This collaborative action research project was conducted in a second-grade classroom to determine the impact that digital web-based tools would have in helping a school media coordinator scaffold her students’ understanding of productive versus non-productive questions. The digital tools Kahoot, Quizizz, and Socrative were used by the students to help them recognize the difference between productive and non-productive questions, as well as supporting them in the ability to generate their own productive questions. While results related to student learning outcomes showed minimal increases, the researchers found that the iterative and reflective nature of the action research cycle enabled the media coordinator and researcher to refine their original choices of digital technology based on formative assessment in the action research cycle to select the digital tools that best fit the context of this specific learning environment. These findings offer further support for the use of collaborative action research as a means to assist educators in choosing the right digital tools to meet their students’ learning needs.
Recommended CitationCadieux Boulden, Danielle; Hurt, June W.; and Richardson, Mary Kathleen. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. i.e.: inquiry in education: Vol. 9: Iss. 1, Article 2.
Retrieved from: https://digitalcommons.nl.edu/ie/vol9/iss1/2