A Case for Story: Learning Technologies in K-12 Environments

1
A Case for Story Learning Technologies in K-12
Environments

• Points on the Qualitative Path
• Sharon L. Comstock
• Graduate School of Library and Information
  Science
• University of Illinois, Urbana-Champaign

2
From Folktales to Tales of Folk

• It all begins with a story.
• Research opportunity as an evaluator on a NSF
  project in high schools
• Eureka! There are folk in them there hills
• Story as authenticating evidence that fills gaps
  in data gathering where science and story meet.

3
Research Realty Location, Location, Location

• Graduate Fellows In K-12 Education
• (Funding agency NSF)
• Multiliteracies Cybraries in K-12 Libraries
  (Funding Australian Research Board)
• Center for School Improvement, University of
  Chicago, Web Institute for Teachers (FundingU of
  C, CSI)

4
What is GK-12?

• Nation-wide, NSF initiative
• Advanced graduate students in Science,
  Mathematics, Engineering, Technology (SMET)
  disciplines
• SMET teachers in K-12 settings
• Technology-enriched classrooms, integrating
  computer-based modeling, visualization, and
  informatics

Photo by S.L. Comstock
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So, Who are the GK-12?

• Computer scientists in pre-calculus and biology
• Molecular biologist in honors biology
• Biologists in advanced placement and regular
  biology
• Mathematicians in after-hours, vocational school
  math classes

Photo by S.L. Comstock
6
Evaluation A Mixed-Method

• On-site observation
• Structured formative online surveys
  (http//www.ncsa.uiuc.edu/Divisions/eot/gk12/evalu
  ation.html)
• On-site Video and photography
• Artifacts
• Unstructured interviews

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I thought you said something about a story?

• Surveys are limited tools
• Unstructured interviews, coupled with site
  visits, seem to answer the how of technology
  integration
• Story fills the gaps in formative evaluation

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Storytime

• The narrative approach notes taken, later
  written, reviewed with subject
• The taped interview transcribed verbatim
• Sample of online data this year

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Interpretative Art

• Case study as bounded object
• Ethnographically informed
• The holistic researcher
• Resulting narrative and creating of meaning
  reader as co-discoverer
• Balancing paradox participant/observer
  teacher/learner scientist/storyteller

Photo by S.L. Comstock
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Tit, tat, tout

• Reaching beyond disciplinary boundaries If you
  partition a problem along discipline lines, your
  solution can be wrong, Prof. Peggy Miller.
• LISs role in studying how technologies are being
  used in real-world situations
• My role as a collector of stories

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this tale has yet to be played out!

• Textual analysis of data, using ATLAS software
  and motifs/tale types to more deeply identify
  patterns and significance
• More in-depth interviews with widening circle of
  students, fellows, teachers, and administrators
• Inclusion of learning in K-12 cybraries and
  teacher development initiatives

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Selected References

• Ceglowski, D. Thats a good story, but is it
  really research? Qualitative Inquiry Thousand
  Oakes June 1997 Vol. 3, Issue 2, pp 188-201
• Denzin, N. K. Lincoln, Y. S. (Eds.). Handbook
  of Qualitative Research, Thousand Oaks, CA SAGE
  Publications, Inc.
• Glesne, C. Peshkin, A. (1992). Being there
  Developing understanding through participant
  observation. Becoming Qualitative Researchers An
  Introduction. White Plains, NY Longman, 39-61.
• Mixed Methods Handbook for Evaluations (1997).
  Frechtling, J. L. S. Westat, eds. Division of
  Research and Evaluation, NSF. Washington, D.C.
  (http//www.her.nsf.gov/HER/REC/pubs/NSF97-153/STA
  RT.htm.)