EDR 8204 Week 3 Assignment: Analyze Action Research
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This document presents an action research project focused on improving internet safety for students in grades 6-12, addressing the identified lack of sufficient skills to cope with emerging cyber threats. The research aims to implement a mandatory cybersecurity program, enhance awareness of internet security, and ultimately equip students with necessary skills to recognize online threats. Data collection will involve surveys and activities with students, staff, and parents, leading to a report on findings and recommendations for improving cyber safety in educational settings.
![Speaker Notes
Most schools rely on internet access for all manners of teaching,
learning, and communication needs (Prieger, 2013). Tomczyk and
Kopecký (2016) noted that “ . . . Systematic use of . . . Electronic
media begins . . . At the age of 7–11” (Abstract).
They went on to say that “The very devices that are easily used . . .
Become an open door for unscrupulous forces to steal information
and seize control of machines for nefarious purposes;[the] problem is
multi-faceted” . . . .](https://image.slidesharecdn.com/wk3assgnnorthcentraluniversity1-190318084024/85/EDR-8204-Week-3-Assignment-Analyze-Action-Research-7-320.jpg)
EDR 8204 Week 3 Assignment: Analyze Action Research
- 1. Week 3 Assignment: Analyze Action Research log Teaching and Learning Orlanda Haynes North Central University School of Education Ed. D Student EDR 8204-3 - summer 2018 Copyright Note: All images used in this presentation have been confirmed to be either in the public domain, of expired copyright status, licensed under the GNU Free Documentation License, or using creative commons license
- 2. Speaker Notes Hello, everyone! I’m Orlanda Haynes. Thanks for joining the presentation on “Analyze Action Research.” This presentation is an example of an action research project within an education environment. The primary aim is to address specific problems or issues (effectively) in applied settings and in real-time (Creswell, 2012; Mills, 2014).
- 3. When to Use Action Research • To address specific problems or issues in applied settings • To create reflective opportunities about problems or issues • To offer means to staff development (e.g., education practitioners) • To improve work related practices, in part, by being participants
- 4. Primary Types of Action Research •Practical •Participatory
- 5. In teaching and learning environments, practical research occurs when the aim is to improve teaching methods, to help students learn more effectively, and to create educational settings that are proactive and content relevant. Usually, projects involve small-scaled and narrowly focused plans, which address specific issues or problems (Creswell, 2012). On the other hand, participatory inquiries refer to plans designed to address social, organizational, or community problems. The primary purpose is to improve people’s lives by empowering them to create solutions that address specific problems or issues (Lodico, Spaulding, & Voegtle, 2010; Mills, 2014). An issue of interest could be, for instance, to repeal public schools textbook publication laws, which allow the omission of important historical figures and cultural events. Speaker Notes
- 6. A Sample Action Research Project Internet Safety Grade levels 6th – 12th
- 7. Speaker Notes Most schools rely on internet access for all manners of teaching, learning, and communication needs (Prieger, 2013). Tomczyk and Kopecký (2016) noted that “ . . . Systematic use of . . . Electronic media begins . . . At the age of 7–11” (Abstract). They went on to say that “The very devices that are easily used . . . Become an open door for unscrupulous forces to steal information and seize control of machines for nefarious purposes;[the] problem is multi-faceted” . . . .
- 8. Speaker Notes Moreover, Shillair et al. (2015) conducted a study entitled “Online Safety Begins with You and Me: Convincing Internet Users to Protect Themselves.” They discovered that most online schools, colleges, and universities post messages on their websites about how students should protect themselves while engaging in cyber environments (Ng Chong, Kanagasundram, Yee Hway, Loong, & Teoh Kar, 2016; Prieger, 2013; Shillair et al., 2015; Tomczyk & Kopecký, 2016).
- 9. Speaker Notes Despite these measures, however, administrators at XYZ Middle school district (in 2016) reported an alarming increase in students’ complaints about the lack of internet security, especially password protection. To address the problem, in January of 2018, the school board approved an action research plan that included a mandatory cybersecurity program (for both students and staff) and an annual district-wide survey to include all staff as well as students and parent.
- 10. A Sample Action Research Problem Statement • Students in grades levels six through 12th lack sufficient Internet safety skills to cope with emerging cyber threats.
- 11. Purpose of the Research • To determine the cause of the problem and to recommend an effective solution • To build a web-based education program based on best practice for emerging cyber-threats • To emphasize the importance of internet security and to encourage students’ awareness by sharing knowledge about internet security resources and by implementing a mandatory cyber-security activity
- 12. Goals of the Research Upon completion of the Cyber Security program, students will understand: • Basic Internet terminologies, tools, and resources; • Primary Internet security problems and implications; • How to recognize cyber-threats; • What does “the Internet is forever means”; • The importance of password protection; and • Concepts of Spam and Phishing?
- 13. Why are Passwords Important? Goals of the Research
- 14. Speaker Notes Why are “passwords” important? They help protect end-users’ data privacy when they engage in online activities (Shillair, et al., 2015). The University of Ottawa, Canada, published the article “The Importance of Passwords ” to emphasize current and emerging cyber communication threats. They noted that students should not create common passwords such as yellow123 because common colors joined by standard sequence of numbers are too easy for cyber hackers to steal and use inappropriately (The Importance of Passwords, n.d.).
- 15. Goals of the Research Spam and Phishing?
- 16. Speaker Notes Most students are familiar with junk mail, which is unauthorized advertisements from companies and individuals via standard mail or other third party mail delivery services. Spam is its equivalent, which is usually sent via emails and text messages (Mazzarello, Fralick, & Clemons, 2016). But how do they obtain your addresses? You may ask. Commercial, mailing-list vendors and internet software programs designed to identify and compile electronic addresses are common sources. Likewise, phishing share similar characteristics as far as being unsolicited and using similar delivery options (Mazzarello, Fralick, & Clemons, 2016;Tomczyk, & Kopecký, 2016). However, the purpose is different.
- 17. Speaker Notes Most business communities, for instance, label the act a scam because cyber hackers and cyberthieves shop for personal information including passwords, credit cards and bank account numbers, as well as social security numbers. Their sole purpose is to commit fraud (Mazzarello, Fralick, & Clemons, 2016;Tomczyk, & Kopecký, 2016).
- 18. The Participants Students and Staff Parents
- 19. Speaker Notes Students and staff will complete two online surveys (e.g., before and after the research) based on closed-ended research questions and a cybersecurity online activity; they will also complete a standardized exam (Lodico, Spaulding, & Voegtle, 2010). Researchers will ask parents, via phone or email, to take part in the surveys; however, the cybersecurity online activity will be optional although recommended. They will also issue passwords to all participants and follow standard research protocol for conducting research with human subjects (Mills, 2014).
- 20. Data Collection Methods Survey Question Pro Online Program http://www.questionpro.com/aki ra/ShowResults?id=161974)
- 21. Data Collection Method: Cyber Activities
- 22. Speaker Notes Read the slide text out-loud and remind research participants that all information regarding the research project will be emailed to them two weeks prior to the start date. Please follow this link: https://sos.fbi.gov./. Pay close attention to the instructions. After completing all sections, take the quiz. The game only allows for one attempt. For addition resources, click the link below (internet security tutorial): http://www.netsmartz.org/Presentations/Tweens
- 23. Sharing of the Results
- 24. Speaker Notes The lead researcher should draft a research report and then present the findings at XYZ next school-board meeting (time and date to be decided) (Lodico, Spaulding, & Voegtle, 2010). In addition, he/she should give a certified copy to all board members two weeks prior to the meeting date (Lodico, Spaulding, & Voegtle, 2010). Please contact the research director for further guidance. The report should include the following (see next slide):
- 25. Speaker Notes •The research context and background data •Literature review •Practice to improve •Description of action plan and implementation procedures •Data collection methods •Data analysis and results •Reflection, implications, and recommendations •References
- 26. Week 3 Assignment: Analyze Action Research This concludes the presentation. Let’s take a few moments for questions, thoughts, or comments.
- 27. References Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage Publications. Creswell, J.W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research (4th Ed.). Boston, MA: Pearson Education Inc. Jang-Jaccard, J., & Nepal, S. (2014). A survey of emerging threats in cybersecurity. Journal of Computer and System Sciences, 80(5), pp. 973–993. http://dx.doi.org/ 10.1016/j.jcss.2014.02.005
- 28. References Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley & Sons. Mazzarello, S., Fralick, M., & Clemons, M. (2016). A simple approach for eliminating spam. Current Oncology, 23(1), e75-e76. https://doi:10.3747/co.23.2860 Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th eds.). London: Pearson Education Limited.
- 29. References National Center for Education Statistics. (2016, May). Indicators of school crime and safety. Retrieved from Ng Chong, G., Kanagasundram, S., Yee Hway, A., Tan Loong, H., & Teoh Kar, M. (2016). Cyber bullying: A new social menace. ASEAN Journal of Psychiatry, 17(1), 104-115. Retrieved fromhttps://umexpert.um.edu.my/file/publication/00012227_134529.pdf Ott, K. (2017, 03). The internet endureth forever. Sojourners Magazine, 46, pp. 30-33. Retrieved from file:///C:/Users/educa/Desktop/EduProposals/The%20Internet.pdf
- 30. References Prieger, J. (2013). The impact of government policies on access to broadband. School of public policy working papers. Retrieved from http://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?article=1043&contex t=sppworkingpapers Shillair, R., Cotten, S. R., Tsai, H. S., Alhabash, S., LaRose, R., & Rifon, N. J. (2015). Online safety begins with you and me: Convincing Internet users to protect themselves. Computers in Human Behavior, 48, pp. 199-207. https://doi.org/10.1016/j.chb.2015.01.046 The Importance of Passwords (n.d.). University of Ottawa, Canada. Retrieved from https://it.uottawa.ca/accounts/password-tips
- 31. References Tomczyk, Ł., & Kopecký, K. (2016). Children and youth safety on the Internet: Experiences from Czech Republic and Poland. Telematics and Informatics, 33, pp. 822-833. Retrieved from https://www.researchgate.net/profile/Lukasz_Tomczyk/publication/285288746_ Children_and_Youth_Safety_on_Internet_Experiences_from_Czech_Republic_ and_Poland/links/56d3138108aeb52500d1829c/Children-and-Youth-Safety-on- Internet-Experiences-from-Czech-Republic-and-Poland.pdf