NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1171738
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2154-6282
Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report
Cadieux Bolden, Danielle; Hurt, June W.; Richardson, Mary Kathleen
i.e.: inquiry in education, v9 n1 Article 2 2017
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 nonproductive questions. The digital tools Kahoot, Quizizz, and Socrative were used by the students to help them recognize the difference between productive and nonproductive questions, as well as support them in the ability to generate their own productive questions. While results related to student learning outcomes showed minimal increases, 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.
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A