This is a North Central University PowerPoint presentation (EDR 8204-3). It is written in APA format, has been graded by an instructor(A), and includes references. Most education communities submit assignments to turnitin, so remember to paraphrase.

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