expected to learn might help that.
Each week students worked with the words and technology in different ways.
Week 2– Words on Quizlet Only
Week 3– Words on hard copy notecards only!
So, first of all, the students struggled with the vocabulary. I’m not necessarily proud of that fact, but that’s just the way things are at times, particularly in 7th grade. (Despite having only 5 words a week we still couldn’t beat 70% average on the summative quiz.)
All students took a self-paced 8 question multiple-choice Socrative quiz on three consecutive Fridays. There were 72, 67, and 70 students involved in the Socrative quiz respectively and the results are shown in the most simplistic bar graph imaginable to the left. (I still needed help from multiple roommates, in particular, @ZavaskiMD ). The descending numbers show how student scores decreased as I removed technology from the equation.
I have a lot of thoughts, on this preliminary data, and I probably should have continued this study longer, with fewer variables, so that I could have more conclusive evidence. I do think that the data does help to show that when students engage more fully (read: authentically) with words (or really anything academic) they are more likely to retain the information. In this case, it is hard to tell if the group work or the actual technological actions of filling out a graphic organizer with web images was more useful. I like to think that it was a combination. The students were able to talk out their understanding of the word using the graphic organizer in notability as well as insert photographs they found on the internet (or in the example above that they drew) that represent the definition. This personalization of the vocabulary words through notability was the crucial piece, and the Quizlet was a nice addition for students to continue studying.
The conclusion that I came to here, is not that technology use increases student scores, but that authentically integrated technology that increases student discussion and engagement with the material is effective. Technology is not the beginning or the end; it’s a tool to help drive student engagement, and therefore learning.