action research presentation
TRANSCRIPT
Crossing Boundaries ...
Wednesday, August 1, 2012
CROSSING BOUNDARIES: SHARING KNOWLEDGE
IN AN ONLINE COMMUNITY FOR
JAPANESE CHILDREN IN THE U.S. AND IN JAPAN
Mie BuskirkELT 650-653 Collaborative Action Research
M.A. in Learning TechnologiesPepperdine University
Wednesday, August 1, 2012
Connect Japanese Children in the U.S. and in Japan
Wednesday, August 1, 2012
Tie ZPD (Zone of Proximal Development) to My Action Research
Wednesday, August 1, 2012
Use Wikispaces for Collaborative Online Learning
This is an example of messages exchanged between Japanese children in the U.S. and in Japan. A student at Tokorozawa Elementary School posted his research about 50 states of the U.S. and asked a question which is the largest state in the U.S.
Wednesday, August 1, 2012
Student-centered Learning in Cycle One
Japanese students in the U.S. and in Japan participated in a collaborative online class to research Universal Design (ユニバーサル デザイン). They posted their research results and exchanged their ideas and information.
Braille block Slope for physically
challengedBathroom for physically challenged
Wednesday, August 1, 2012
Peer-to-peer Interactions in Cycle Two
Japanese students in the U.S. and in Japan participated in a collaborative online class to research American geography, American culture, American industry, and American politics and space development. They posted their research results and exchanged their ideas and information.
Wednesday, August 1, 2012
Japanese Student’s Academic Interests
Data Analysis and Evidence:
1. Both Japanese children in the U.S. and in Japan preferred to exchange messages with their own schoolmates.
2. Japanese children in Japan posted their responses on a particular Japanese student’s message. She posted the message about Thanksgiving Day in the U.S.
Wednesday, August 1, 2012
Share knowledge within a group in Cycle Three
Japanese students in the U.S. and in Japan participated in a collaborative online class to research exchanges between Japan and the countries of the world. They posted their research results and exchanged their ideas and information.
Eunice Kennedy Shriver and athletes in Special Olympics
Kabuki performance
FIFA World Cup
Wednesday, August 1, 2012
Action Plans, Analyses, and EvaluationCycle One Cycle Two Cycle Three
Action Plan
Qualitative Analysis
Evaluation of Qualitative
Analysis
Quantitative Analysis
Evaluation of Quantitative
Analysis
Student-centered Learning
Peer-to-Peer Interactions Building Knowledge
Basic Japanese writing skills
Use of Social Studies terms
Intermediate to Advanced Japanese
Writing Skills
Lack of sentence structure
Sentence structure with
basic expressions
Some Students can write and exchange
ideas and information.Frequency of exchanging messages
Frequency of exchanging messages
Frequency of exchanging online
messagesExchanged with
Schoolmates.Very few exchanges with
a partner school.
Continued exchanges with Schoolmates.
Some Students can exchange ideas and
information with a partner school.
Wednesday, August 1, 2012
Final ReflectionCROSSING BOUNDARIES ...
Sharing Knowledge in an Online Community for Japanese Children in the U.S. and in Japan
FINAL REFLECTIONMy action research ended here and could not continue to the next cycle at this time. However, I learned much from this action research that Japanese children’s motivation in learning was more complex than what I expected. Because of the diversity in academic interest, it is difficult for them to build their confidence and knowledge in Japanese learning. I made every effort to reach the outcomes that I expected. Although the research showed limited findings and results, I felt I could continue my action research further to find out more about the learning behaviors and motivation of Japanese children in the U.S. It is my quest to inspire Japanese children so that they can gain confidence and build knowledge for Japanese learning.
Wednesday, August 1, 2012