Running Head: Student Engagement Through Social Media

Heather Clark
September 1, 2013
Dr. Jo Williamson Advisor
Fall 2012
Student Engagement Through Social Media








Student Engagement Through Social Media 2

Setting/Context
New Manchester High School is the newest high school in Douglas County. It opened in
fall of 2011 and promoted being a 21
st
century technology school. New Manchester High
School has 102 classrooms and 1,975 students. The school is comprised of 61% African
American, 8% Hispanic, 29% Caucasian, 1% Asian American and 1% other. The school has
60% of its student population on free/reduced lunch. The school has an 18:1 student/teacher
ratio average.
The classroom I will use for this study will be a Math 2 repeater class. This is a class for
junior students who have previously failed the sophomore class of Math 2, which is required for
graduation. The class will be comprised of 27 students who are repeating Math 2, and 1 teacher.
The students are 93% black, 5% Caucasian, 0% Hispanic, and 2% other. The class will be made
up of 90% males and 10% females. 30% of the class has an Individual Education Plan for math
requiring testing and instruction accommodations. The teacher has two bachelor degrees, and
currently working on her Masters degree completion. The Teacher is highly qualified to teach
mathematics grades 9-12. The classroom will have 32 desks, 1 Promethean Board, 1 White
Board, 1 projector, 1 laptop computer, and access to 32 netbooks.
For the 2012-2013 school year, New Manchester High School scored above the state average in
Math 2.
Capstone Problem/Rationale
After a brief poll of Math 2 teachers, it was determined that the students in Math 2
repeater class my class failed Math 2 the first time primarily because of failure to do their
homework or review key concepts outside the classroom. Completion of homework or review of
classroom topics and concepts assists in retention and helps the student build upon previously
learned knowledge. If this review does not take place, it can hinder the students ability to
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progress in the classroom. According to Gill and Schlossman (1996), "leading educational
spokespersons have celebrated homework as essential to raise educational standards, foster high
academic achievement, upgrade the quality of the labor force, and link family and school in a
common teaching mission" (27). Research supports the implementation of homework to help
students manage tasks, increase motivation within the classroom, opportunities to retain
information, and students can learn to cope with distractions and difficulties (Corno and Xu
2004; Coutts 2004; Xu and Corno 1998). However, Cooper (2001) takes the homework debate a
step further and discusses the role of the teacher in assigning homework. He states that teachers
must use their content knowledge and familiarity with their students to assign homework that
will engage the students, not just assign tasks or busy work. Chen (2009) discusses those
students who actively engaging in homework assignments are more likely to advocate for their
own learning. Black (1996) stated that schools that regularly assign homework had
substantially higher rates of student achievement. Further Paulu (1998, p.1) states, Student
achievement rises significantly when teachers regularly assign homework and students
conscientiously do it, and the academic benefits increase as children move into the upper
grades.
Research supports the regular assignment of homework to help students advocate for
their own learning, assist student achievement, promote good time management and coping
skills, among other benefits to students. Since math is a subject that is taught through
scaffolding, the benefits for homework are greater. The National Council of Teachers of
Mathematics (NCTM) Principles of Learning that states that students must learn mathematics
with understanding, actively building new knowledge from experience and prior knowledge.
McMullen (2010) found that that one extra hour of mathematics homework per week improves
mathematics achievement by 0.179 standard deviations. This change is large enough to move a
student from the 50th percentile of math achievement to the 57th percentile over the course of a
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school year. Finally, Kinsantas, Cheema, and Wares (2011) findings show that achievement
gaps diminished with the increase in availability of homework resources.
Since the research shows a benefit to the use of effective homework assignments, as well as a
correlation in math between homework and student achievement, I propose to use technology to
engage my students outside the classroom. This approach will encourage student participation
through engaging technology tools as well as support our School Improvement Plan. Pomerantz
(1997) found that the use of effective technology can motivate students to learn mathematics and
engage in lessons. Further Kim, Grabowski, and Song (2003) outlined that using web tools and
web based resources leads to active student learning. Speckler (2008) states that web-based tools
improve students success rates, including higher levels of success specifically in mathematics
courses.
Objectives
Research clearly shows a benefit to students completing relevant, engaging homework
assignments outside the classroom. To support our school improvement plan, I plan on using
technology to motivate the students to complete their homework. Social media is an engaging
technology tool for students. When used effectively, it can motivate and engage the students in a
positive manner. I plan on using social media as a platform for my students to complete their
homework. Specifically, I plan on using Twiducate, a platform supported by Twitter, to help
students complete their homework and help students collaborate with their peers. I will compare
my test scores with a class that will use traditional paper and pencil homework assignments as
well as a class that will not be assigned homework.
Deliverables include
Acceptable use policy
Student technology survey
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Screen shots of Twiducate student activity
Examples of student work on Twiducate
Survey of students in other classes regarding homework
Teacher professional development survey.
Standards
1.1 Shared Vision Candidates facilitate the development and implementation of a shared vision for the use of technology
in teaching, learning, and leadership.


1.2 Strategic Planning
Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused
strategic plans.


2.1 Content Standards & Student Technology Standards
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences addressing
content standards and student technology standards.


2.2 Research-Based Learner-Centered Strategies
Candidates model and apply a variety of research-based, learner-centered strategies when designing and implementing
technology-enhanced learning experiences.


2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making
appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon
an analysis of learner characteristics, including readiness levels, interests, and personal goals.


2.6 Instructional Design & Technology Integration
Candidates apply research-based best practices in instructional design and technology integration when designing and
implementing technology-enhanced learning experiences.


2.8 Data Analysis
Candidates model and facilitate the effective use digital tools and resources to systematically collect and analyze
student achievement data, interpret results, communicate findings, and implement appropriate interventions to
improve instructional practice and maximize student learning.

3.1 Classroom Management & Collaborative Learning
Candidates model effective classroom management and collaborative learning strategies while using technology in
a variety of learning environments to maximize teacher and student use of technology tools and resources.


3.2 Managing Digital Tools & Resources Candidates model effective strategies to manage and use a variety of
digital tools and resources to support the mission, vision, and goals of the school.

3.6 Selecting & Evaluating Digital Tools and Resources
Candidates collaborate with teachers and administrators to locate, develop, select, and evaluate digital tools and
resources appropriate for teaching and learning and compatible with the school technology infrastructure.

4.1 Digital Equity
Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-
related best practices for all students and teachers.

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NETS-T technology standards

1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate experiences that advance student learning, creativity,
and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and
thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments

2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes
identified in the NETS S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own
learning, and assessing their own progress.

c. Customize and personalize learning activities to address students diverse learning styles, working strategies,
and abilities using digital tools and resources

3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional
in a global and digital society.

b. Collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate,
and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior intheir professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including
respect for copyright, intellectual property, and the appropriate documentation of sources.

c. Promote and model digital etiquette and responsible social interactions related to the use of technology
and information

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5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective use
of digital tools and resources.

a. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision
making and community building, and developing the leadership and technology skills of others

d. Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their
school and community

Project Narrative

Through informal discussions with my Math 2 cohort common core team, it was agreed
that the biggest challenge to students not passing the Math 2 class was the failure of students to
complete homework assignments. This was ascertained through discussions with previous Math
2 teachers and dialogues with the students. Studies suggest, as noted above, that homework
motivates students, contributes to student success, and promote students to advocate for their
learning. Further, it is especially important for math students to do homework because math is
based on earlier knowledge and mastery of previous concepts. However, student engagement in
homework is generally low with the population of Math 2 repeaters that I will be teaching. In
order to increase student achievement through participation in homework, I will use technology,
which supports our school improvement plan, specifically social media to engage students. My
goal is to have a goal of student improvement on common district assessments of 5% above the
traditional paper and pencil homework class and 10% above the class with no homework. As a
result, I would set a goal of student growth of 20% from pre-test and post-test data. In our
school, our demographic would typically prefer to appear bad rather than stupid. This has been
reported by many students who frequently get into trouble and require administrative referrals
for discipline. With the implementation of Twiducate in my Math 2 repeater class, I would set a
goal of 10% lower rate of student referrals due to increased student engagement within the
classroom. The idea is that students will participate in their homework and thus, understand
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concepts and carry them over into class. By doing so, this would decrease the referral rate as
students become engaged in the classroom and achieve higher grades.
Twiducate is an online web-tool that is supported by the social media site Twitter. It
allows teachers to create classes and logins for their students. It also permits the teacher to post
videos, embed documents, and audio. Students may log in and participate or begin online
discussions pertaining to a specific topic or class assignment. In order to get students involved
outside the classroom in homework assignments and content review opportunities, I will use
Twiducate to post assignments. The students will have the opportunity to respond to the teacher
as well as each other and collaborate with their peers. As a result, I would like to see a 75%
student participation in Twiducate by the end of the class. The site will be monitored by the
instructor and the students will be graded on their contributions to the site.

Timeline
Date Outcome
August 12, 2013 Distribute student home internet/device survey and acceptable use policy.
August 16, 2013 Survey and acceptable use policy due.
August 19, 2013 Introduce Twiducate to students.
August 30,2013 Have student login information distributed and first assignment posted.
September 13,
2013
First assignment due and graded for accuracy and participation.
September 27,
2013
Second assignment due and graded for accuracy and participation.
September 30,
2013
First data analysis. Outline student participation increase from August 30,
compare test results from other course.
October 10, 2013 Third assignment due and graded for accuracy and participation.
October 24, 2013 Fourth assignment due and graded for accuracy and participation.
October 28, 2013 Second assignment data analysis.
November 7,
2013
Fifth assignment due and graded for accuracy and participation.
November 22,
2013
Sixth assignment due and graded for accuracy and participation.
November 25,
2013
Third assignment data analysis.
December 10,
2013
Math 2 EOCT
January 14, 2014 Data analysis for EOCT scores.
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Resources
1. Classroom projector
2. Classroom laptop
3. Classroom screen
4. Classroom desks
5. Student access to internet at school
6. Student access to internet at home
7. Student technology device at home
8. Parent signed technology acceptable use policy
9. Youtube login information
10. Twiducate login information
11. Teacher technology access at home
12. Teacher technology device access at home.
Most of my materials I currently possess as part of my classroom. Because New
Manchester High School is a 21
st
century technology school, students will have the opportunity
to log in during school hours to complete their assignments. Students must, however, bring their
own technology device. Many of my resources have also been acquired as a result of personal or
professional acquisition, such as various login information or technology device possession. I
will require parents to participate and complete survey forms as well as assist their child in the
completion of their homework assignments at home if necessary.
Evaluation Plan
To evaluate student achievement through the use of social media I will use statistical
analysis, including standard deviation, percent increase and decrease, and normal distribution, to
measure student growth and concept mastery compared to other two other classes. I will
determine percentage increase of student participation at three periods throughout the semester
using percent increase/decrease formulas. I will compare test scores on common district
assessments at three periods throughout the semester with the other classes. Data comparison is
commonly done in my school within Common Core Teams to determine which concepts will be
retaught and discuss student mastery. I will compare EOCT test score averages at the end of the
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semester. Out county distributes EOCT scores at the end of each year for the six high schools in
the county to compare data. I will use the data from the other schools and compare it to my
class. The tools I will use to calculate the statistics are a TI-30XIIs calculator and my knowledge
of statistical analysis.
The statistics I would like to see include:
A student improvement on common district assessments of 5% above the traditional
paper and pencil homework class and 10% above the class with no homework.
A student improvement of 20% from pre-test and post-test data.
A student improvement of 20% on the EOCT from the students previous years scores.
A 10% lower rate of student referrals due to increased student engagement within the
classroom.
A 75% consistent student participation in online activities.
Student increase in participation by 20% each month.

I would also measure the successfulness of my project by the feedback offered by other
teachers. I plan on demonstrating my use of Twiducate in the classroom to teachers in
professional development and present my findings to them. I will ask them to complete a survey
on how successful they find the tool, if it would help their classes, and if they would feel
comfortable using the technology in their classroom on a regular basis.









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Reference
Black, S. (1996). The truth about homework. American School Board Journal, 183(10), 48 51.
Chen, G. (2009, January). Top ten homework tips for parents. Public School Review. Retrieved
May 22, 2013 from http://www.publicschoolreview.com/articles/68
Cooper, H., & Valentine, J. C. (2001). Using research to answer practical questions about
homework. Educational Psychologists, 36, 143-153.
Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on
homework, 1850-2003. Theory Into Practice, 43, 174-181
Kim, Y., Grabowski, B.L., & Song, H. (2003). Science teachers perspectives of web-enhanced
problem-based learning environment: A qualitative inquiry. Retrieved from ERIC
database. (ED475713)
Kinsantas, A., Cheema, J., & Ware, H. (2011). Mathematics achievement: The role of homework
and self-efficacy beliefs. Journal of Advanced Academics , 22, 310-399.
McMullen, S. (2010). The impact of homework time on academic achievement. Retrieved from
http://www.academia.edu
National Council of Teachers of Mathematics. (2000). Principles and Standards for School
Mathematics. Reston, VA: Author.
Paulu, N. (1998). Helping your students with homework: A guide for teachers. Washington, DC:
US Department of Education, Office of Educational Research.
Pomerantz, H. (1997). The role of calculators in math education. Prepared for the Urban
Systemic Initiative/Comprehensive Partnership for Mathematics and Science
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Achievement Superintendents Forum. Retrieved from Texas Instruments website:
http://education.ti.com/sites/ US/downloads/pdf/therole.pdf
Speckler, M.D. (2008). Making the grade: A compendium of data-driven case studies on the
effectiveness of MyMathLab and MathXL. Retrieved from MathXL website:
http://www.mymathlab. com/makingthegrade_v3.pdf
Xu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers
College Record, 100(2), 402-436.