INTRODUCTION
This paper is examining the affect of using ClassDojo to monitor and encourage awareness of targeted behaviors specified in an Individualized Education Plan through a case study. This study will follow the three triangulation points of data from numerical occurrences tracked through ClassDojo, anecdotal record from the researcher, and numerical occurrences tracked through self-reflection by the student in the form of a checklist. From using these components of data, primarily in support of ClassDojo, we are hoping to accomplish the following: (1) an increase in appropriate behaviors displayed by the student, specifically in relation to time spent transitioning and being on task and (2) a more efficient way of tracking data to use for information regarding the student’s Individualized Education Plan.
BACKGROUND The following research was conducted in a small, suburban elementary school in central Virginia. Most of the data collected is in a small group direct-instruction setting with a maximum of seven students and typically at least two teachers present. The other portion of data collection will be completed in inclusion classrooms. The student focused on is in third grade with an Individualized Education Plan.
I was first introduced to ClassDojo in my fall field placement. I was immediately fascinated by the friendly monster characters assigned to each student, delightful bings when the student was praised, the bright colors, and simple and quick way of recording data. I immediately realized the infamous clip chart was not present in two classrooms I visited that used ClassDojo. I was enticed by the idea implementing a new classroom management technique that was beyond public shaming and a meaningless giant color strip. I was intrigued with how interested the students were with it. I accepted its presence in the classroom and it quickly left the forefront of my mind. ClassDojo is an online tool available free to teachers, students, and parents. ClassDojo’s major components are it’s way of tracking customized behaviors, completion assignments, and assignments; has a social media like newsfeed platform where parents, students, and the teacher can post; the messaging system that easily allows teachers to share information with parents; has access to videos and discussion guides regarding growth mindset; and it’s bright, colorful kid friendly interface. Each component is designed to help build a positive, engaged, and responsive classroom community. ClassDojo’s website describe their program as: “ClassDojo is a communication app for the classroom. It connects teachers, parents, and students who use it to share photos, videos, and messages through the school day. They use ClassDojo to work together as a team, share in the classroom experience, and bring big ideas to life in their classrooms and homes.” Also, ClassDojo cites impressive statistcs on their website including its presence in 2/3 shcools in the United States and in over 180 countries causing for it to be used in over 35 different languages. It has received several educational awards including ones from NBC Today, Forbes Linkedin, and TechCrunch. I quickly switched my focus to one of the more active children in the classroom Eugene*. I had been previously placed with the cooperating teacher during my undergraduate studies and had worked with Eugene during that time. During my fall semester of the Master of Arts of teaching program I did not have access to his files including the Individualized Education Plan; however, she did confirm a few behaviors she was tracking with that particular student. The behaviors were largely with transitioning between assignments, subjects, and physical spaces and staying on task. It is almost as if he gets so focused on a task that he finds it hard to pull himself away and move on, but during the task he is easily distracted at times. Originally, I had thought of researching the interpretation of selected musical sounds to relate back to my undergraduate studies of zoosemotics …show more content…
“It functions as a system where the students can earn points for desired behaviors, and points can be taken away for undesired behaviors” (Garcia and Hoang, 2015). Garcia and Hoang imply Kolhberg’s stages of moral development by saying younger children “naturally want to please”; however, they also make the claim that there should be some type of prize or reward after a certain amount of Dojo points are accumulated to further incentivize good