Action Research final reflection

The final thing we looked at in the course was different ways to asses the quality of our research from Dana (2009).  There are four indicators that assess the quality of your research. The first is Context of Study.  This indicator has the researcher look at what context their study will take place in (p. 179).  When I look at my action research plan, I need to consider the context of study.  My teaching setting is at as Residential Treatment Center.  These students will have different issues from the regular classroom.  I need to understand that students bring in many issues to the classroom and I need to have an aspect of my study that asks the question what was bothering you before you came into class.  The second is Wondering and Purpose.  This indicator seeks to find the root of your question (p. 180).  Why do I want to research this topic and what is its purpose?  I asked myself this question and answered that this is important to instruction and student success.  The third indicator is Principal Research Design.  This indicator collects research from multiple sources (p.181).  My research plan called for just my data in my classroom.  My study could be improved if I asked other teachers to complete the same study and compile the results.  Indicator number four is Principal-Researcher Learning. This indicator seeks to make sure all statements are supported by data (p. 182).  If I claim that my research is successful, what data backs up my statement?  This will improve my research because I will use the data to make my statements about my research, even if the data is not what I expected.  The final indicator is Implications for Practice.  This indicator talks about what changes will be put into practice after my research is finished.  For example, if the trouble shooter form is ineffective, what practices will be put into place to fix it?  By asking myself these questions, I will be able to improve the quality of my action research plan.

Reference:

Dana, N.F. (2009). Leading with passion and knowledge: The principal as action      researcher.  Thousand Oaks, CA: Corwin Press.

Action Research Week Four Reflection

In week four of Action Research, we had to research three strategies for implementing change from Harris (2009).  I learned from this reading seven steps to conduct a Force Field Analysis.  These steps include, “describing the situation and how you want to change it, what will happen if no change occurs, identify the forces driving and resisting the change, determining if change is viable and what is needed to implement the change” (p. 95).  I learned the Delphi Method is a good way to get multiple perspectives on an issue.  When a problem arises, a leader will ask the members of the group to identify possible solutions to the issue.  When responses are collected, the leader summarizes the responses and distributes them to the group.  The group can then add or amend ideas and resubmit them.  The leader then re-summarizes the results and has the group rank the solutions to the issue (p. 96).  I learned that this is a five step process done in small group or faculty meetings.  The leader asks the group to write down problems or issues with the topic with no discussion. Then, the group breaks up into smaller groups and shares their issues.  The leader then writes these issues down and asks the group to rate the problems (p. 96).  This seems very similar to the Delphi Method with the ranking system.  I could use Nominal Group Technique to identify the behavioral issues that disrupt class the most.                 

Reference:

Harris, S., Edmonson, S., & Combs, J. (2009).  Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, N.Y.: Eye on Education.

Action Research Plan and Reflection on Week 3

This week in EDLD 5301 Research, we developed an action research plan.  My plan is to see how the process of using a trouble shooter form impacts student behavior and disruptions in the classroom.  This week was helpful in identifying the steps necessary to complete the action research plan.

Action Research Project Plan

Goal:  To see how the process of using a trouble shooter form impacts student behavior and disruptions in the classroom.

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. Setting the Foundation: Identifying the research question and proposing the plan for research.	Robinson, Site Supervisor	Start: August 22nd End: August  26th	Meetings with Site Supervisor.	Completion of the draft topic and plan.
2. Analyzing the Data: Review of existing literature to identify effective action research plans.	Robinson	Start: August 26th End: September 2nd	Text: Leading with Passion and Knowledge and Examining What We Do To Improve Our Schools.	Examples and strategies are found.
3. Developing Deeper Understanding: Determine which of the identified strategies can be implemented in my school environment.	Robinson	Start: September 6th  End: September 16th.	Text: Leading with Passion and Knowledge and Examining What We Do To Improve Our Schools.	Pros and Cons identified and each identified strategy is considered.
4. Engaging in Self-Reflection: Using blog posts to reflect on questions that arise surrounding the question and results during the research process	Robinson	Start: August 22nd End: October 7th	Blog site.	Regular reflection postings to my blog.
5. Exploring Programmatic Patterns: Discuss action research strategies with supervisor.  Compile information on student outbursts.	Robinson, Site Supervisor	Start: September 6th End: October 7th	Meetings with Site Supervisor.	Continue to meet with Site Supervisor.  Conduct research on student disruptions.
6. Determining Direction: Research question is clear? Strategies to be used are agreed upon? Time for training sessions is available? Valid surveys and data collection methods have been chosen to determine effectiveness of trouble shooter form.	Self, Site Supervisor	Start: September 5th End: September 16th.	Form to tally student disruptions in each class..	Total disruptions in a two week period.
7. Taking Action for School Improvement: Implementation of trouble shooter form.  Formative evaluation of effectiveness of form. Summative evaluation of the project and results.	Robinson	Start: September 16th End: September 30th	Trouble shooter form.  Form to tally student disruptions in each class.	Total disruptions in a two week period with the trouble shooter form.
8. Sustain Improvement: Share results with faculty, professors, and classmates. Continue to use trouble shooter form if successful.  Consider revision of form if unsuccessful.	Robinson	Start: October 3rd End: October 7th.	None	Compare the two results from before and after the trouble shooter form to see if student disruptions increased, decreased, or stayed the same.

Reflection on week two of EDLD 5301 Research

This week in Research, we looked at three interviews with administrators on action research.  They gave examples of research in their schools.  Dr. Johnny Briseno, the principal of Rancho Isabella Elementary in Angleton ISD, explained the significance of data in research.  We also looked at the nine passions that drive your journey as an educator.  In all the nine passion areas, action research will aid administrators in their goals of improving their schools and communities.  Finally, this week I learned about what action research I will complete for my internship.  We have just implemented a form called a “trouble shooter.”  This form replaces the traditional referral and is an attempt to kept students in class and gain a commitment from them regarding their behavior.  I would like to research is how effective our new trouble shooter form is at deterring disruptive behavior.   

Reflection on Action Research

Action research is a method of inquiry which involves an administrator or principal in the research.  This is different from traditional research because the administrator actively participates in the research.  Since the administrator is involved in the process, the research is more likely to be personalized to the school.  The results from the research are directly applicable to the school or district in which the study was completed.  Action research is also an important tool for change.  If there is something that needs to change, the administrator is more likely to implement that change if they were involved in the process of completing the research.

Action research also offers the researcher opportunities to expand on their original question.  After reflecting on the results, the administrator can take action and then follow up with additional questions that arise because of the research.  This allows for further development of the research.

   

 I believe that an action research study would be extremely beneficial in addressing issues that schools face.  An administrator can actively guide the research to be tailored to their particular campus and students.  The results of the research can show how widespread the problem is at their school.  The administrator can then take action to correct the problem based on data.

How Educational Leaders Might use Blogs

Educational leaders can use blogs in many ways.  First, blogging allows the teacher to communicate with parents, administrators, and the community.  If you have a class blog, you can tell about them about exciting learning going on in your class.  Students can post to the blog sharing their experiences as well.  Secondly, blogging can increase collaboration between colleagues.  The administrator or teacher can post projects to share with others or results of action research.  Collaborators can comment on blog posts providing feedback. 

What I learned about myself from this course

I learned many things from this course. First, I learned a few things about myself.  I thought there was some technology that was too advanced for me.  I was comfortable with what I knew and didn’t want to attempt something new.  Now that I was motivated to create things like a website and a blog, I found that I was capable of learning and succeeding in a Technology course.  I found that I am a very structured person.  I don’t like it when I post something on my website and it doesn’t look exactly the same as before.  I was really annoyed with the discussion board and when I went to indent a new paragraph, it just skipped a line and wouldn’t indent.  I learned that I am reliable and always strive to follow the rules.  I can have fun with my friends, but I am serious with my duties.  When asked to do something, I enjoy step-by-step instructions and dislike when I have to wing it.

Course Assignments Success

I was extremely successful in carrying out the course assignments.  I was either the first or second person to post on the discussion board every week.  During most of the week’s discussions, I had to wait until Wednesday for two other people to post so I could respond to their quotes.  If I had a question, I emailed for help and got the problem taken care of.  I did not feel like this course was difficult.  The hardest part was taking the time to sit, read, write, and complete the assignments.  The assignments were long and in depth and took more than an afternoon to finish.   I successfully managed my time by planning opportunities in the week to work on my course.  One challenge as we move forward is finding the time to dedicate to the internship while working full time at school.  Teachers put in much more that forty hours each with.  They are constantly grading papers and creating assignments.  I hope that I will be able to succeed without overworking myself.

Outcomes not Achieved

I did not feel that I didn’t achieve any outcomes.  I completed each assignment in the correct manner and in the correct time.  I was able to learn about why technology was so important in our society and in our classroom.  Looking back on the areas that I was not confident it, I am now capable.  One concern that I have will be how to keep up on the course work now that school is in session.  I have been in training all week and have a lot on my plate. How will I successfully complete the 18 month internship program, integrate technology, and successfully teach?  Will I be able to lesson plan, grade papers, and create fun and engaging lessons?  Now that I understand more technology, I find myself struggling with the time it takes to create a technology integrated lesson.  It is very easy to fall in the rhythm of worksheets and book work because all the material is available and ready.

Course Outcomes Relevancy

I believe that the extent that I achieved my outcomes is quite relevant to the work that I will do in my classroom.  First of all, subscribing to the technology and education RSS news feeds will help cut down on research time when I am looking for updates it the education field.  Also, now that I am capable of creating and maintaining a website, I can set up a class website.  I envision posting my PowerPoint presentations, notes, homework assignments, and class information on my site.  Parents and students can access the site for information.  We could also have a class blog.  Each student would be responsible for responding to the question prompt just like a journal.  This would integrate technology and writing skills.  Wordle can be used at the beginning of the year to show the students the main ideas in each subject.  Students could also use Animoto to make presentations on countries in World Geography.  

Course Outcomes Reflection

This course was a good introduction to technology leadership.  Going into the first week, I expected to learn how to create and manage several online applications including websites and blogs.  I was slightly confused on what the 18-month internship entailed.  I did not quite understand things like a discussion board and submitting online assignments.  I was somewhat nervous about the whole process.  My web skills were not the greatest and I wanted to improve those with my masters.  The course helped me gain an understanding of what it meant to teach technology and the importance of using technology in the classroom. I was please with the assignments that allowed me to create both of those features and I found that they were not as difficult as I had envisioned.  I also appreciated learning about tools like Animoto and Wordle.  My course outcomes closely aligned with what I had envisioned for the course.  

Campus Technology Plan Presentation

E Rate

View more presentations from keithorama

District Technology Plan

The Schools and Libraries Program of the Universal Service Fund is a federally funded organization that grants discounts to school districts seeking less expensive internet access.  This is called the E-Rate and schools wishing to take advantage of this program must submit a technology plan.  This plan must include five elements: goals and strategies for using telecommunications and information technology, a professional development strategy, an assessment of technology needed, budget resources, and an ongoing evaluation process.  After 2011, budget resources will no longer be required in the technology plan.  The district’s technology plan shows expenditures of three million dollars in technology with $150,000 set aside for professional development.  Training in technology application software is through the Instructional Technology department.  There are classes offered Monday through Saturday in the district technology training labs.  Special training sessions are available for campuses or teachers that need extra training.  This summer, I went to trainings for Google Earth and SmartBoards.  I will attend a ProjectShare training next week for Social Studies.  This is a collaboration web site for teachers to receive training and share information with one another.  The district made note of some needs they need to address.  These include increasing community awareness of the use of technology in the classroom, upgrading infrastructure in existing technology, increasing the technology equipment in each campus, and adding more professional development.  Assessments in the form of annual technology surveys and self reflections are collected as input for future professional development.  From looking at the technology budget, there seems to be enough money to place more computers in each campus and provide opportunities for professional development.

National Educational Technology Plan

The National Educational Technology Plan begins with the belief that education is central to the growth and prosperity of America.  Without a high quality education, we will not be able to compete in the global economy.  There are two goals of this technology plan. The first is to raise proportion of college graduates from 41% to 60% by the year 2020.  The second goal is to equip all high school graduates with the necessary skills to achieve in college.  This is a large goal.  Many high school graduates get to college and are overwhelmed and not able to complete college.  We need to narrow the achievement gap by raising the standards that we have in high school.  This will meet resistance from a struggling economy.  Many states, including Texas, are cutting budgets and money that goes into education.  We must bring up our students with cost effective strategies that require a deeper knowledge.  Technology is vital to our everyday lives.  If this plan is to succeed, it must incorporate technology.  The plan calls for technology based learning and collaboration.  Collaboration is crucial for teachers. When we share our best teaching practices, everyone benefits. The best teachers I know tell me that they learned everything from other teachers. Collaborating with our co-teachers improves our teaching ability. We should strive to collaborate as much as possible and share our best lessons. Technology can assist with this collaboration effort. Many school districts have SharePoint sites or blogs that teachers can post links and lessons.  With the proper use of technology, we can meet the highest standards we set for our students.

Resources:

Office of Educational Technology. (n.d.). National Education Technology Plan 2010. Retrieved July 22, 2011, from U.S. Department of Education website: http://www.ed.gov/sites/default/files/netp2010-execsumm.pdf

Technology Assessments

An old saying goes, “You don’t know where you are going until you see where you have been.”  This is true in many cases including assessing proficiency in technology.  There may be blind spots in your instructions that you may not be aware of.  We need to constantly strive to be better teachers.  For educators, you can not know what needs improvement without assessing your strengths and weaknesses.  In week one, we took multiple surveys on our use of technology.  After taking these surveys, I discovered that my knowledge was limited to a single operating system. My professional development goals would be to improve my knowledge of other operating systems besides Windows, learn how to diagnose software problems, configure and troubleshoot software, and to navigate using the file manager.  Knowing these skills will help me save time when using different technologies.  I have never created a web page beyond my teacher site, which was very basic.  For professional development, I would like to improve my skills at creating a web site.  I could then create a website for my class that includes links to activities and information.  I would have never been aware of this fact had I not assessed my proficiency of technology.  Assessing student proficiency in technology is also beneficial.  Some students may have a high proficiency in one area, but score low in another.  Assessing their level will provide vital feedback on what technology needs to be addressed.  We need to teach today’s students the skills they need in the 21^st century workplace.   

Web Conference Reflection

I attended the web conference on July 21, 2011.  This was my first ever attempt at using a web camera.  The web conference was an interesting activity.  At first, I could not access the website.  I was frantically trying to get into the site before 8:00.  Whenever I clicked on the link, it said the meeting has ended.  Frustrated, I grabbed my sister-in-law’s computer and typed in the website and immediately gained access to Cohort 22.  Then I realized that the link I clicked on sent me to Cohort 21’s conference site.  After I was able to access the site, I had audio, but no video.  I asked if my video was working and suddenly, there was a button that said share video.  I clicked on it and everyone could see me.  I am not sure if the professor had a feature that allowed me to have access to that button or if it was merely coincidence.  After a short while, my connection timed out and I lost access to broadcasting audio and video.  Many people in the class also had trouble with connection and audio.  There was an eerie echo during the begging of the conference and the professor’s own internet cut out twice.  This is I believe the biggest limitation to technology.  When it works, great and amazing things happen.  When technology doesn’t do exactly what you want it to (like during the web conference) it can be frustrating and burdensome.