Engagement with an Educational Issue

Engagement with an Educational Issue INTRODUCTION 1 MAIN BODY1 Educational Issues in Chosen Article:1 Problems relevant to teaching methods: 2 Methods for data collection:3 Mathematics learning activity of 4th grade student in Australia 4 Implications for teaching practices: 5 Revision on activity based learning: 5 REFERENCS7 INTRODUCTION Educational action research by teachers using different research methods has tended towards reflective accounts of endeavours to achieve pedagogic change (Nind & Lewthwaite, 2018). This paper performs a close, critical review

Engagement with an Educational
Issue

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Educational Issues in Chosen Article:.........................................................................................1
Problems relevant to teaching methods:......................................................................................2
Methods for data collection: .......................................................................................................3
Mathematics learning activity of 4th grade student in Australia.................................................4
Implications for teaching practices:.............................................................................................5
Revision on activity based learning:............................................................................................5
REFERENCS...................................................................................................................................7

INTRODUCTION
Educational action research by teachers using different research methods has tended towards
reflective accounts of endeavours to achieve pedagogic change (Nind & Lewthwaite, 2018).
Evans et al. (2017) argue that the ownership of research by teacher and student is fundamental in
enhancing research-integrated learning. The integration of research and pedagogy in higher
education can provide significant ways of developing the students learning proficiency
(McLinden et al., 2015). Strengthening the links between research and teaching can be
investigated in the context of Jane Hunter’s (2015) article on high possibility classrooms as a
pedagogical framework. This paper performs a close, critical review of the article and locates its
recommendations to enhance learning practice in an Australian Curriculum Lessons for Stage 4
(Year 7) Mathematics Problem Solving Lesson: Bryony’s Triangle (Fractions) (see Appendix) to
increase student engagement with technology integration.
MAIN BODY
Critical summary-
The issue is being completely explain in the article. The article draws keen attention on the
teaching practices which is being adopted by the teachers in Queensland. It lays emphasis on the
community members, caregivers and indigenous students. The researcher has made keen
research on the defined area. The research methodology which has been used in the article is
participatory action research. This is the best method to be used to analyse the issue which is
going in North Queensland catholic school system.
Qualitative research study was being used in the study. In this they made use of semi-structured,
open ended interview. Students, parents and caregivers were also being involved in this.
The interview which was being placed was recorded in the audio and was also transcribed.
Thematic analysis was used by researchers and coding in it was also used.
However, the lesson plan fails to address any concept of social, cultural, and historical
significance of story-telling. This omission implies that this knowledge is solely developed
through the dominant Eurocentric English discourses
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Educational issues that arose during the review of update in technology which can be viewed are
teachers are not familiar with the technological updates they are unable to prepare a lesson plan
and explanation strategy is not so strong as per the view of students, they are not using the
technological update as they must be done by the teachers, topic covered is less explanation done
is not appropriate there are many things missing in the data terms used in presentation is very old
fashioned and are not updated(Bergdahl & Langmann, (2018)). There are many relevant issues
like creativity is not seen from the educational instructor this restricts the growth and
development of the students, students find it very boring and irrelevant which does not attract the
students. Students are not comfortable with the teaching practices as teachers are not able to
operate computers and projectors this consumes more time. Specific digital resources used are
not appropriate up to the student’s perspective. Many of the times technological faults appear as
students do not get connected with the server which creates a chaos between students. Some of
the students find the use of laptop as a difficult task as they do not manage to access internet.
In the opinion of teacher, the use of technology will waste a lot of time in completing a
small task. Teacher suggests that it is a good way for the technological advancement and can be
beneficial to students as students are short tempered and gets frustrated easily with the improper
functioning of the internet. A group task confuses students with the agenda they need to carry out
in group task. Some students do not open up easily as they are not familiar with the technological
updates. Which can decrease their value and grades(Biesta, (2017)). Some teachers thinks that it
gives student a direct approach and does not help in the personal development of the students as
everything can be available easily, no hard work can be seen which does not helps in
development of students. To bring about student centred classroom advancement in technology
was to generate awareness between students and deliver the best results in teaching. Encouraging
students for the development of the subject core and enhancing skills which can help in
development was a difficult task to achieve as internet provides an easy access to the techniques
and technology.
Problems relevant to teaching methods:
Explaining the problem which can be relevant to our method of teaching are explained
undersigned:
Critical thinking: thinking can only be developed by providing a direct approach to the problem
many of the teachers think with the chosen curriculum they can enhance knowledge but lack in
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developing skills in with the content. Critical thinking will help the students to grow with a
positive approach towards the problem. Development of skills can build the positive attitude and
improve the thinking skills of the firm. Critical thinking is a major issues with the students as
they are fed with the content already created, if strategy to improve is made by the development
of skills and better learning activities they will develop many options of being a leader and
develop a critical thinking strategy(Callison & et.al., (2019)).
Co-relation with real world: things seen on virtual world is very much different from the real
scenario. Things get muggles up with in the real world as online references are not similar to real
world. A co-relation is not seen, students need to develop a strategy with the online content and
must implement in the real world assessment given must be given on the facts and figures which
gives a realistic approach which can help students to grow and develop. Complexity is a problem
related to the students which can be overcome by a deep learning process which can develop the
students. Students lack with the skills and are not able to approach difficult tasks which needs to
be developed. Direct approaches are not seen with the students(McKay, (2018).
Bureaucratic problems: these are the problems which have complex procedures which students
are not able to address it properly the complexity is high but the solution provided is a direct
approach to the problem a step by step approach is not developed a step by step solution is not
provided these problems can be resolved by a direct approach to the problems and a step-wise
solution provided to the students which can help in the personal learning skills of the students.
To minimise this problems a digital platform must be provided and students must be helped in a
problematic context. Which can develop a social well being(Luke, (2018)).
Research methodology
Primary data is the fresh data which is collected by the researchers in the market or field
by the medium of surveys, experiments, public and personal interviews, observations The type of
research decides what kind of data to be collected from the market . This primary research is
done because the data which is already present in the market is not related to the data required
for the business(Lees, (2016)). This primary data can be used by any other business if it is
related. This research helps to know the customers behaviours, demands and product
preferences and determining the pricing policies, determining delivery options etc. the primary
data is also being outsourced by the other companies as it is very tedious job because they have
to meet people and collect all data personally.
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Surveys- this is the most effective way to collect data by interacting with different kinds of
people and just knowing their feedback on the given product. The survey helps the company
know customer's needs and preferences, negative points and positive points about the product .
This can be done on phone feedback, emails, on internet, or by distributing questionnaires. This
results in this research are very accurate information which will help the business to increase
their productivity for increasing the sales in near future.
Interviews- interviewing customer is also same as taking surveys which can be done either in
person or on telephone. This research gives the company a detailed information about what the
customer actually thinks about products and what are the dis-qualities of the products(Kirn &
et.al., (2019)).
Focus groups- in this type of research from the group of people instead of the other two types
discussed above. This research type helps in lowering the cost of collection of data as there is
more information in the same amount of time.
Observation- this type of research does not involve interacting with the customers but it needs an
experienced researcher. This technique is also popular because the business finds the true and
accurate position of their products in the markets as customers think that now on is watching
them so they will act naturally with their product.
Primary data are made from the scratch with the help of different types of methods. The
collection of primary is very expensive as it involves physical collection from researcher and it
also consumes so much effort and time. They can be collected from consumers, retailers,
wholesalers, dealers, suppliers, employees of organisation, salesmen, trade associations,
professional experts, top level management, competitors, other business firms, service providers.
Australian teachers are using digital strategy to make them learn mathematics. Teacher
uses time tables to make them learn multiplication and division because without multiplication
and division student can't learn time tables. Australian teachers uses digital platform like mobile
device, tablet computers for making learn 4th standard student(Farquhar & Fitzsimons, (2018)).
Teacher uses tablet computers because this source leads quick expansion and tablet computers is
using three Math apps to engage students in Mathematics learning. Three maths app support 4th
grade student to learning multiplication and divisions. Teacher uses three maths apps to make
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learn 4th standard students. First is multiplication app, division app and time tables(Practice &
test). For make them learn 1 to 35 time tables.
Multiplication app is great app for students to learn all the time tables from 0 to 35.
Through this app Australian teachers can represent multiple slides or make them learn how to
solve it. Teachers also uses some game app for increasing interest of students for learning so that
they do study intently. Through game apps like 2x2 simulator, Auto scored quiz these app uses
by teachers and ask students what digit will come of 2 multiplies, so students takes interest and
give the answer. Teacher uses this digital strategy in classroom for memorize their times tables
easily through series of engaging games. Second step towards table is division app which is used
by teachers in classroom to memorize and practice long division. Through this app teachers
teaches students simple division and long division with remainders(Priestley & Drew, (2016,
August)). Student gets many difficulties during solving then teachers tell a way to solve division
problems. Australian teachers uses some quiz or practice app to learn and practice all tables from
1 to 35 to analyse 4th grade student knowledge and learning capacity.
STRENGTH:
Digital platform is used by teachers in school to teach students for about mathematics and
learn them. 4th grade students learning capabilities is increased by digital platform. Students are
getting easy approach to learn through multiple apps which is beneficial to students and school.
Through game apps students during playing, having fun and master the principle of
multiplication and division. This way students grasping power enhance out.
WEAKNESS:
Using digital platform, students become technical approach addicted which is not
beneficial for students because they will be unable to practical approach. Student will become
narrow path. For example students can solve only direct numericals but can't solve indirect
numerical that leads inability of student in learning(Priestley & Drew, (2019)).
Recommendations
Teaching practices can be done with the help of technological update as more of the
advancement and approaches can be found using technology there can be many activities
developed which can help them with the development of skills and approaches in solving
problems. By the implementation of various learning activities student can be made to grow their
skills which can develop students in developing the intrapersonal skills. Tasks provided in group
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can develop behaviourism and a positive approach towards each other, working in groups will
develop their ability. A constructive strategy must be developed among students which can help
in the development of the students. This will help in the development of individual and sense of
constructivism will be developed and help the growth of students. Teaching practices must
include a teaching habits which targets all round development of the students and help in the
growth of individuals. Various teaching techniques must be implemented and help the individual
to grow and flourish(Van Poeck, Lysgaard & Reid, (2015)).
Teaching methods like use of images and structures will help in the development and
easy understanding of the topics covering tasks by giving an easy approach to the methods and
which will help them to understand the problems easily they will work for the better, group tasks
and on spot tasks provided will be easier to use for the students and will develop a way to
develop and act in risky situations.
Reflective for the tenants
It refers to principles and management strategies used to teach and explain students in
classroom. It may include reading, memorizing, recitation or combination of all these. The
method should be appropriate and efficient according to the learner. There are two types of
approach to learning teacher centred and student centred. Teacher centred states that teachers
have the main authority and students are considered as empty vessels who receive information
through lectures and explanation. Teachers has to pass knowledge and information to their
students. In this approach student learning is measured by tests and assessments whereas in
student learning approach teachers still remain the authority figure but in learning process both
teachers and students have an equal role. In this approach teacher has to coach student training
and learning through overall comprehension of syllabus(Stern, (2018)). This approach is
measured by formal and informal methods of assessment such as projects, participation in class
and portfolios. It is measured during classroom instruction. Teaching methods which are
commonly used are-
Lecturing- This is a common method among many several methods still considered as the
primary one. It is convenient and cost efficient with big spaced classroom. This method is
suitable for college where there are hundreds of students at once.
Demonstrating- also known as lecture-cum-demonstration method it is taught by examples or
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experiments like a science teacher teaches an idea with an experiment. They are similar to
storytelling it focuses more on practical approach.
Collaborating- It allows students to learn with each other and listening to opinions by
participating in the process. It creates connection between students which help them to study the
concerned topic. Examples of this method are group discussions and group projects. This assess
abilities of student to work together, leadership skills or presentation skills.
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REFERENCS
Books and Journals:
Bergdahl, L., & Langmann, E. (2018). Time for values: Responding educationally to the call
from the past. Studies in Philosophy and Education. 37(4). 367-382.
Biesta, G. (2017). The future of teacher education: Evidence, competence or wisdom?. In A
Companion to Research in Teacher Education (pp. 435-453). Springer, Singapore.
Callison, C & et.al., (2019). Introduction:" Indigenous Comics and Graphic Novels: An
Annotated Bibliography". Jeunesse: Young People, Texts, Cultures. 11(1). 139-155.
Farquhar, S., & Fitzsimons, P. (2018). Narrative and metaphor in subjugated
knowledge. Narrative and Metaphor in Education: Look Both Ways.
Kirn, A & et.al., (2019). Exploring tensions of using interpretative phenomenological analysis in
a domain with conflicting cultural practices. Qualitative Research in Psychology. 16(2).
305-324.
Lees, H. E. (2016). Hanging around, pottering about, chilling out: lessons on silence and well-
being from Summerhill School. Revista Hipótese. 3(2). 192-210.
Luke, A. (2018). Two takes on the critical. In Critical Literacy, Schooling, and Social
Justice (pp. 216-224). Routledge.
McKay, V. (2018). Through the eye of a fly: Action research as a support for the South African
national literacy campaign. Systemic Practice and Action Research. 31(4). 375-393.
Priestley, M., & Drew, V. (2016, August). Teachers as agents of curriculum change: closing the
gap between purpose and practice. In European Conference for Educational Research,
Dublin, 23-26 September 2016.
Priestley, M., & Drew, V. (2019). PROFESSIONAL ENQUIRY. An Ecosystem for Research-
Engaged Schools: Reforming Education Through Research, 154.
Van Poeck, K., Lysgaard, J., & Reid, A. (2015). Launching a Virtual Special Issue on ESE
policy research at ECER2015. Environmental Education Research.
Stern, J. (2018). Learning in Dialogue. In A Philosophy of Schooling (pp. 39-59). Palgrave
Macmillan, Cham.
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