Automated system test schedule
Abstract
This mixed-methods action research examines whether professional development on digital classroom management improves student behavior in terms of digital-respect, time-on-task, and student-engagement. The study took place at an elementary school in the suburbs of a large midwestern city were students were not reaching their potential as digital citizens. Data from a six-week intervention program, which engaged fifth-grade teacher participants in a three-hour professional development session on digital classroom management, was used to understand if student behavior would change post-intervention. Data was collected via classroom observations, teacher surveys, and teacher questionnaires. Quantitative data was analyzed via descriptive statistics while qualitative data was analyzed via an inductive approach. The major findings showed that student behavior positively changed; specifically, digital-respect, time-on-task, and engagement improved. Implications highlight the importance of teachers receiving professional development on how to manage student technology use. Although students may receive a personal device for learning, this does not mean they are ready to learn with this tool. Students need guidance to be successful digital learners and teachers can provide such guidance by integrating digital classroom management into their daily instruction.
Jennifer Santamaria is an upper elementary teacher in Minneapolis, Minnesota. She has been invested in student centered education grounded in theory and practice for over a decade. As a new teacher coach, she strives to support teachers in classroom management and surviving the first year of teaching. Her most recent work aims to understand how teachers can confront and change their craft to meet the needs of todays students. She resides in Minnesota with her two young children and husband.