I finished collecting data on November 25th. I wanted to collect my data before I posted on my blog.
My data is telling me that many of the student’s fluency scores went down after using iTalk in the classroom for four weeks. 13 out of 23 scores increased, one student’s score stayed the same and 10 out of 23 went down. What I am interested in knowing is whether the students “actually” used the iTalk app to record and listen twice a week. Being an educator I understand the circumstances of asking students to do something and the reality of the students “actually” doing it. If students are pulled during the iTalk time for tutoring, those students may not have had time to record and listen.
|before iTalk||after iTalk|
I think my data is a good example to not rely on one method of teaching and learning. Using iTalk may have helped 13 students increase their scores, but it did not necessarily help the other 12 students. Those 12 students may need another method of fluency instruction.
By sharing the data with my colleagues, they can make the decision on whether they would like to invest in the time and technology to use the app in their classroom. The teacher who agreed to be part of my research feels her students are still interested in using the app and she plans to continue to use it as a choice during her daily 5 time.
On a side note, I feel the student’s recordings are a great source for teachers to get a feel for reading skills. Recordings could also be shared with parents during parent/teacher conferences. By listening to student’s recordings, I was able to get a sense of their reading capabilities. If a student was trying to race through and read or taking their time, as a classroom teacher, I could later meet with that student to discuss his/her reading needs.